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تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان | ||
فناوری آموزش | ||
مقاله 11، دوره 14، شماره 1 - شماره پیاپی 53، دی 1398، صفحه 123-134 اصل مقاله (660.37 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/jte.2018.4242.2034 | ||
نویسندگان | ||
مریم رجبیان ده زیره1؛ فریبا درتاج* 1؛ حبیبه بشیرنژاد دستجردی2 | ||
1گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور کرمان، کرمان، واحد باغین. ایران | ||
2گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی تهران، تهران، ایران | ||
تاریخ دریافت: 21 مرداد 1397، تاریخ بازنگری: 10 آبان 1397، تاریخ پذیرش: 07 آذر 1397 | ||
چکیده | ||
پیشینه و اهداف: ورود فناوریهای جدید، تغییرات عمدهای در کلاس درس به وجود میآورد که سبب ایجاد تغییر در ساختارهای آموزشی، الگوهای رفتاری داخل نظام آموزشوپرورش و حتی محتوای آموزشی شده است. استفاده از ابزارهای آموزشی و وجود آنها بیانگر این واقعیت است که دیگر عصر معلم بهعنوان یگانه نیروی صاحب اقتدار آموزش سرآمده است. کلاسهای آموزشی سنتی دیگر دارای اثربخشی چندانی نیستند، زیرا وابسته به زمان و مکان خاص بوده و نمیتوانند بافت واقعی و مناسب را برای یادگیری فراهم آورند. فناوریهای نوین منابع غنی را فراهم میآورند که میتوانند فرصتی برای رشد یادگیرندگان باشد. امروزه یکی از عوامل مؤثر در ایجاد انگیزهی دانش آموزان بهکارگیری فناوری اطلاعات و ارتباطات در آموزش است. علاوه بر این یکی از اهداف مهم آموزشوپرورش کمک به دانش آموزان است تا یاد بگیرند چگونه بهطور مولّد از طریق ترکیب تفکر سطح بالا (ارزیابی ایدهها) با تفکر خلاق (ایجاد ایدههای تازه) اندیشه ورزی کنند. با استفاده از فناوریهای جدید اطلاعاتی و ارتباطی میتوان دانش آموزان و معلمان را یاری داد تا مهارتهای فکر کردن را فراگرفته و آن را ارتقا دهند. واقعیت افزوده یکی از فناوریهای نوین آموزشی است که توسط پژوهشگران آموزشی به رسمیت شناختهشده است. اثربخشی واقعیت افزوده را میتوان با نوع دیگری از فناوریها مانند دستگاههای سیار گسترش داد. ظهور اخیر گوشیهای هوشمند موجب شده است که برنامههای کاربردی واقعیت افزوده سیار تقریباً هر زمینهای از مطالعه را توسعه دهد. هدف از پژوهش حاضر تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان میباشد. روشها: روش پژوهش از نوع شبه آزمایشی با طرح پیشآزمون- پسآزمون با گروه کنترل میباشد. جامعه آماری پژوهش حاضر کلیه دانشآموزان دوم دبیرستان منطقه دوازده شهر تهران میباشند که 60 نفر از آنها به روش نمونهگیری خوشهای بهعنوان نمونه انتخاب و در دو گروه (30 نفر گروه آزمایش و 30 نفر گروه کنترل) جایگزین شدند. ابزارهای پژوهش شامل پرسشنامه جو انگیزشی درک شده و تفکر سطح بالا میباشد. گروه آزمایش در شش جلسه یکساعته تحت آموزش با واقعیت افزوده آموزشی قرار گرفتند. تجزیهوتحلیل دادههای پژوهش با نرمافزار SPSS24 صورت گرفت و برای آزمون فرضیههای پژوهش از تحلیل کوواریانس چندمتغیری استفاده شد. یافتهها: یافتههای پژوهش نشان داد که تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در گروه آزمایش بهطور معناداری بیشتر از گروه کنترل است. همچنین تأثیر واقعیت افزوده آموزشی بر مؤلفه پیگیری پیشرفت توسط دانشآموزان در گروه آزمایش بهطور معناداری بیشتر از گروه کنترل است، اما بر بقیه مؤلفههای جو انگیزشی درک شده تفاوت معنیداری بین گروه آزمایش و کنترل وجود نداشت. نتیجهگیری: نتایج پژوهش نشان داد واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا دانش آموزان تأثیر دارد و باعث بهبود جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان میشود. همچنین واقعیت افزوده آموزشی بر یکی از مؤلفههای جو انگیزشی (پیگیری پیشرفت توسط دانشآموزان) تأثیر دارد. از آنجا که مهمترین مزیت واقعیت افزوده توانایی منحصربهفرد آن در ایجاد محیطهای آموزشی ترکیبی با استفاده از ترکیب اشیاء دیجیتال و فیزیکی است، از این طریق مهارتهایی مانند تفکر انتقادی، حل مسئله و برقراری ارتباط از طریق تمرینات مشترک بهراحتی توسعه مییابد و با کاربرد این فناوری و تعامل با آن، انگیزش دانش آموزان افزایش مییابد. این فناوری در جمعآوری، پردازش و به یادآوری اطلاعات به دانش آموزان کمک میکند. بهعلاوه یادگیری جذاب و سرگرمکنندهای برای دانش آموزان به دنبال خواهد داشت. استفاده از فناوری واقعیت افزوده در آموزش جهت ارائه مطالب درسی به دانش آموزان، از بهترین روشهای تدریس و آموزش میباشد و دانش آموزان میتوانند مسائل علمی را بصورت مجازی با گذاشتن عینک واقعیت افزوده جلوی چشمان خود و یا گرفتن دوربین تلفن همراه روی متون درسی در محیط واقعی ببینند و بهراحتی همه مسائل را درک کنند؛ بنابراین انگیزه دانشجویان را افزایش میدهد و به آنها در به دست آوردن مهارتهای بهتر کمک میکند. | ||
کلیدواژهها | ||
واقعیت افزوده آموزشی؛ جو انگیزشی درک شده؛ تفکر سطح بالا؛ دانش آموزان | ||
موضوعات | ||
علوم تربیتی | ||
عنوان مقاله [English] | ||
The effect of educational augmented reality on perceived motivational atmosphere and high level thinking among students | ||
نویسندگان [English] | ||
M. Rajabiyan Dehzireh1؛ F. Dortaj1؛ H. Bashirnejad Dastjerdi2 | ||
1Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University of Kerman, Baghin Branch, Kerman, Iran | ||
2Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran | ||
چکیده [English] | ||
Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as the only force with educational authority has ended. Traditional educational classes are no longer very effective because they depend on specific time and place and cannot provide a real and appropriate context for learning. New technologies provide rich resources that can provide an opportunity for learners to grow. Today, one of the effective factors in motivating students is to use information and communication technology in education. In addition, one of the important goals of teaching and learning is to help students learn how to think productively by combining high-level thinking (evaluating ideas) with creative thinking (creating new ideas). Using modern information and communication technologies, students and teachers are aided to learn and improve thinking skills. Augmented reality is one of the new educational technologies that has been recognized by educational researchers. The effectiveness of augmented reality can be extended to other types of technology, such as mobile devices. The use of smartphones has led augmented reality applications to overspread in almost every area of study. The purpose of this study thus was the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students. Methods: The methodology of research was Quasi-experimental, with pretest-posttest and control. The population of the study was all second grade high school students in twelve Tehran city. 60 of them were selected by cluster sampling method and were replaced in two groups (30 person experimental groups and 30 person control groups). The research tools consisted of a perceived motivational atmosphere questionnaire and a high level of thinking by Saramd et al (2011). The experimental group was trained in six sessions of one-hour with educational augmented reality. Data analysis was performed using SPSS24 software and to test the research hypotheses used from multivariate covariance analysis. Findings: The findings of the study showed that the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in the experimental group was significantly higher than of the control group. Also, the effect of educational augmented reality on the component of follow up progress by students in the experimental group was significantly higher than the control group, but on the other components of perceived motivational atmosphere, there was no significant difference between the experimental and control groups. Conclusion: The results showed that augmented educational reality affects the perceived motivational atmosphere and high-level thinking of students and improves the perceived motivational atmosphere and high-level thinking in students. Educational augmented reality also influences one of the components of motivational atmosphere (student follow-up progress). Because the most important advantage of augmented reality is its unique ability to create mixed learning environments using a combination of digital and physical objects, in this way, skills such as critical thinking, problem solving, and communication through shared exercises are easily developed; and with the use of this technology and interaction with it, students' motivation increases. This technology helps students collect, process, and recall information. In addition, it will lead to interesting and joyful learning for students. Using augmented reality in teaching to provide students with teaching materials is one of the best teaching and learning methods; students can solve scientific problems virtually by wearing augmented reality glasses or taking a mobile phone camera on textbooks in the environment. They see the real things and easily understand everything. Therefore, it increases students' motivation and helps them to acquire better skills. | ||
کلیدواژهها [English] | ||
Educational Augmented Reality, Perceived Motivational Atmosphere, High Level Thinking, Students | ||
مراجع | ||
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