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غلامزاده, زهرا, خمسه, عباس. (1402). تعیین اولویت فناوری‌های صنعت 4.0 در مدرسه از منظر اکتساب تکنولوژی به شیوه‌ تاپسیس فازی. فناوری آموزش, 17(3), 541-560. doi: 10.22061/tej.2023.9350.2835
زهرا غلامزاده; عباس خمسه. "تعیین اولویت فناوری‌های صنعت 4.0 در مدرسه از منظر اکتساب تکنولوژی به شیوه‌ تاپسیس فازی". فناوری آموزش, 17, 3, 1402, 541-560. doi: 10.22061/tej.2023.9350.2835
غلامزاده, زهرا, خمسه, عباس. (1402). 'تعیین اولویت فناوری‌های صنعت 4.0 در مدرسه از منظر اکتساب تکنولوژی به شیوه‌ تاپسیس فازی', فناوری آموزش, 17(3), pp. 541-560. doi: 10.22061/tej.2023.9350.2835
غلامزاده, زهرا, خمسه, عباس. تعیین اولویت فناوری‌های صنعت 4.0 در مدرسه از منظر اکتساب تکنولوژی به شیوه‌ تاپسیس فازی. فناوری آموزش, 1402; 17(3): 541-560. doi: 10.22061/tej.2023.9350.2835

تعیین اولویت فناوری‌های صنعت 4.0 در مدرسه از منظر اکتساب تکنولوژی به شیوه‌ تاپسیس فازی

فناوری آموزش
مقاله 5، دوره 17، شماره 3 - شماره پیاپی 67، تیر 1402، صفحه 541-560    اصل مقاله (1.14 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9350.2835
نویسندگان
زهرا غلامزاده1؛ عباس خمسه* 2
1گروه مدیریت فناوری، دانشکده مدیریت و اقتصاد، دانشگاه علوم و تحقیقات، تهران، ایران
2گروه مدیریت صنعتی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
تاریخ دریافت: 15 آذر 1401،  تاریخ بازنگری: 17 فروردین 1402،  تاریخ پذیرش: 08 خرداد 1402 
چکیده
پیشینه و اهداف: با ظهور صنعت ۴.۰ در ابتدای قرن 21 و معرفی فناوری‌های وابسته به آن، نظیر اینترنت اشیا، واقعیت مجازی، واقعیت افزوده، کلان داده، ربات‌های خودکار و... تحولات بسیاری رخ داد که نتایج آن بر حوزه‌ آموزش نیز اثرگذاشت و مفهومی تحت عنوان تعلیم و تربیت ۴.۰ را متولد کرد. دانش‌آموزان متأثر از این مفهوم در آینده نزدیک باید ظرفیت یادگیری و توسعه مهارت‌ها در دنیای واقعی و مجازی را کسب کنند. فناوری‌هایی چون واقعیت مجازی، واقعیت افزوده و فناوری‌های مبتنی بر سایبرفیزیکال و تلفیق آنها با کلاس درس در این شرایط اهمیتی دو چندان می‌یابند؛ به‌طوری‌که امروزه مدارس بسیاری در دنیا برای نیل به اهداف تعلیم و تربیت ۴.۰ استفاده از این فناوری‌ها را در برنامه‌های آموزشی خود ضروری می‌دانند. بنابرین شناخت، انتخاب فناوری مناسب و به‌کارگیری آن در مدارس، می‌تواند مسیر تعلیم و تربیت دانش‌آموزان را در زمینه‌ یادگیری تسهیل نماید. از آنجاکه بسیاری از فناوری‌های صنعت ۴.۰ نوظهور بوده و در مرحله‌ رشد فزاینده قرار دارند؛ لذا توجه به فرآیند انتقال فناوری و اولین مرحله‌ آن یعنی فاز انتخاب و اکتساب مهم به‌شمار می‌رود. لذا هدف از پژوهش حاضر بررسی پیشینه پژوهش‌ها و معرفی برخی از این فناوری‌ها، تبیین برخی از کاربردها و شناسایی مؤلفه‌های اثرگذار بر انتخاب فناوری مناسب، برای اکتساب فناوری دارای اولویت در مدرسه‌ مورد مطالعه است.
روش‌ها‌: روش این پژوهش آمیخته (کیفی-کمّی) است که در ابتدا با جستجوی اسناد، کتب و مقالات، به شیوه‌ فراترکیب 13 مؤلفه‌ اثرگذار بر انتخاب فناوری‌های صنعت ۴.۰ برای به‌کارگیری در مدرسه، استخراج شد. مورد مطالعه این پژوهش مجتمع آموزشی دخترانه واقع در شهر تهران است و زمان انجام پژوهش سال تحصیلی1400 می‌باشد. همچنین با توجه به نیازمندی‌های پیش رو در دوره کوتاه مدت 5 ساله و نیز  با بررسی مقالات و نظر خبرگان سیستم،  5 فناوری از صنعت ۴.۰( اینترنت اشیا، دوقلوی دیجیتال، واقعیت مجازی، واقعیت افزوده و ربات‌های خودکار) انتخاب شد و سپس به روش تاپسیس فازی، نظر تخصصی هفت نفر از خبرگان، که به شیوه‌ هدفمند برای این پژوهش انتخاب شدند، در مورد اولویت انتخاب فناوری‌های منتخب، از طریق پرسش‌نامه ماتریس تصمیم‌گیری، دریافت شد.
یافته‌ها: نتایج محاسبات تاپسیس فازی نشان داد که فناوری واقعیت افزوده با عدد 6.836 کمترین فاصله از ایده‌آل مثبت را داراست، و  با محاسبه شاخص شباهت و با امتیاز نهایی 0.522 در بین فناوری‌های منتخب از اولویت بالاتری برخوردار است و فناوری واقعیت مجازی با عدد 7.654 دومین گزینه در فاصله از ایده‌آل مثبت است و با امتیاز نهایی 0.473 رتبه دوم را دارد. همچنین فناوری اینترنت اشیا با امتیاز نهایی 0.459 در اولویت سوم قرار گرفت.
نتیجه‌گیری: با توجه به یافته‌ها و براساس 13 مؤلفه‌ اصلی اثرگذار بر انتخاب فناوری، استفاده از واقعیت افزوده در فضای کلاس درس و تلفیق آن با آموزش در مدرسه‌ مورد مطالعه می‌تواند منجر به بهره‌وری در استفاده از این فناوری شود و زمینه‌ توسعه ظرفیت‌های یادگیری در دانش‌آموزان را با توجه به الزامات تعلیم و تربیت ۴.۰ فراهم آورد.
کلیدواژه‌ها
صنعت 4.0؛ تعلیم و تربیت 4.0؛ انتخاب فناوری؛ انقلاب صنعتی چهارم؛ فرآیند انتقال فناوری
موضوعات
فناوری آموزش- آموزش عمومی
عنوان مقاله [English]
Determining the priorities of Industry 4.0 from the view of technology acquisition using Fuzzy TOPSIS method
نویسندگان [English]
Z. Gholamzadeh1؛ A. Khamseh2
1Department of Technology Management, Faculty of Management and Economics, Science and Research University, Tehran, Iran
2Department of Industrial Management, Karaj Branch, Islamic Azad University, Karaj, Iran
چکیده [English]
Background and Objectives: With the emergence of Industry 4.0 at the beginning of the 21st century and the introduction of technologies related to it such as Internet of Things, virtual reality, augmented reality, big data, automatic robots, etc., many developments took place, the results of which also affected the field of education and gave birth to a concept called education 4.0. Students affected by this concept in the near future should acquire the capacity to learn and develop skills in the real and virtual world and technologies such as virtual reality, augmented reality and cyber-physical technologies and their integration with the classroom become doubly important in these conditions, so that today many schools in the world use this technology to achieve the goals of education 4.0. They consider them essential in their educational programs. Therefore, knowing, choosing appropriate technology and using it in schools can facilitate the path of education and training of students in the field of learning. Since many of the technologies of Industry 4.0 are emerging and are in the stage of increasing growth, it is important to pay attention to the technology transfer process and its first stage, i.e., the selection and acquisition phase. Therefore, the purpose of the current research is to investigate the background of the studies and introduce some of these technologies, explain some of their applications, and identify the factors affecting the selection of the appropriate technology for the acquisition of priority technology in the studied school.
Methods: The study adopted a mixed-methods approach (qualitative-quantitative) and at first by searching documents, books and articles, with mata-synthesis method, 13 factors affecting the choice of Industry 4.0 technologies to be used in the school were extracted. The participants of this research included the girls in an educational complex located in Tehran and the time of the research was the academic year of 1400-1401. Also, according to the upcoming requirements in the short-term period of 5 years, as well as by reviewing the articles and opinions of system experts, 5 technologies from the industry 4.0 (Internet of Things, digital twin, virtual reality, augmented reality and automatic robots) were selected and then, using the Fuzzy TOPSIS method, the expert opinion of seven experts, who were selected in a purposeful way for this research, was elicited regarding the priority of choosing selected technologies through the decision matrix questionnaire.
Findings: The results of Fuzzy TOPSIS calculations showed that augmented reality technology with a number of 6.836 had the smallest distance from the positive ideal, and by calculating the similarity index and with a final score of 0.522, it had a higher priority among the selected technologies. Moreover, virtual reality technology with a number of 7.654 was the second the option was far from the ideal, and ranked as the second one with a final score of 0.473. Also, Internet of Things technology was ranked as the third one with a final score of 0.459.
Conclusion: According to the findings and based on the thirteen main factors affecting the choice of technology, the use of augmented reality in the classroom environment and its integration with education in the studied school can lead to productivity in the use of this technology and the context it provided for the development of learning capacities in students according to the requirements of education 4.0.
کلیدواژه‌ها [English]
Industry 4.0, Education 4.0, Technology Selection, Fourth Industrial Revolution, Technology Transfer Process
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