پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 11 |
| تعداد شماره‌ها | 214 |
| تعداد مقالات | 2,151 |
| تعداد مشاهده مقاله | 2,971,350 |
| تعداد دریافت فایل اصل مقاله | 2,171,751 |
تبیین و سنجش اثربخشی بهرهگیری از شبیهسازی رایانهای بر انگیزش تحصیلی دانشجویان معماری (درس ساختمان 2) | ||
| فناوری آموزش | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 01 بهمن 1403 اصل مقاله (899.13 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22061/tej.2024.10906.3076 | ||
| نویسندگان | ||
| عباس صداقتی* ؛ بابک مطیعی | ||
| گروه معماری، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران | ||
| تاریخ دریافت: 22 فروردین 1403، تاریخ بازنگری: 25 تیر 1403، تاریخ پذیرش: 01 شهریور 1403 | ||
| چکیده | ||
| پیشینه و اهداف: انگیزش بهعنوان یک عامل محرکاساسی در یادگیری، نقشی بنیادی در موفقیتتحصیلی دانشجویان ایفا میکند. بهنظر میرسد دانشجویان دانشکدههای معماری، انگیزش لازم جهت آموختن دروسنظری و به‌ویژه دروسفنی و ساختمانی را ندارند. با توجه به تفاوتماهوی رشتهمعماری و بهتبع آن، آموزش آن با سایر رشتهها، هدف پژوهشحاضر، بررسی بهکارگیری شبیهساز رایانهای بهعنوان ابزاری متحول‌کننده در چشم‌انداز پویای حوزهآموزش و تأثیر آن در انگیزش دانشجویان معماری است. روش‌ها: نوع تحقیق از نظر هدف، کاربردی بوده و از لحاظ گردآوری دادهها در زمره تحقیقات شبهآزمایشی با گروهگواه محسوب میشود. ابزار گردآوری دادهها، پرسش‌نامه هارتر بود که پس از بررسی پایایی و انجام تحلیلهای مقدماتی و پیشنیاز با آزمونکوواریانس تحلیل شد. جامعهآماری تحقیق دانشجویان درس ساختمان 2 دانشگاه آزاد ارومیه بوده، که در دوگروه آزمون 30 نفر و کنترل 30 نفر، بهگونهای انتخاب شدند که میانگین نمرات هر دو گروه در آزمون مقدماتی یکسان باشد. یافتهها: براساس یافتهها می‌توان گفت یکى از اصلیترین عوامل بروز عملکرد و رفتار انسان، انگیزش است. انگیزش، فرد را بهجنبش وا میدارد و در محیطهاى آموزشی همبستگى مستقیم با یادگیری و یادداری و پیشرفتتحصیلی دانشجویان دارد و به انگیزش درونی و بیرونی تقسیم میشود؛ یافتههای حاصل از تحلیلآماری، فرض پژوهش مبنیبر تأثیر استفاده از شبیهساز بر انگیزش دانشجویان درس ساختمان 2 را تصدیق میکند. در بنیان انگیزشدرونی، تفاوت قابلتوجه و معناداری میان گروهآزمون و گروهکنترل وجود دارد. افزایش چشمگیر نمرات، انگیزهدرونی پسآزمون نسبتبه نمرات درونی پیشآزمون در گروهآزمایش و همچنین اختلاف حداقلی در نمرات پیشآزمون و نمرات پسآزمون گروهگواه بیانگر تأثیر استفاده از این فناوری در افزایش انگیزشدرونی دانشجویان است. در مؤلفه انگیزشبیرونی نیز دوگروه آزمایش و کنترل دارای تفاوتمعناداری در پسآزمون هستند. انگیزشبیرونی دانشجویانی که بهروش شبیهساز رایانهای آموزش دیدهاند، نسبتبه گروهی که بهروش معمول آموزش دیدهاند، متفاوت است و نیز بالاتربودن میانگین نمرات گروهآزمون در پسآزمون، افزایش این انگیزش در گروهآزمون را نشان می‌دهد. نتیجه‌گیری: بهرهگیری از شبیهساز رایانهای در آموزش دروسفنی، منجر به افزایش قابل توجه انگیزش دانشجویان معماری میشود. افزایش قابلملاحظه نمرات پایانترم دانشجویانی که از این فناوری استفاده کردند نسبتبه گروه کنترل، مؤید تأثیرمثبت استفاده از آن است. کاربرد آن، هنگامی اثربخش است که اصول و مفاهیم ذهنی و پایه بهوسیله روشهای دیگر آموزش داده، و سپس برای آموزشتکمیلی از شبیهسازی استفاده شود و بهطور کلی، هنگامی مؤثرتر است که همراه با روشهای سنتی بهکار برده شود؛ یعنی شبیهسازی بهعنوان مکملی برای روشهای سنتی بهحساب میآید. | ||
| کلیدواژه‌ها | ||
| آموزش؛ انگیزش؛ ساختمان 2؛ شبیهساز؛ معماری | ||
| موضوعات | ||
| واقعیت مجازی | ||
| عنوان مقاله [English] | ||
| Explaining and Assessment of the Effectiveness/ Impact of Using Computer Simulation on the Academic Motivation of Architecture Students (Building Construction II) | ||
| نویسندگان [English] | ||
| A. Sedaghati؛ B. Motiei | ||
| Department of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran | ||
| چکیده [English] | ||
| Background and Objectives: Motivation plays a fundamental role in the academic success of architecture students. It appears that students in architecture colleges lack the necessary motivation to learn theoretical courses, especially technical and construction-related courses. Given the nature of the architecture field and its distinctiveness in education compared to other disciplines, the goal of this research was to investigate the use of computer simulation as a transformative tool in the dynamic landscape of education and its impact on the motivation of architecture students. Methods: This applied research employed a quasi-experimental design with a control group for data collection. In order to collect the required data, Harter questionnaire was used, which was analyzed for reliability and subjected to a preliminary analysis of covariance with a covariance test. The population of the study consisted of students of Building Construction II course at Urmia Azad University. After conducting a preliminary test with students in the experimental group and 30 students in the control group, they were selected in a way that the average scores of both groups in the mentioned test were equal. Findings: Based on the research findings, it can be said that one of the main factors in human performance and behavior is motivation. Motivation leads individuals to move and act, and in educational environments, motivation has a direct correlation with the learning, memorization, and academic progress of students. The more motivation there is, the more academic progress will be made. Motivation is divided into two components: intrinsic motivation and extrinsic motivation; the statistical analysis confirmed the research hypothesis regarding the impact of using computer simulation on the motivation of students in the course of building construction II. In the realm of intrinsic motivation, there was a significant and meaningful difference between the experimental group and the control group. A noticeable increase in intrinsic motivation grades of the post-test compared to those of the pre-test was observed in the experimental group, and there was also a minimal difference in pre-test and post-test scores in the control group, indicating the effect of using this technology in increasing the intrinsic motivation of architecture students. In the extrinsic motivation component, the experimental and control groups showws a significant difference in post-test scores. The extrinsic motivation of students who were trained using computer simulation technology differed from those trained using conventional methods, and the higher average scores of the experimental group in the post-test demonstrated an increase in motivation among the students in this course. Conclusion: The use of computer simulation in teaching technical courses in the field of architecture led to a significant increase in motivation among architecture students. The noticeable improvement in the final exam grades of students who used this technology for learning compared to those of the control group confirmed the positive impact of using computer simulation. The effectiveness of simulation materializes when the mental principles and basics of courses are taught through other methods, and then simulation is used for supplementary teaching. In general, it is more effective when it is used alongside traditional methods- that is, simulation serves as a complement to traditional teaching methods in courses. Methods: This applied research employs a quasi-experimental design with a control group for data collection. The Harter questionnaire serves as the primary data collection tool, with analysis conducted using the analysis of covariance test. The study targets students enrolled in Building Construction II at Urmia Azad University. Two groups of 30 students each are formed with statistically equivalent average scores to ensure comparability. Findings: Based on the findings, it can be said that motivation mobilizes individuals and has direct correlation with learning, memory, and academic progression in educational environments. Motivation is divided into intrinsic and extrinsic, as the statistical analysis confirms the research hypothesis regarding the impact of using simulations on students' motivation in the building construction II course. Intrinsic motivation shows a significant difference between the experimental and control groups. A significant increase in post-test intrinsic motivation scores compared to pre - test scores in the experimental group, as well as a minimal difference in pre - test and post - test scores in the control group, indicate the effect of using this technology in increasing students' intrinsic motivation. Additionally, in the extrinsic motivation component, there is a significant difference in the post - test between the experimental and control groups. The extrinsic motivation of students who were taught through computer simulations differs from those taught in the conventional method, with higher average scores in the post - test in the experimental group indicating an increase in this motivation. Conclusion: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end - term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches.: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end-term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches. | ||
| کلیدواژه‌ها [English] | ||
| Architecture Education, Building Construction II, Computer Simulation, Educational Motivation, Learning Outcomes | ||
| مراجع | ||
|
https://doi.org/10.1016/j.lindif.2018.06.008.
https://doi.org/10.1016/j.cedpsych.2018.06.005
Doi:10.1016/j.lindif.2019.01.007
https://doi.org/10.1207/s15326985ep3204_1
[6] Saif A A. Cultured psychology: psychology of learning and teaching. 17th Ed. Tehran: Cognizant; 2022. [In Persian].
[7] Saif A A. Learning Psychology and Teaching. Tehran: Doran Publication. 2022. [In Persian].
[12] Yousefi Y, Farokhi N, Serami, G. A Meta-Analysis of Factors Affecting Educational Motivation. Quarterly of Educatinal Measurement. 2013; 4(13). P. 133-168. [In Persian]. https://doi.org/10.22054/jem.2013.5674.
[13] Aydede M N, Kesercioglu T. The Effect of Active Learning Applications on Students Views about Scientific Knowledge. Procedia social and behavioral sciences. 2010; 2. P. 3783- 3786.
Doi:20.1001.1.22519521.1394.8.17.6.8.
[16] Zary N, Johnson G, Boberg J, Fors UG. Development, implementation and pilot evaluation of a Web-based Virtual Patient Case Simulation environment–Web-SP. BMC Med Educ. 2006; 6(10). Doi: 10.1186/1472-6920-6-10. 6.
DOI.10.1053/j.tvir.2018.10.008.
[20] Moyer BA, Price RA. Nursing education foundations for practice excellence. Boston: Davis Company; 2008.
[21] Amadi Aghdam J, Ghasemzadeh Alishahi A, Mahdiuon R. The role of learning motivation and professional learning on professional learning Community of teachers. 2021; 11(2). P. 131-158 [In Persian]. Doi: 10.52547/MEO.10.2.131.
DOI: 10.30473/t-edu.2023.66093.1061.
[23] Feizy H, Shahaei B, Geramipour M. Identifying Faculty Members Motivation Factors in Tehran Payame Noor University. Journal of Public Administration. 2013; 4(12). P. 73-88. [In Persian]. Doi. 10.22059/jipa.2013.35541
[26] Froh J, Lips D. The impact of motivational teaching strategies on university student learning and academic performance. Teaching and Learning in Higher Education. 2022; 27(6). P. 815-830.
[27] Azevedo R. The role of intrinsic and extrinsic motivation in university student learning: A meta-analysis. Education and Training.2023; 265(3). P. 313-330.
[28] Rezakhani S D. Evaluation of intrinsic and extrinsic motivation academic achievement of students in islamic azad university of roodehen. Journal of Modern Thoughts in Education. 2007; 2(2). P. 85-106. [In Persian].
https://doi.org/10.22047/ijee.2018.144030.1568.
[30] Hsieh T C, Chang C C. Examining the roles of intrinsic and extrinsic motivation in architectural students' learning. Education and Training.2022; 64(3). P. 320-333.
[31] Chen Y, Yang M. The effects of individual, family, and instructional factors on architectural students' academic motivation. International Journal of Educational Research. 2023; 160.103743.
[32] Wang H, Fu X. The role of motivation in problem-based learning in architectural education. Journal of Architectural Education.2021; 80(2). P. 180-190.
[33] Smith T, Jones B. The effect of motivational interventions on architectural students' learning and academic performance. Teaching and Learning in Architecture. 2020; 17(2). P. 123-138.
[34] Al-Ansi A M, Jaboob M, Garad A, Al-Ansi A. Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open. 2023; 8(1). https://doi.org/10.1016/j.ssaho.2023.100532.
[35] Xue Z, Ying L, Jianing S. The Effectiveness of Simulation in Teaching Problem-Solving Skills: A Systematic Review and Meta-Analysis. International Journal of Educational Research. 2021; 135. 106123
[36] Miller J T, Groccia J M, Bergemann M A. Simulation and Active Learning: A Meta-Analysis. Instructional Science. 2021; 49(1). P.21-24.
[38] Annafi A, Hakim D L, Rohendi D. Impact of using augmented reality applications in the educational environment. Journal of Physics: Conference Series. 2017; 1375(1). 012080. IOP Publishing. DOI: 10.1088/1742-6596/1375/1/012080.
[39] Jessica R, Colvin D W, Miller E W, Bernacki A, Kurt A. H. The role of simulation in experiential learning: A meta-analysis. The Journal of Experiential Education. 2022; 45(3). P. 371-389.
[40] Prensky, M. The role of simulation in STEM education: A meta-analysis review. Computers in education. 2020; 123(1).
[41] Blasco J, Mendes A. Virtual Reality Simulation in Engineering Education: A Review of the Literature. Education Sciences.2023;13(2).
[42] Hsiang-hui H, Yi-chen K, Chun-yu C. The impact of simulation on student motivation and engagement: An experimental study. Computers & Education. 2022; 140. 103722.
[43] Bacca Acosta JL, Baldiris Navarro S M, Fabregat Gesa R, Graf S. Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society. 2014; 17(4). P. 133-149.
[44] Moshashaei R, Maghami H, Zarei Zavaraki E. Investigating the Effect of Augmented Reality Using the Merrill Educational Design Model on Students' Academic Achievement. Quarterly of Educatinal Psychology. 2019; 15(51). P. 127-145. [In Persian].
Doi: 10.3390/digital2020011.
[47] Ahmad L, Marco S, Karim M. Interior Design Teaching Methodology During the Global COVID-19 Pandemic, in Journal Interiority. (summer 2020), United Arab Emirates, Zayed University. 2020; 3(2). P. 163-184. DOI: 10.7454/in.v3i2.100.
[48] Mehtari Arani M, Rajabian Deh Jadeh M, Baghbani A, Sotoudeh Arani H. The effect of computer-based educational simulation on mental well-being and lifelong learning in students, Journal of Education Strategies in Medical Sciences. 2018; 11(5). [In Persian]. DOI: 10.29252/edcbmj.11.05.01 .
[50] Costin Y, Michael P, Darina M. using simulation to develop entrepreneurial skills and mind-set: An exploratory case study. International Journal of Teaching and Learning in Higher Education. 2018; 30(1). P. 136-145.
[52] Durisoto A, Garrido L. Virtual Reality in Architecture. 2016. Routledge.
[53] Kwon O, Lawson B. Designing Virtual Environments. 2015. Routledge.
[54] Durisoto A, Klotz S. Virtual reality in architecture. 2014. Routledge.
[55] Apsan A, Ergen N. The effects of using computer simulations on the spatial reasoning ability of architecture students. Computers & Education. 2009; 52(2). P. 147-157.
[57] Pan Z, Cai S. The effect of virtual reality training on spatial ability of architecture students. Journal of Educational Technology Systems. 2011; 40(2). P. 183-192.
[58] Baskaran K, Pandiyarajan V. A review of virtual reality applications in architecture and construction. Automation in Construction.2011; 20(3). P. 618-628.
[59] Froeseke G, Neumann T. Using virtual reality in architectural education and research: A literature review. Journal of Architectural Education. 2000; 53(3). P. 12-23.
[60] Chiew Y C, Chua C K. Using VRML for architectural walkthroughs. Computers in Education. 2001; 36(3-4). P. 223-236.
[61] Bynum T L, Rogge S H. Immersive virtual reality environments for architectural education and design. Computers & Education.2001;36(3-4). P. 247-256.
[62] Kwon O, Lawson B. Using virtual reality for architectural space perception training. Journal of Architectural Education.2005;54(2). P. 24-31.
[63] Froeseke G, Neumann T. Using virtual reality in architectural education and research: A literature review. Journal of Architectural Education.2000; 53(3). P. 12-23.
[64] Hu J, Wang X. The application of virtual reality in architectural education. Procedia Engineering. 2012; 33. P. 721-726.
[65] Apsan A, Ergen N. Effects of virtual reality on student motivation and learning performance in architectural education. Journal of Educational Technology & Society. 2008; 11(3). P. 27-35.
Doi: 10.1109/MC.2007.257.
[67] Pan Z, Cheok A D. A framework for evaluating virtual reality applications in education. Educational Technology & Society.2000; 3(2). P. 1-10.
[69] Ning H, Daisaku N, So S, Rui J, Sayaka K, Hiroshi O, Akihiro S. Virtual reality space in architectural design education: Learning effect of scale feeling. Building and Environment. 2024; 248.
[70] Taherysayah F, Malathouni C, Liang H N, Westermann C. Virtual reality and electroencephalography in architectural design: A systematic review of empirical studies. Journal of Building Engineering. 2024; 85.
[71] Darwish M, KAMEL S, ASSEM A. Extended reality for enhancing spatial ability in architecture design education. Ain Shams Engineering Journal. 2023; 14(6).
[72] Bhaumik R, Prajapati S, Kumar T, Bhalla K, Ashok S S. Smart Vernacular Architecture: A Framework for Assessment and Virtual Reality-based Visualisation of Indigenous Toda Dwellings. Procedia Computer Science. 2023; 218. P. 651-670.
[74] Tumkor S. Personalization of engineering education with the mixed reality mobile applications. Computer Applications in Engineering Education. 2018; 26(5). DOI:10.1002/cae.21942
https://doi.org/10.1016/j.chb.2013.03.006.
[76] Cardellicchio L, Stracchi P, Globa A. Digital heritage construction: Testing the heritage value of construction documentation and building processes through Virtual Reality. Frontiers of Architectural Research. 2024. Available online 27 April 2024.
[77] Siu Shing M, Huiying W, Billy C, Lung S. Are virtual reality applications effective for construction safety training and education? A systematic review and meta-analysis. Journal of Safety Research. 2024; 88. P. 230-243.
[78] Kharvari F, Kaiser L E. Impact of extended reality on architectural education and the design process. Automation in Construction.2022;141.
[79] Soliman S, Taha D, El Sayad Z. Architectural education in the digital age: Computer applications: Between academia and practice. Alexandria Engineering Journal. 2019; 58(2). P. 809-818.
Doi: 10.5840/techne20168857.
DOI: 10.30479/AT.2020.11215.1268.
[83] Sarmad Z, Bazargan A, Hejazie E. Research Methods for Behavioral Sciences. Tehran Agah Publisher. 2022. [In Persian].
[84] Cohen L, Manion L, Morrison K. Research methods in education, 7th Edition. London: Routledge Falmer. 2011.
[86] Cohen J. Statistical power analysis for the behavioral sciences. 2nd ed. Hillsdale, NJ: L. Erlbaum Associates; Corpus ID:63772292.1988. | ||
|
آمار تعداد مشاهده مقاله: 70 تعداد دریافت فایل اصل مقاله: 30 |
||