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تأثیر فناوری واقعیت افزوده بر فرایند یاددهی - یادگیری و پذیرش دانشآموزان دختر متوسطه دوم در آموزش مجازی درس زیستشناسی | ||
| نظریه و عمل در تربیت معلمان | ||
| مقاله 3، دوره 10، شماره 17، فروردین 1403، صفحه 54-36 اصل مقاله (1.25 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/itt.2023.3116 | ||
| نویسندگان | ||
| اعظم غلامی* 1؛ لیلا عراقی سوگلی تپه2 | ||
| 1استادیار گروه زیست شناسی، پردیس نسیبه، دانشگاه فرهنگیان استان تهران | ||
| 2کارشناسی ارشد آموزش زیست شناسی، پردیس نسیبه، دانشگاه فرهنگیان استان تهران | ||
| چکیده | ||
| پیشینه و اهداف: واقعیت افزوده یکی از فناوریهای کاربردی نوین در حوزه آموزش است که توانسته با شبیهسازی دنیای واقعی بهصورت پویانمایی، اجسام مجازی، تصاویر سهبعدی، صدا و... امکان تعامل کاربر را با مفاد درسی ممکن سازد و با کمکگرفتن از فضای مجازی نقش مؤثری در آموزش ایفا نماید. هدف پژوهش حاضر، تأثیر آموزش مبتنی بر واقعیت افزوده تعاملی بر آموزش زیستشناسی است. روش ها: ﭘﮋوﻫﺶ به روش نیمهآزمایشی ﺑﺎ طرح ﭘﯿش - پسآزمون و آزمون سنجش یاد داری انجام شد. جامعه آماری پژوهش، شامل دو کلاس 27 نفره دانشآموزان دختر پایه دوازدهم تجربی دبیرستان شاهد شهرستان پاکدشت در سال تحصیلی 1401 - 1400 است که به طور تصادفی به گروههای گواه و آزمایش تقسیم شدند. گروه گواه بهصورت سنتی و گروه آزمایش با فناوری مذکور آموزش دیدند. پرسشنامههای پژوهش شامل پرسشنامه سبکهای یادگیری کلب و محقق ساخته ارزیابی یادگیری و یاد داری است. در تحلیل دادهها از روشهای آمارهای فراوانی، میانگین، انحراف معیار، آزمونهای t گروههای مستقل و جفتی استفاده شده است. جهت بررسی پایایی پرسشنامهها از طریق ضریب آلفای کرونباخ و بررسی پایایی آزمونها، از روش کودر - ریچاردسون استفاده شده است. بهمنظور بررسی شاخص روایی محتوایی پرسشنامهها از روش CVR[1] وجهت بررسی شاخص روایی محتوایی آزمونها از روش CVI[2] استفاده شد. سطح معناداری برای همه آزمونها p<0.05 در نظر گرفته شد. یافته ها و نتیجه گیری: یافته های پژوهش نشان داد اختلاف پیش و پس آزمون گروههای گواه و آزمایش معنادار بوده و بیشتر بودن میانگین نمرات گروه آزمایش نشاندهنده یادگیری بهتر است. اما معنادار نبودن اختلاف پسآزمون - یاد داری نشاندهنده یاد داری مطالب در هر دو گروه بوده و افت کمتر نمره در گروه آزمایش، تثبیت بیشتر آموختهها را تأیید میکند. تحلیل پرسشنامههای سبکهای یادگیری و محقق ساخته نیز نشاندهنده اثربخشی روش آموزشی و استقبال دانش آموزان است. | ||
| کلیدواژهها | ||
| واقعیت افزوده؛ یاددهی؛ یادگیری؛ زیست شناسی؛ آموزش مجازی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Critical Thinking Training on the Self-Esteem of Sixth Grade Female Students | ||
| نویسندگان [English] | ||
| Azam Gholami1؛ liela Araghi Aogoli Tape2 | ||
| 1department of biology, farhangian university, tehran | ||
| 2Faculty of science, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Augmented reality is one of the new applied technologies in the field of education which has been able to simulate the real world in the form of animation, virtual objects, 3D images, sound, etc., enabling the user to interact with the curriculum and play an effective role in education by taking help from virtual space. The purpose of this research is the effect of interactive augmented reality-based education on biology education. Methods: The research was conducted using a semi-experimental method with a pre-post-test design and a memory test. The statistical population of the research included two classes of 27 female students in the twelfth grade of experimental Shahid High School in Pakdasht city in the academic year of 1401-1400 which were randomly divided into control and experimental groups. The control group was trained traditionally and the experimental group was trained with the mentioned technology. The research questionnaires included Kolb's learning styles questionnaire and researcher-made learning and memory evaluation. Statistical methods of frequency, average, standard deviation, t-tests of independent and paired groups were used in data analysis. Cronbach's alpha coefficient was used to check the reliability of the questionnaires and Koder-Richardson method was used to check the reliability of the tests. In order to check the content validity index of the questionnaires, the CVR method was used, and the CVI method was used to check the content validity index of the tests. The significance level for all tests was p<0.05. Findings and Conclusion: The findings of the research showed that the pre- and post-test difference between control and experimental groups was significant and higher average scores of the experimental group indicate better learning. But the non-significance of the post-test-remembering difference indicates the memorization of the material in both groups and the lower score drop in the experimental group confirms the greater consolidation of what has been learned. The analysis of the questionnaires of learning styles and made by the researcher also shows the effectiveness of the educational method and the reception of the students. | ||
| کلیدواژهها [English] | ||
| Augmented Reality, Teaching, Learning, Biology, Virtual Education | ||
| مراجع | ||
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