تاثیر بازی های رایانه ای آموزشی چندکاربرۀ آنلاین بر حافظه فعال و عملکرد نوآورانۀ دانش آموزان نارساخوان

محورهای موضوعی : فن‎آوری اطلاعات

مهشید تجربه کار ¹ (عضو هیئت علمی، استادیارگروه روانشناسی، دانسکدۀ روانشناسی و علوم تربیتی، دانشگاه شهید باهنر، کرمان)
نیلو فر غلامی پور ² (کارشناسی ارشد، روانشناسی بالینی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه شهید باهنر، کرمان، ایران)

تاریخ دریافت : 1401/07/13 تاریخ پذیرش : 1401/11/19 تاریخ انتشار : 1402/01/01

کلید واژه: حافظه فعال, بازی های رایانه ای, عملکرد نوآورانه, آموزش آنلاین, دانش آموزان نارساخوان, بازی‌های چندکاربره,

چکیده مقاله :

این پژوهش از نظر هدف، کاربردی و در زمره تحقیقات، نیمه‌آزمایشی و از نوع پیش-آزمون-پس‌آزمون با گروه کنترل قرار می‌گیرد. جامعۀ آماری شامل کلیۀ دانش آموزان نارساخوان پایۀ چهارم ابتدایی شهر کرمان در سال تحصیلی 1400-1401 بود. که به شیوۀ تصادفی طبقه‌ای 50نفر از دانش آموزان انتخاب و به صورت تصادفی در دو گروه 25 نفری، آزمایش و کنترل جایگزین شدند. ابزار اندازه گیری داده ها، پرسشنامه سنجش ظرفیت حافظه فعال و پرسشنامۀ عملکرد مبتنی بر نوآوری بودکه توسط آزمودنی ها قبل و بعد از مداخله تکمیل گردید. پس از جمع‌آوری داده‌ها، با استفاده از نرم‌افزار spss25 و تحلیل کوواریانس تجزیه و تحلیل داده‌ها انجام شد. نتایج نشان داد که در خرده‌مقیاس‌های حافظۀ فعال، میانگین متغیراندوزش (6000/53) در پس‌آزمون گروه آزمایش، به عنوان بالاترین میانگین گزارش شده است. همچنین، در پس‌آزمون گروه آزمایش، به ترتیب بیشترین میانگین برای پردازش (6800/52)، خلاقیت و نوآوری (6400/21) و استفاده از فرصت های جدید (0800/21) گزارش شده است که این نشان‌دهندۀ افزایش میانگین پس‌آزمون گروه آزمایش نسبت به پیش از آزمون این گروه است. به طور کلی بازی های رایانه ای آموزشی چندکاربرۀ آنلاین بر حافظۀ فعال و عملکرد نوآورانۀ دانش آموزان نارساخوان پایۀ چهارم ابتدایی تأثیر معنادار دارد(05/0p≤).

چکیده انگلیسی:

In terms of purpose, this research is applied and is classified as a semi-experimental and pre-test-post-test type of research with a control group. The statistical population included all dyslexic students in the fourth grade of Kerman city in the academic year 2021-2022. 50 students were randomly selected and randomly divided into two groups of 25, experimental and control. The data measurement tool was the active memory capacity questionnaire and the innovation-based performance questionnaire, which were completed by the subjects before and after the intervention. After data collection, data analysis was done using spss25 software and analysis of covariance. The results showed that in the subscales of working memory, the average of the measurement variable (53.6000) in the post-test of the experimental group was reported as the highest average. Also, in the post-test of the experimental group, the highest mean for processing (52.6800), creativity and innovation (21.6400) and use of new opportunities (21.0800) were reported, respectively, which shows an increase in the mean of the post-test of the experimental group. To pre-test this group. In general, online multi-user educational computer games have a significant effect on active memory and innovative performance of dyslexic fourth grade elementary students (p≤0.05).

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safari; Bahram, Taheri Eskoui, Marjan, Vaezi, Hangameh, Safavizadeh, Zohra. (2022). The effectiveness of teaching cognitive computer games in increasing the reading performance of dyslexic students. Journal of Disability Studies. 12, 1-10. (in Persian).

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Saraidar, S, Ebrahimpour Komleh, S, & Safar Navadeh, Ma. (2021). The effect of using podcasts on academic progress, learning motivation and creative learning of students in the fifth grade social studies course. Information and Communication Technology Quarterly in Educational Sciences, 11(4 (consecutive 44)), 67-88.

Stone, B. G., Mills, K. A., & Saggers, B. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder: A resource for inclusive education. International Journal of Inclusive Education, 23(2), 209-228.

Yousefivaghef, B., Seif naraghi, M., & Naderi, E. (2021). The Design and Validation of Integrated Curriculum Model for Preschools Focusing on Mental and Kinetic. Research in Curriculum Planning, 18(70), 173-188. doi: 10.30486/jsre.2021.1915869.1781

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Varvara, P.; Varuzza, C.; Sorrentino, A.C.P.; Vicari, S.; Menghini, D.(2014). Executive functions in developmental dyslexia. Front. Hum. Neurosci. , 8, 120.

Vismeh, M, Staki, M, Mirzakhani Iraqi, N. (2021). Comparing the effectiveness of executive functions training based on computer games and sensory integration on dyslexic symptoms of students. Psychology of exceptional people, (), -. doi: 10.22054/jpe.2022.62970.2366. (in Persian).

Afrooz A. Learning disabilities. Tehran: Payame noor; 2013. (in Persian).

Ducheneaut, N., & Moore, R. J. (2005). More than just ‘XP’: learning social skills in massively multiplayer online games. Interactive Technology and Smart Education, 2(2), 89-100.

Fletcher, J.M.(2019). Dyslexia: The evolution of a scientific concept. J. Int. Neuropsychol. Soc., 15, 501–508.

Franceschini, S.; Trevisan, P.; Ronconi, L.; Bertoni, S.; Colmar, S.; Double, K.; Facoetti, A.; Gori, S. (2017).Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia. Sci. Rep. 7, 5863.

Ghisi, M.; Bottesi, G.; Re, A.M.; Cerea, S.; Mammarella, I.C. (2016).Socioemotional features and resilience in Italian university students with and without dyslexia. Front. Psychol., 7, 478.

Gholami Turan Pushti, Marzieh, Karimzadeh, Samad. (2011). The effect of computer games on creativity and its relationship with students' psychological adjustment. Educational Management Innovations, 7(1), 55-68. (in Persian).

Goadsby PJ, Holland PR, Martins-Oliveira M, Hoffmann J, Schankin C, Akerman S.(2017). Pathophysiology of Migraine: A Disorder of Sensory Processing. Physiol Rev.;97(2):553-622.

Govender, T.; Arnedo-Moreno, J. (2021).An analysis of game design elements used in digital game-based language learning. Sustainability, 13, 6679.

Gunday, G., Ulusoy, G., Kilic, K., Alpkan, L., (2011).Effects of innovation types on firm performance, International Journal of Production Economics, 133.2, 662-676.

Ismaili Gujar, S, PorrostaiArdakani, S. (2018). The effect of online multi-user educational computer games on students' social skills and cognitive abilities. Educational Psychology Quarterly, 15(51), 211-230. (in Persian).

Karimi Lichahi R, Azarian A, Akbari B. (2019).The Effectiveness of Play Therapy on Reading Performance, Adaptive Skills and Behavioral Problems in Students with Dyslexia. J Child Ment Health. 6 (3) :200-214.

Livingston, E.M.; Siegel, L.S.; Ribary, U. (2018).Developmental dyslexia: Emotional impact and consequences. Aust. J. Learn. Difficulties, 23, 107–135.

Lyon GR, Shaywitz SE, Shaywitz BA.(2013). A definition of dyslexia. Ann Dyslexia.;53(1):1-14. doi: 10.1007/s11881-003-0001-9.

Maleki Avarsin, S, Seyed Kalan, S M, Ayari, L, Karimianpour, G. (2015). Comparison of students' tendency towards critical thinking and creativity and innovation based on "social atmosphere". Thinking and Children, 6(12), 99-120. (in Persian).

Menestrina, Z., Pasqualotto, A., Siesser, A., Venuti, P., & De Angeli, A. (2021). Engaging Children in Story Co-Creation for Effective Serious Games. Sustainability, 13(18), 10334.

Mirani Sargazi, N, Besharat Nia, MS, Askari, M, & Taheri, A. (2020). Investigating the relationship between media literacy management and students' academic excitement and cognitive creativity in cyberspace. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11(2 (consecutive 42)), 85-104.

Muftakhari Haji Mirzaei, Shiva, Asadzadeh, Dr. Hassan, Karimi, Dr. Yousef. (2010). The effect of teaching learning strategies (cognitive and meta-cognitive) on working memory performance of high school female students in Tehran. Educational Psychology Quarterly, 6(18), 104-130.(in Persian).

Nevo E, Breznitz Z. (2017).Assessment of working memory components at 6 years of age as predictors of reading achievements a year later. J Experim Child Psychol.;109(1):73-90.

Noisi, Zahra, Shiri, Mohammad Ebrahim, Minaei Bidgoli, Behrouz. (2017). Designing an intelligent computer game to predict dyslexia based on scientific knowledge. Education Technology, 12(3), 219-229. doi: 10.22061/jte.2018.2148.1732. (in Persian).

Noorabadi, Solmaz, (2020), the use of educational technology in leading schools and its effect on improving the level of creativity and innovation of students, the first scientific research conference on applied research in science and technology in Iran, Ilam, https://civilica.com/doc/799839

Obradovic, S. Bjekic.D. Zlatic. L. (2015). Creative Teaching with ICT Support for Students with Specific Learning Disabilities. Procedia - Social and Behavioral Sciences 203, 291 – 296.

Pakatchi R, Yaryari F, Moradi A. (2013). The Effects of Teaching via Computer Games on the Performance of Visual Memory for the Dyslexic Students. J Except Educ.; 6 (119) :30-38. (in Persian).

Pirmoradi Bezenjani, H. (2018). Fostering creativity and innovation in students, the first national conference on creativity and innovation in Iran, Tehran, https://civilica.com/doc/56487. (in Persian).

Ramek, N.Talebzadeh Nobarian, M., Sangani, A,. (2017).Comparison of working memory and sensorimotor processing styles in girls and boys with writing learning disorders, 6th Congress of the Iranian Psychological Association, Tehran, https://civilica. com/doc/732561

Rajabiyan Dehzireh, M., Dortaj, F., Pourroostaei Ardakani, S., Esmaeili Gojar, S. (2019). The Effect of the use instructional computer games on cognitive emotion regulation and students' Mindfulness. Technology of Education Journal (TEJ), 13(3), 521-535. doi: 10.22061/jte.2018.3561.1896

Ranjbar M J, Basharpoor S, Sobhi-Gharamaleki N, Narimani M.(2020). Comparing the effectiveness of computerized cognitive rehabilitation and neuro-psychological exercises on Improving reading speed, accuracy and comprehension in students with dyslexia. RJMS. 26 (12) :91-102. (in Persian).

safari; Bahram, Taheri Eskoui, Marjan, Vaezi, Hangameh, Safavizadeh, Zohra. (2022). The effectiveness of teaching cognitive computer games in increasing the reading performance of dyslexic students. Journal of Disability Studies. 12, 1-10. (in Persian).

Smith-Spark, J.H. (2017).A review of prospective memory impairments in developmental dyslexia: Evidence, explanations, and future directions. Clin. Neuropsychol. 32, 816–835.

Saraidar, S, Ebrahimpour Komleh, S, & Safar Navadeh, Ma. (2021). The effect of using podcasts on academic progress, learning motivation and creative learning of students in the fifth grade social studies course. Information and Communication Technology Quarterly in Educational Sciences, 11(4 (consecutive 44)), 67-88.

Stone, B. G., Mills, K. A., & Saggers, B. (2019). Online multiplayer games for the social interactions of children with autism spectrum disorder: A resource for inclusive education. International Journal of Inclusive Education, 23(2), 209-228.

Yousefivaghef, B., Seif naraghi, M., & Naderi, E. (2021). The Design and Validation of Integrated Curriculum Model for Preschools Focusing on Mental and Kinetic. Research in Curriculum Planning, 18(70), 173-188. doi: 10.30486/jsre.2021.1915869.1781

Unicef. A World Ready to Learn: Prioritizing Quality Early Childhood Education. New York: UNICEF; 2019.

Varvara, P.; Varuzza, C.; Sorrentino, A.C.P.; Vicari, S.; Menghini, D.(2014). Executive functions in developmental dyslexia. Front. Hum. Neurosci. , 8, 120.

Vismeh, M, Staki, M, Mirzakhani Iraqi, N. (2021). Comparing the effectiveness of executive functions training based on computer games and sensory integration on dyslexic symptoms of students. Psychology of exceptional people, (), -. doi: 10.22054/jpe.2022.62970.2366. (in Persian).