سنتزپژوهی مؤلفه ها، ابعاد و چالش های واقعيت مجازی و واقعيت افزوده در آموزش علوم زيستی
محورهای موضوعی :
مژگان محمدی نائینی
1
,
پریسا مالکی
2
,
میثم عزیزآبادی
3
1 - استادیار گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
2 - دانشجوی دکتری برنامه¬ریزی درسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
3 - دانشجوی دکتری برنامه ریزی درسی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران
کلید واژه: واقعيت مجازی, واقعيت افزوده, سنتزپژوهی, چالشها,
چکیده مقاله :
پژوهش حاضر با هدف تعیین مؤلفهها، ابعاد و چالشهای واقعيت مجازی و واقعيت افزوده در علوم زيستی انجام شد. رويکرد در این پژوهش، کيفی و از نوع سنتزپژوهی بود. بدین منظور از منابع موجود در طرح‌های پژوهشی و مقالات موجود داخلی و خارج کشور بهصورت ترکیبی و جداگانه در بازه زمانی (1390- 1402ش) (2023-2016م) استفاده شد. تحليل دادههای پژوهش از طریق چک لیست محقق ساخته که از طریق جستجو با واژگان کلیدی متفاوت و مرتبط با هدف پژوهش حاضر گردآوری شدند، انجام گرديد. جهت تحليل يافتهها نیز از روش کدگذاری باز در سنتزپژوهی استفاده شد. در روند بررسی مقالات و اسناد تعداد مقالات مورد مطالعه به تعداد 70 مورد بود که با نمونه گيری هدفمند تعداد 54 مقاله ( 24 منبع داخلی و 31 منبع خارجی) بهعنوان نمونه آماری انتخاب و مورد بررسی قرار گرفتند. نتایج حاکی از آن است که شاخص‌ها و مؤلفههای واقعيت مجازی و واقعيت افزوده در علوم زيستی دارای 20 مؤلفه و 87 شاخص است.
The current research was conducted with the aim of determining the components, dimensions and challenges of virtual reality and augmented reality in biological sciences. The approach used in this research is qualitative and synthesis research. For this purpose, to examine the background of the research and collect data relevant to the purpose of the research, the resources available in the research projects and articles available inside and outside the country were used in a combined and separate manner in the time period (2016-2023). . The analysis of the research data was done through a checklist made by the researcher, which was collected through a search with different key words related to the purpose of the current research. In order to analyze the findings, the open coding method was used in the synthesis research. In the process of reviewing articles and documents, the number of articles studied was 70, and 54 articles (24 domestic sources and 31 foreign sources) were selected and analyzed as a statistical sample. The results indicate that the indicators and components of virtual reality and augmented reality in biological sciences have 20 components and 87 indicators. The extracted components include: increasing learning motivation, learning quality and improving teaching methods, increasing grades due to increasing learning motivation, reducing the cost and ease of learning, improving learner interaction and understanding with classmates, increasing visual spatial skills and learner participation, imagination and Visualization of organs, less forgetting of things learned, increase of new insight, lessons being fun, creating excitement, students' interest in technology, creating responsibility in the learner, teacher and student, academic progress, knowledge, attitude and better performance in the learner, increasing continuous learning. Life is the ability to better understand materials, increase multipurpose learning, build abstract and objective concepts, increase inductive thinking. Also, virtual training includes challenges It is different that needs improvements to be suitable as teaching material.
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