مقایسه تأثیر نرم‌افزار چندرسانه‌ای با روش سنتی بر آموزش زبان و گفتار کودکان آسیب دیده شنوایی

محورهای موضوعی : فن‎آوری اطلاعات

دانیال یارایی ^{1 *} , طیبه اعتمادی‌نسب ² , سید‌محمود حسینی‌اشلقی ³

1 - مدرس دانشگاه پیام نور، واحد قائم‌شهر
2 - کارشناس‌ارشد علوم تربیتی، دانشگاه آزاد اسلامی واحد ساری
3 - کارشناس‌ارشد علوم تربیتی، دانشگاه آزاد اسلامی واحد ساری

تاریخ دریافت : 1392/06/17 تاریخ پذیرش : 1393/03/22 تاریخ انتشار : 1392/05/10

کلید واژه: نرم‌افزار, چند‌رسانه‌ای, زبان و گفتار, آسیب دیده شنوایی,

چکیده مقاله :

هدف پژوهش حاضر، بررسی تأثیر نرم‌افزار چند‌رسانه‌ای زبان بر آموزش زبان و گفتار کودکان آسیب دیده شنوایی زیر هشت سال استان مازندران بود. روش پژوهش شبه تجربی با طرح پیش‌آزمون- پس‌آزمون بین دو گروه آزمایش و کنترل بود. در این پژوهش از میان 60 نوآموز زیر هشت سال آسیب دیده شنوایی استان مازندران، 30 نفر به عنوان نمونه به روش تصادفی ساده انتخاب و گروه نمونه به دو گروه آزمایش و کنترل تقسیم شدند. جهت دست‌یابی به هدف پژوهش ابتدا پیش‌آزمون از هر دو گروه کنترل و آزمایش گرفته شد و سپس گروه کنترل به مدت دو ماه (15 جلسه) با نرم‌افزار آموزشی چند‌رسانه‌ای زبان و گفتار آموزش دیدند و در پایان جلسه آموزش دوباره از هر دو گروه کنترل و آزمایش پس‌آزمون به عمل آمده است. ابزارهای این پژوهش، آزمون TOLD-P3 و نرم‌افزار چند‌رسانه‌ای زبان و گفتار بود. برای تجزیه و تحلیل اطلاعات حاصل از نمرات پیش‌آزمون و پس‌آزمون از روش آزمون t مستقل و تحلیل کواریانس (ANCOVA) استفاده شد. بررسی فرضیه‌ها نشان داد، آموزش به روش چند‌رسانه‌ای بر واژگان تصویری، درک دستوری و تولید کلمه کودکان بهتر از روش سنتی بوده و هم‌چنین، نتایج آزمون کوواریانس نشان داد، با حذف اثرات پیش‌آزمون نرم‌افزار‌های چندرسانه‌ای تأثیر بیشتری در مقایسه با روش سنتی بر رشد زبان و گفتار کودکان دارد.

چکیده انگلیسی:

The present study aimed to examine the effects of multi- media language learning software in teaching language and speech to hearing-impaired children under eight in Mazandaran province. The study adopted a quasi-experimental method with pre-test/post-test design in two control and experimental groups. To conduct the study, 30 subjects were randomly selected out of 60 hearing-impaired students in the province under eight who were assigned to two control and experimental groups randomly. To achieve the objective of the study, both the control and the experimental groups were given a pre-test and then the control group has received educational training through multi-media language learning software for two months (15 sessions). When the training was completed, both control and experimental groups were given a post-test. The tools for conducting the study were TOLD-P3 test and the multimedia language learning software. The independent t test and covariance analysis (ANCOVA) were used to analyze the data obtained from the pretest and posttest. Evaluating the first three hypotheses revealed the fact that using multi-media software has better effects on children's pictorial words, grammatical understanding and word production than the traditional approach. Further, the covariance test analysis showed that by removing the pretest effects, multimedia language learning software had more effects in improving the children's language and speech compared with the traditional approach.

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