تأثیر روش‌های آموزش مبتنی بر بارشناختی و فناوری واقعیت‌افزوده بر یادگیری و یادداری دانش‌آموزان در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
علیرضا بادله
1
(استادیار گروه علوم‌تربیتی، دانشگاه فرهنگیان، مازندران، ایران.)
عبدالجلال توماج
2
(کارشناس آموزش، آموزش‌وپرورش آق‌قلا، گلستان، ایران.)
مسلم قبادیان
3
(استادیار گروه علوم‌تربیتی، دانشگاه فرهنگیان، لرستان، ایران.)
کلید واژه: درس ریاضی, فناوری واقعیت افزوده, یادگیری, بارشناختی, یادداری, آموزش,
چکیده مقاله :
هدف پژوهش حاضر بررسی تأثیر آموزش مبتنی بر بارشناختی و فناوری واقعیت افزوده بر یادگیری و یادداری دانش‌آموزان رشتۀ تجربی پایۀ دوازدهم متوسطه در درس ریاضی 3 سال تحصیلی 98-97 است. روش پژوهش حاضر شبه آزمایشی از نوع پیش‌آزمون و پس‌آزمون با سه گروه یک گروه کنترل و دو گروه آزمایش است. جامعه آماری پژوهش شامل تمامی دانش‌آموزان پایه دوازدهم رشته تجربی شهرستان گرگان به تعداد 726 دانش‌آموز است که حجم نمونه پژوهش با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، از بین 22 دبیرستان شهرستان گرگان، به‌طور تصادفی دبیرستان مصطفی خمینی انتخاب شد. سپس از بین رشته‌های پایه دوازدهم این مدرسه، به‌طور تصادفی رشته تجربی انتخاب شد که دارای 3 کلاس به تعداد 90 دانش‌آموز بود. از بین این دانش‌آموزان، آنان که دارای معدل بالای 17 بوده و از نظر انضباطی در سطح مطلوبی قرار داشتند. 60 دانش‌آموز به‌عنوان نمونۀ پژوهش انتخاب شدند. ابزار پژوهش شامل آزمون محقق ساخته 30 سؤالی با رعایت سطوح مختلف حیطۀ شناختی بلوم است که ضریب تمییز و دشواری تک‌تک سؤالات بررسی و مطلوب گزارش شد. به‌منظور ارزیابی روایی‌محتوایی از دو ضریب نسبی روایی‌محتوا (CVR) و شاخص روایی محتوا (CVI) استفاده شد که به ترتیب 60/0 و 86/0 به دست آمد نتایج پژوهش حاضر نشان داد که روش‌های آموزش مبتنی بر بارشناختی و فناوری واقعیت افزوده تأثیر مثبت و معناداری بر یادگیری و یادداری دانش‌آموزان دارند و روش آموزش مبتنی بر فناوری واقعیت افزوده نسبت به سایر روش‌های آموزش مبتنی بر بارشناختی و روش سنتی تأثیر بیشتری بر یادگیری و یادداری دانش‌آموزان دارد.
The purpose of the present study was to investigate the effect of cognitive Load and augmented reality technology methods on the learning-retention of 12th grade students of experimental sciences field in the mathematics 3 course in the academic year of 2018-2019. The research method is quasi-experimental with pre-test and post-test with three groups: one control group and two experimental groups. The statistical population of the study consisted of all 12th grade students of experimental sciences field of Gorgan city that were 726 students. Mustafa Khomeini high school was selected by cluster sampling method from 22 high schools of Gorgan as the sample. Then, from the 12th grade students of this school, the experimental sciences field was selected which consisted of 3 classes with 90 students. Among these students, those students who had average above 17, and who were discipline-desirable were selected. Finally, according to the criteria set, 60 students were selected as research sample. The research instrument consisted of a 30-questions researcher-made test with different levels of Bloom's cognitive domain. The coefficient of distinction and difficulty of each question was reported and was desirable. The results showed that cognitive Load and augmented reality technology methods have a positive and significant effect on students' learning and retention. And augmented reality-based teaching methods have a greater impact on students' learning and retention than other cognitive-based teaching methods and traditional methods.
Abbasi, H. (2017). What is Augmented Reality? Letter of Balandegi, 1(3).
Abdi, A., & Rostami, M. (2016) The Effectiveness of Cognitive Impact-Based Learning on Educational Progress, Perceived Cognitive Burden, and Students' Motivation to Learn Experiential Science Courses.
Abdi, A. (2019). The effectiveness of education based on the effects of cognitive load in the studied experimental sciences: third grade elementary students. Journal of Research in Curriculum Planning, 16(61), 115-126.
Alikhani, P., Rezaei Zadeh, M., & Vahidiasal, M. (2018). Identifying Dimensions of Augmented Reality Effectiveness on Learning. The First Conference on Growth, Development and Human Health, Tehran - Faculty of Education and Psychology, Shahid Beheshti University.
Azuma, R. T. (1997). A Survey of Augmented Reality. Teleoperators and Virtual Environments, 355-385.
Bab al-Havayeji, R., & Eslamnasab, M. (2017). Application of Mathematics to Medical Science. First Conference on Mathematics Education and Application, Mathematical Teachers Educational Association, Kermanshah, Iran.
Badeleh, A. (2017). New Approach to Educational Technology. Journal of Development, (1), 20-1.
Daryabegi, S., & Yaftian, N. (2020). The effect of teaching using leveling and tracking the continuity of learning of ninth grade students on learning mathematics. Journal of Research in Curriculum Planning, 17(65), 159-169.
Garber, J. (2011). Differentiated Academic Rigor: An Opportunity for Increased Student Success. John Carroll University.
Ghasemi Samani, M., & Amir Teimuri, M. (2016). Comparison of the effect of multimedia education based on behavioral approach and multimedia based on cognitive approach on students' learning and retention. Journal of Educational Research, (6), 103-125.
Huang, T., Yang, CH., Hsieh, Y., Wang, J., & Cheng, CH. (2018). Augmented reality (AR) and virtual reality (VR) applied in dentistry. Kaohsiung Journal of Medical Sciences, 34, 243-248.
Jeung, H., Chandler, P., & Sweller, 1. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329-343.
Kalioga, S. (2009). Cognitive load factors in instructional design for advanced learners. New York, NY: Nova Science Publishers, Inc.
Kalioga, S. (2012), Cognitive Burden and Educational Design, Translated by Mohammad Hassan AmirTimouri, Sonia Musa Ramezani, Goddess of Providence, Tehran: The Voice of Noor.
Kirriemuir, L., & Mcfarlane, A. (2004). Literature Review in Games and Learning. Graduate School of Education, University of Bristol.
Levin, J. R., & Mayer, R. (1993). Understanding illustrations in text. In B. Britten, A. Woodward, & M. Binkley (Eds.), Learning from. textbooks: Theory and practice (95-113). Hillsdale, NJ: Erlbaum.
Liu, F., & Seipel, S. (2018). Precision study on augmented reality-based visual guidance for facility management tasks. Automation in Construction, 90, 79–90.
Mardani, E., Amin Bedokhti, A., & Rezai, A. (2018). Modeling and Analyzing the Relationship between Cognitive Characteristics of Elementary School Teachers and the Application of Information and Communication Technologies in the Teaching and Learning Process. Journal of Research in Curriculum Planning, 15(58), 152-164.
Mayer, R., & Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
Mayer, R. E. (2001). Multimedia learning. New York, NY: Cambridge University Press.
McLaren, B, M., van Gog, T., Ganoe, C., Karabinos, M., & Yaron, D. (2016). The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments. Computers in Human Behavior, 55, 87-99.
Miler, P., Hazan-Liran, B., & Cohen, D. (2018). Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task. Quarterly Journal of Experimental Psychology, 1-9. DOI: 10.1177/1747021818781425.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2004). Designing Effective Instruction. 6th Edition American: Psychological Association
Musa Ramazani, S., & Canaani, M. (2013). The effect of cognitive load control on memory on learning and retention of English grammar. Journal of Modern Educational Thoughts, 9(1), 131-106.
Nili Ahmad Abadi, M., Zarei Zavaraki, E., Sharifi Daramadi, P., & Sadi Poor, E. (2016). The effect of educational multimedia based on cognitive load theory on learning, retention and academic achievement motivation of students with intellectual disabilities in science. Research in educational systems, (34), 32-46.
Paas, F. (1992). Training strategies for attaining transfer-of problem solving skill in statistics: A cognitive load approach. Journal of Educational Psychology, 84, 429-434.
Rajabian Dahriz, M., Dargaj, F., & Bashirnejad Dastjerdi, H. (2018). The effect of educational augmented reality on perceived motivational climate and high level thinking in students. Journal of Educational Technology, 15-1.
Rostami, M., Talee Pasand, S., & Mohammadi Far, M. (2017). The Effectiveness of Cognitive Burden Educational Program on the Efficacy of Learning Algebraic Concepts in Seventh Grade Female Students in Tehran, Baqiyatallah Medical Sciences Journal, October 4, 2007.
Rostami, M., Tale Pasand, S., & Mohammadi Far, M. (2017). The effectiveness of cognitive load training program on the efficiency of learning algebra concepts in students Seventh grade girl in Tehran. Journal of Education Strategies in Medical Sciences, 10(4), 322-333.
Safari Anzabi, H., & Soltani, M. (2018). Application of Virtual and Augmented Reality in Content Education in Elementary Science Courses in Iran. National Conference on Subject-Educational Knowledge (Content Learning Knowledge), Ardabil University of Technology.
Sweller, l. (2013). Cognitive load during problem solving: Effects on learning. Cognitive science, 12, 257-285.
Takir, A., & Aksu, M. (2012). The Effect of an Instruction Designed by Cognitive Load Theory Principles on 7th Grade Students’ Achievement in Algebra Topics and Cognitive Load. Journal of Creative Education. 2(3), 232-240.
Taleb, Z., & Mahmoudi, Z. (2018). Augmented reality and its implications and application in education. Dominique Conference on Knowledge and Technology of Psychology, Education, Science and Sociology of Iran, Tehran, Institute for Organizing Sam Iranian-based Knowledge and Technology Conferences.
Talebi, H., & Basiri, B. (2016). The effect of activity-based teaching and practice on academic performance of undergraduate female students of Isfahan Payam Noor University in statistics course. Journal of Modern Educational Approaches, 11 (2), 26-1.
Tarmizi, R., & Sweller, J. (1998). Guidance during mathematical problem solving. Journal of Educational psychology, 80, 424-436.
Zare, M., Sarikhani, R., Mehraban, J. (2015). The effect of educational multimedia design based on cognitive rainfall principles on learning and retention in biology course. Journal of Cognitive Analytical Psychology, 6 (22), 68-61.
Zare, M., Zarei Zavaraki, I., Amir Timouri, M., Sarikhani, R. (2016). Comparison of External Cognitive Rainfall Design with Merrill's Pattern in Traditional Multimedia Training. Journal of Information and Communication Technology in Education Science, 6(3), 25-40.
Zheng. R., Mcalack. M., Wilmes. B., Evans. P. K., & Williamson. J. (2009). Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving. British journal of educational technology, 40(5), 790-803.
_||_