شناسایی و اعتباریابی معیارهای تولید فیلم و ویدئوی آموزشی برای دانش آموزان دوره ابتدایی

مجیدی درچه, زهراسادات; سبزه, بتول; انصاری, نسرین

doi:10.22061/tej.2024.9940.2919

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	شناسایی و اعتباریابی معیارهای تولید فیلم و ویدئوی آموزشی برای دانش آموزان دوره ابتدایی
فناوری آموزش
مقاله 8، دوره 18، شماره 2 - شماره پیاپی 70، فروردین 1403، صفحه 399-414 اصل مقاله (1 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.9940.2919
نویسندگان
زهراسادات مجیدی درچه؛ بتول سبزه^* ؛ نسرین انصاری
گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
تاریخ دریافت: 30 آبان 1402، تاریخ بازنگری: 14 بهمن 1402، تاریخ پذیرش: 03 اسفند 1402
چکیده
پیشینه و اهداف: هدف کلی پژوهش، شناسایی و اعتباریابی تولید معیارهای تولید فیلم و ویدئوی آموزشی برای دانش‌آموزان دوره ابتدایی است. تا سالهای متمادی، فیلم‌ و ویدئو به دلیل هزینه‌های بالا و محدودیت دسترسی، تنها در برخی از مدارس به‌صورت محدود تهیه و استفاده می‌شد؛ اما با پیشرفت فناوری این محدودیت تا حد زیادی مرتفع شد. به‌ویژه، بعد از گسترش آموزش های مجازی، اکثر معلمان و مربیان با استفاده از موبایل و دوربین های دیجیتال اقدام به تولید فیلم و ویدئوهای آموزشی کردند. یکی از چالش های مهم در این زمینه، نبود معیارها و اصول تهیه فیلم و ویدئوهای آموزشی مختص دانش آموزان بود. معیارهایی که بتواند به‌صورت خاص، کیفیت مناسبی را برای این گروه سنی محک بزند و به‌عنوان راهنمایی در اختیار معلمان و تولیدکنندگان در آموزشهای ترکیبی و مجازی قرار گیرد. روش‌ها‌: تحقیق حاضر، از لحاظ هدف کاربردی و روش انجام آن آمیخته با طرح اکتشافی متوالی است. در قسمت کیفی با استفاده از تحلیل محتوای قیاسی، داده‌های موردنیاز، از منابع استخراج شد و سپس با استفاده از روش کمّی مورد اعتباریابی قرار گرفت. جامعه آماری بخش کیفی شامل مقالات و پایان نامه ها و کتابهای الکترونیکی و چاپی در دسترس و مرتبط در فاصله زمانی 2000 تا 2021 بود. نمونه‌ مورد مطالعه با روش هدفمند و معیار‌مدار انتخاب شد و براساس الگوی بودین و کوئیک مضامین اصلی استخراج و کدگذاری شدند. در بخش کمّی نیز 60 نفر از معلمان و متخصصان به‌صورت هدفمند استفاده شد. به‌‌منظور جمع‌آوری داده‌ها و تحلیل یافته‌ها در بعد کیفی از روش تحلیل محتوا و استخراج مضامین اصلی، فرعی و شاخص ها استفاده شد. سپس برای اطمینان از نحوه کدگذاری‌ها، علاوه بر تکنیک خودبازبینی، از دو نفر از متخصصان استفاده شد. درنهایت، اعتباریابی معیارهای شناسایی شده با استفاده از نرم‌افزارPLS و معادلات ساختاری در دو بخش اعتبار (همسانی درونی) و روایی (اعتبار واگرا) سازه ها و ابزارهای پژوهش و همچنین آزمون مدل ساختاری انجام شد. یافته‌ها: یافتههای کیفی در چهار بعد فنی، هنری، محتوایی و طراحی آموزشی به‌دست آمد که در بعد فنی شامل معیارهای رسایی و وضوح تن صدای گوینده؛ کیفیت نور، وضوح تصویر و اندازه فیلم با توجه به نوع رسانه دیداری، عدم داشتن لکنت کلام گوینده و برتری سطح صدای گوینده نسبت به زمینه بود. در بعد هنری معیارهای قاب‌بندی مناسب فیلم باتوجه ‌به هدف آموزشی و درک تصویری دانش‌آموز، تنوع نماها با توجه ‌به نوع محتوا، جلب و حفظ توجه در مؤلفه های دیداری و شنیداری با ایجاد جلوه‌های ویژه، تناسب طراحی صحنه و پس‌زمینه با توجه ‌به نوع محتوا و قابل باور بودن شخصیت‌های فیلم از نظر فیزیکی، جنس، سن، آراستگی و پوشش مورد توجه قرار گرفت. در بعد محتوایی معیارهای صحت علمی محتوا، مرتبط بودن مطالب آموزشی با هدف اصلی یادگیری، حذف محتوای غیرمرتبط، به ‌روز و معتبر بودن محتوا، پرهیز از سوگیری در ارتباط با جنسیت، سن، نژاد، زبان و یا طبقه اجتماعی و ساده‌سازی محتوای پیچیده با توجه ‌به جزئیات محتوا قابل توجه بود. در بعد طراحی آموزشی معیارها شامل تناسب سرعت گفتار متن با میزان درک دانش آموزان، برانگیختن حس کنجکاوی با ایجاد موقعیت اکتشافی، تقویت انگیزه مطالعه و یادگیری با ایجاد موقعیت چالشی، ایجاد توقف در فیلم و ویدئوی آموزشی جهت پیوند دادن محتوا با یادگیری قبلی دانش آموزان، ایجاد توقف در فیلم یا ویدئو جهت تشویق تعامل در مورد آن‌چه ارائه شده، خودداری از نمایش چهره ارائه‌کننده در زمان ارائه محتوای پیچیده، ارائه مثال‌های کاربردی از مفهوم یا مهارت‌آموزشی، ایجاد توقف در هنگام ارائه جهت ایجاد فرصت تفکر و گرفتن نظرات مخاطبان و یادداشت‌برداری خلاقانه برای حدس ادامه اتفاقات فیلم در نظر گرفته شد. همچنین، نتایج اعتبارسنجی با استفاده از معادلات ساختاری، ارزیابی ساختاری و برازش کلی نشان داد که مقدار GOF برای معیار فنی، هنری، محتوایی و آموزشی به ترتیب برابر 181/0، 233/0 و 296/0 است؛ لذا مدل نیکویی برازش قوی و مناسبی داشته و قابل تعمیم و استفاده است. نتیجه‌گیری: در این پژوهش، معیارهای تولید فیلم و ویدئوی آموزشی مختص دانشآموزان دوره ابتدایی در چهار بعد فنی، هنری، محتوایی و طراحی آموزشی شناسایی و اعتبارسنجی شدند. این معیارها میتوانند به‌عنوان راهنما، یاریگر معلمان و متخصصانی باشند که در آموزشهای مجازی و ترکیبی محتوای درسی خود را در قالب فیلم و ویدئو تولید میکنند تا گامی مؤثر در کیفیتبخشی و تداوم آموزشها بردارند.
کلیدواژه‌ها
تولید محتوا؛ محتوای الکترونیکی؛ فیلم و ویدئو آموزشی؛ معیار؛ دانش آموزان دوره ابتدایی
موضوعات
تهیه و تدوین محتوای الکترونیکی
عنوان مقاله [English]
Identifying and validating criteria for the production of educational films and videos for elementary school students
نویسندگان [English]
z. Majidi Dorche؛ B. Sabzeh؛ N. Ansari
Department of Educational Sciences, Farhangian University, Tehran, Iran
چکیده [English]
Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and limited access. However, this limitation has been lifted to a great extent with the advancement of technology. Especially after the expansion of virtual education, most teachers and trainers started producing educational films and videos using mobile phones and digital cameras. One of the important challenges in this field was lack of standards and principles for preparing educational films and videos for students. Criteria that can specifically test the quality of this age group and be available to teachers and producers in combined and virtual training as a guide were presented here. Methods: The present research was combined with a sequential exploratory design in terms of its practical purpose and method. In the qualitative part, the required data was extracted from the sources using comparative content analysis and then validated using the quantitative method. The statistical population of the qualitative section included articles, theses, and electronic and printed books available and related between 2000 and 2021. The corpus was formulated with a purposeful and criteria-based method, and the main themes were extracted and coded based on the Boudin and Quick model. In the quantitative part, 60 teachers and specialists were included in the sample purposefully. In order to collect data and analyze the findings in the qualitative dimension, content analysis and extraction of main, sub-themes, and indicators were used. Then, in addition to the self-review technique, two experts were invited to ensure the coding method. Findings: Qualitative findings in the four dimensions of technical, artistic, content and educational design were: the technical dimension criteria: expressiveness and clarity of the speaker's voice, light quality, image resolution and film size, lack of stuttering of the speaker's words and the superiority of the speaker's voice level compared to the background. In the artistic dimension, the criteria were: suitable framing of the film according to the educational goal and visual understanding of the student, variety of shots according to the type of content, attracting and maintaining attention with special effects, appropriateness of stage and background design according to the type of content,the believability of the characters in the film is physical, gender, age, grooming and clothing. The content aspect of the criteria included: the scientific accuracy of the content, the relevance of the educational content to the main learning goal, the removal of irrelevant content, the up-to-dateness and validity of the content, avoiding bias in relation to gender, age, race, language or social class, and simplifying complex content. According to the details of the content, the dimension of educational design included the appropriateness of the speech speed of the text with the level of students' understanding, arousing the sense of curiosity by creating an exploratory situation, strengthening the motivation to study and learn by creating a challenging situation, creating pauses in the video to link the content with the student's previous learning, creating and pausing in the video to encourage interaction about what was presented, refraining from showing the presenter's face when presenting complex content, providing practical examples of the concept or educational skill, creating a pause during the presentation to create an opportunity to think and get the audience's comments, and creative note-taking to guess what to continue, the events of the movie, Also, the results of validation using structural equations and the general fit of GOF value for technical, artistic, content, and educational criteria were equal to 0.181, 0.233, and 0.296 respectively, so the goodness model had a strong and appropriate fit and could be generalized. Conclusion: This study identified and validated criteria for producing electronic content (educational films and videos) specifically for elementary school students in four dimensions: technical, artistic, content, and instructional design. These criteria can serve as a guide for teachers and experts who produce their educational content in the form of films and videos for virtual and blended learning environments, taking an effective step quality and continuity of education.
کلیدواژه‌ها [English]
Content Production, Electronic Content, Educational Videos, Criteria, Elementary School Students

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شناسایی و اعتباریابی معیارهای تولید فیلم و ویدئوی آموزشی برای دانش آموزان دوره ابتدایی