تأثیر بازی‌های آموزشی رایانه‌ای بر پیشرفت تحصیلی و خلاقیت دانش‌آموزان مقطع ابتدایی
محورهای موضوعی :
فن‎آوری اطلاعات
کامیان خزایی
1
,
نوشین جلیلیان
2
1 - استادیار گروه علوم‌تربیتی، دانشگاه آزاد اسلامی واحد چالوس، چالوس، ایران
2 - کارشناس ارشد برنامه‌ریزی آموزشی، دانشگاه آزاد اسلامی واحد چالوس، چالوس، ایران
تاریخ دریافت : 1393/02/28
تاریخ پذیرش : 1393/06/23
تاریخ انتشار : 1393/11/12
کلید واژه:
خلاقیت,
پیشرفت تحصیلی,
بازی‌های آموزشی رایانه‌ای,
چکیده مقاله :
این پژوهش به منظور بررسی تأثیر بازی‌های آموزشی رایانه‌ای بر پیشرفت تحصیلی و خلاقیت دانش‌آموزان مقطع ابتدایی به اجرا در آمده است و از نظر هدف، کاربردی و از نظر روش، شبهتجربی است. جامعه آماری آن را 280 نفر از دانش‌آموزان دختر پایه اول ابتدایی مدرسه شاهد، در سال تحصیلی 92-1391 تشکیل می‌دهند. از میان آنها با روش نمونه‌گیری تصادفی ساده، 50 نفر به عنوان نمونه انتخاب شد. گروه تجربی به مدت سه ماه در معرض بازی‌های آموزشی رایانه‌ای میشا و کوشا قرار داده شد و در مورد گروه کنترل روش تدریس معمولی به اجرا درآمد. آزمون خلاقیت تصویری تورنس و آزمون پیشرفت تحصیلی ریاضی دانش‌آموزان، ابزار اندازهگیری را تشکیل داده است. از آزمون تحلیل کوواریانس جهت تجزیه و تحلیل داده‌ها استفاده شد. نتایج نشان داد که گروه‌تجربی از گروه کنترل به‌طور معنی‌داری از نمرات پیشرفت تحصیلی و خلاقیت بالاتری برخوردار است. از میان مؤلفه‌های خلاقیت (انعطاف‌پذیری، ابتکار، بسط و سیالی)، تنها در مورد مؤلفه‌های انعطاف‌پذیری و سیالی گروه آزمایش از گروه کنترل به‌طور معنی‌داری از نمرات بالاتری برخوردار بود.
چکیده انگلیسی:
This study was conducted to evaluate the effectiveness of educational computer games on primary school students' creativity and achievement. It enjoyed applied objectives and quasi- experimental method. The statistical population was 280 female students of the first grade of Shahed primary school in 2012-13 academic year. 50 subjects were selected through simple random sampling method. The experimental group was exposed to Misha and Kosha educational computer games while the conventional teaching method was implemented to the control group. The measuring tools were Torrance tests of visual creativity and school mathematics achievement test. The ANCOVA was used to analyze the data. Results revealed that the experimental group had significantly higher scores for academic achievement and creativity than the control group. Among the components of creativity (flexibility, originality, elaboration, and fluency), the experimental group had significantly higher scores in the fluency and flexibility components than the control group.
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