کاربرد فن‌آوری واقعیت‌افزوده در فرآیند یاددهی - یادگیری با تأکید بر آموزش دانش‌آموزان دارای اختلال یادگیری خاص: مطالعۀ مروری سیستماتیک
محورهای موضوعی :
محبوبه کیانی
1
,
لیلا کاشانی وحید
2
1 - دانشجوی دکترای روانشناسی و آموزش کودکان استثنائی، دانشگاه آزاد، واحد علوم و تحقیقات ،تهران،ایران
2 - استادیار گروه روانشناسی و آموزش کودکان استثنایی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران
کلید واژه: فن‌آوری‌های آموزشی, واقعیت‌افزوده, اختلال یادگیری خاص.,
چکیده مقاله :
هدف پژوهش مطالعه نظام‌مندکاربرد فن‌آوری واقعیت‌افزوده در فرآیند یاددهی و یادگیری با تأکید بر آموزش دانش‌آموزان دارای اختلال یادگیری خاص انجام شده است. روش مطالعه این پژوهش با رویکرد مرور سیستماتیک بوده است. برای جامعه آماری این پژوهش، از مجموعه آثار منتشر شده در قالب مقالات فارسی و انگلیسی در پایگاه‌های تخصصی نورمگز، سید، مگ ایران، ایران داک، علم‌نت از سال 1395 تا 1403 و پایگاه لاتین PubMed ، Scopus، Elsevier، Google Scholar و Since Direct (2016 الی 2024) مورد بررسی قرار گرفته است. نمونه آماری، شامل مقالات فارسی و انگلیسی بوده است که در آن از کلید واژه‌های تخصصی، فن‌آوری‌های آموزشی، واقعیت‌افزوده، اختلال یادگیری، آموزش ، براساس روش مرور سیستماتیک و با ابزار جدول روش پریزما انتخاب شدند. پژوهش حاضر نشان داده است استفاده از فن‌آوری واقعیت‌افزوده برای دروسی مانند علوم و زبان انگلیسی برای دوران دبستان و درس زیست‌شناسی و زبان انگلیسی برای دورۀ متوسطه، بیش‌ترین کاربرد را داشته و تمام نتایج پژوهش مؤید اثربخش بودن این فن‌آوری در یادگیری-یاددهی دانش‌آموزان بخصوص اختلال یادگیری خاص بوده است. هم‌چنین جمع‌بندی تأثیر فن‌آوری واقعیت‌افزوده در فرآیند آموزش دانش‌آموزان دارای اختلال یادگیری خاص، نشان دهندۀ پیشرفت تحصیلی قابل توجه بوده و باعث بهبود روند یادگیری در این دانش‌آموزان می‌گردد.
The aim of the current research was to systematically study the application of augmented reality technology in the teaching and learning process with an emphasis on the education of students with special learning disabilities. This research was based on a systematic review approach. For the statistical population of this research, from the collection of works published in the form of Farsi and English articles in the specialized databases Normagz, Syed, Mag Iran, Irandak, Alamnet from 1395 to 1403 and the Latin database PubMed, Scopus, Elsevier, Google Scholar and Since Direct (2016 to 2024) has been investigated. The statistical sample includes Farsi and English articles in which specialized keywords; Educational technologies, augmented reality, learning disorder, education, were selected based on the systematic review method with the prism table tool. The result of the present study showed that the use of augmented reality technology for subjects such as science and English for primary school and biology and English for secondary school was the most useful, and all the results of the study confirmed the effectiveness of this technology in learning and teaching students, especially those with specific learning disabilities. has been Also, summarizing the impact of augmented reality technology in the education process of students with specific learning disabilities shows significant academic progress and improves the learning process of these students.
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