کاربرد فن‌آوری واقعیت‌افزوده در فرآیند یاددهی - یادگیری با تأکید بر آموزش دانش‌آموزان دارای اختلال یادگیری خاص: مطالعۀ مروری سیستماتیک
الموضوعات :
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
الکلمات المفتاحية: فن‌آوری‌های آموزشی, واقعیت‌افزوده, اختلال یادگیری خاص.,
ملخص المقالة :
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.
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