Structural Equation Model of Perceived Communication Skills and Educational Performance in Online Environments: The Role of Virtual Education and Computer Games

Document Type : Original Article

Author

Department of Educational Sciences, Payame Noor University, Tehran, Iran

Abstract

Background: The purpose of the present study was to investigate the correlation between perceived communication skills and educational performance with the mediating role of virtual education and computer games in second-year high school students of Kerman City, Iran.
Methods: The research method used descriptive correlation, and the statistical population of the research was all students in the second year of high school in Kerman City, which was carried out between September 2021 and June 2022. Based on Morgan's sampling table, 291 people were selected by multi-stage cluster sampling, and they answered the questionnaires assessing the communication skills developed by Jerabek (2004), the educational performance test of Pham and Taylor (1999), the technology acceptance model (1986), and a researcher-made questionnaire on the computer games. The data were analyzed using structural equation modeling, with a statistical significance level set at 5%.
Results: The results revealed a significant correlation between communication skills and educational performance and virtual education, particularly highlighting the importance of understanding verbal and nonverbal messages. Understanding of verbal and nonverbal messages positively influenced educational performance (γ=0.141, p=0.025) and virtual education (γ=0.208, p=0.001), while assertiveness showed a strong positive correlation with both educational performance (γ=0.197, p=0.002) and virtual education (γ=0.233, p=0.001). However, insights into the communication process did not demonstrate a significant correlation in these areas. In contrast, the analysis of computer games revealed a negative correlation with determined communication (γ=-0.354, p=0.001) and no significant correlation between other components on educational performance (β=-0.098, p=0.078). Additionally, virtual education had a positive and significant direct correlation with educational performance (β=0.276, p=0.001).
Conclusion: Virtual education enables students to study independently while facilitating peer interaction. Additionally, computer games have been shown to enhance concentration and attention, strengthen mathematical skills, and improve logical reasoning, ultimately leading to improved educational performance.

Highlights

Akbar Jadidi Mohammadabadi (Google Scholar)

Keywords

References

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  • Receive Date: 19 July 2023
  • Revise Date: 16 October 2024
  • Accept Date: 24 November 2024
  • Publish Date: 01 March 2025

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