اثربخشی نرمافزار چندرسانهای آموزشی کودک نابغه بر نگرش و یادگیری مهارت زبان‌آموزی کودکان پیشدبستانی
محورهای موضوعی : یادگیریسمیه اولیایی 1 , کیومرث تقی پور 2 , فیروز محمودی 3
1 - کارشناس ارشد برنامه ریزی درسی، دانشگاه تبریز، تبریز، ایران
2 - استادیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران
3 - دانشیار گروه علوم تربیتی، دانشگاه تبریز، تبریز، ایران
کلید واژه: یادگیری, نگرش, نرمافزار چندرسانهای کودک نابغه, مهارت زبان‌آموزی,
چکیده مقاله :
این پژوهش با هدف سنجش اثربخشی نرم افزار چندرسانه ای آموزشی کودک نابغه بر نگرش و یادگیری مهارت زبان‌آموزی کودکان پیش دبستانی انجام گرفت. پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل است. جامعه آماری پژوهش، کلیه کودکان پیش دبستانی شهرستان مرند در سال تحصیلی 99-98 بودند که با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی یک مدرسه به‌عنوان نمونه جهت اجرای پژوهش انتخاب شد و دانشآموزان آن به‌صورت تصادفی در دو گروه آزمایش (15 نفر) و گروه کنترل (15 نفر) گمارده شده‌اند. جهت سنجش نگرش کودکان از پرسشنامه تریهیرن (2003) و جهت سنجش متغیر یادگیری از آزمون یادگیری محقق ساخته استفاده شد. روایی ابزارها توسط متخصصان تأیید شد و پایایی ابزار نگرش با استفاده از آلفای کرونباخ 0.88 و پایایی ابزار یادگیری با استفاده از روش کودر-ریچاردسون 0.89 بدست آمد. قبل از اجرای پژوهش، از هر دو گروه پیش‌آزمون یادگیری به‌عمل آمد، گروه آزمایش آموزش مهارت زبان‌آموزی را از طریق نرمافزار کودک نابغه دریافت کردند و گروه کنترل این مهارت را به‌صورت متداول آموزش دیدند. بعد از اجرای دوره‌ها، پس آزمون یادگیری و همچنین پس آزمون نگرش اخذ شد. آموزش مهارت زبان‌آموزی در 16 جلسه انجام شد. داده ها با استفاده از روش تی مستقل و تحلیل کواریانس تجزیه و تحلیل شدند. نتایج نشان داد که نرمافزار چندرسانه ای کودک نابغه بر نگرش کودکان نسبت به آموزش مهارت زبان‌آموزی تأثیر مثبت دارد (P=0.001≤0.05)، همچنین استفاده از این نرم افزار یادگیری کودکان در مهارت زبان‌آموزی را ارتقاء می‌دهد (P=0.001≤0.05). براین اساس، توصیه می شود مدارس پیش دبستانی از نرم افزار کودک نابغه برای ارتقای مهارت زبان‌آموزی کودکان استفاده کنند.
The main aim of current research was to evaluate the effectiveness of Genius Baby Instructional Multimedia Software on attitude and learning of Language skills in Preschool children. The research method was semi-experimental and its design was pretest-posttest with control group. Its statistical population were included all Preschool children from Marand city in the 2019-2020, Which a school was selected as a sample for the research using random cluster sampling method, its students randomly assigned to two experimental groups (N=15) and control group (N=15). The Trehearne’s (2003) Inventory was used to assess the attitude of preschool, and, also a researcher-made learning test tool was used to measure the learning variable. The validity of the tools was confirmed by experts. the using Cronbach's alpha and the Kuder-Richardson method, the reliability of the attitude tool and the learning tool was calculated 0.88 and 0.89 respectively. Prior to the study, Pre-test of learning was implemented in both groups, the experimental group received language learning skills training through the genius child software, and the control group received this skill as usual. After the courses, a Post-test of learning was taken, and a learners' Attitude Assessment Inventory was administered at the end of the course. The groups were trained for 16 sessions. The research data was analyzed with Independent T-test and Multivariate Covariance Analysis. The results revealed that due to teaching philosophy for children the concealing of labor children was decreased and their adjusting, and tolerating was increased. The results showed that the Genius Baby Instructional Multimedia Software has a positive effect on children's attitudes toward language skills learning(P=0.001≤0.05), and the use of this software also promotes preschool children's learning in language skills (P=0.001≤0.05). Accordingly, it is recommended that preschool schools use Genius Baby software to improve children's language learning skills
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Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50(3): 533-573.
Bax, S. (2003). CALL-Past, present and future. System, 31: 13-28.
Belias, D., Labros, S., Nikolaos, K., Maria, K., & Athanasios, K. (2018). Traditional Teaching Methods vs. Teaching Through the Application of Information and Communication Technologies in The Accounting Field: Quo Vadis? European Scientific Journal, 9(28): 73-101.
Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books: Comparing parent-child coreading on print, basic, and enhanced e-book platforms. New York: The Joan Ganz Cooney Center. Retrieved from
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DeCurtis, L. L., & Ferrer, D. (2011). Toddlers and technology: Teaching the techniques. The ASHA Leader, 16(11): online-only.
Georgiev, V., & Nikolova, A. (2020). Tools for Creating and Presenting Online Learning Resources for Preschool Kids. TEM Journal, 9(4): 1692-1696.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. Practical applications. New York, NY: Guilford Press.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1): 3-34.
Kazemzadeh, J. S. (2010). Comparison of the effect of scaffolding approach and exploratory method on phonological awareness of preschool children in Mako city in the academic year of 2009-2010. Master Thesis, Allameh Tabatabai University. [In Persian].
Li, X. (2018). Design and Application of Children's Entertainment Education Software in Preschool Education. International Journal of Emerging Technologies in Learning, 13(7): 41-54.
Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia Technology and Learner Autonomy: An Experimental Study for Asymmetric Effects. Symmetry, 12(3): 462-476.
Margaret, J., Snowling, L., & Charles, H. (2012). The nature and classification of reading disorders a commentary on proposals for DSM-5, Journal of Child Psychology and Psychiatry, 53(5): 593–607.
McCarrick, K., & Li, X. (2007). Buried Treasure: The Impact of Computer Use on Young Children’s Social, Cognitive, Language Development and Motivation. AACE Journal, 15(1): 73-95.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. YC Young Children, 67(3): 14-24.
McManis, L. D., & Parks, J. (2011). Evaluating technology for early learners. E-book and toolkit. Winston-Salem, NC: Hatch Early Learning.
McManis, M. H., & McManis, L. D. (2016). Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers. Journal of Information Technology Education: Research, 15(1): 409-429. Retrieved from
Mehdizadeh, H., Faizi, F., & Islam Panah, M. (2011). "Letter-syllable-word" teaching with the help of digital multimedia and its effect on the reading progress of primary school of First level students. Journal of Information and Communication Technology in Educational Sciences, 1(3): 145-163 [In Persian].
Mofidi, F., & Sabzeh, B. (2009). The effect of preschool language learning activities on the development of spoken language of primary school of First level students. journal of Curriculum Studies, 3(10): 118-141 [In Persian].
Nikolopoulou, K. (2014). ICT integration in preschool classes: Examples of practices in Greece. Creative Education, 5(6): 402-410.
Parette, H., & Blum, C. (2013). Instructional Technology in Early Childhood: Teaching in the Digital Age. Baltimore, MD: Brookes.
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Penuel, W. R., Pasnik, S., Bates, L., Townsend, E., Gallagher, L. P., Llorente, C., & Hupert, N. (2009). Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial. Newton, MA: Education Development Center and SRI.
Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4): 18-19.
Rogowsky, B. A., Terwilliger, C. C., Young, C. A., & Kribbs, E. E. (2018). Playful learning with technology: the effect of computer-assisted instruction on literacy and numeracy skills of preschoolers. International Journal of Play, 7(1): 60-80.
Safaei, F. (2015). A comparison of instructional problems of language learning skills in single and multi-child children in preschool. Master Thesis, Allameh Tabatabai University. [In Persian].
Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2016). The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the State of Kuwait. EURASIA Journal of Mathematics, Science and Technology Education, 13(2): 417-440.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3): 114-121.
Shah, I., & Khan, M. (2015). Impact of multimedia-aided teaching on students’ academic achievement and attitude at elementary level. US-China Education Review A, 5(5): 349-360.
Sharma, R. Ch. (2018). A Comparative Study of some Traditional and Modern Methods of Teaching Learning Process. International Journal on Arts, Management and Humanities. 7(1): 113-120.
Sligte, I. G., Scholte, H. S., & Lamme, V. A. (2009). V4 activity predicts the strength of visual short-term memory representations. Journal of Neuroscience, 29(23): 7432-7438.
Sun, H., & Yin, B. (2020). Multimedia input and bilingual children’s language learning. Frontiers in Psychology, 11:20-23.
Taghipour, K., Mahmoudi, F (2018). Identifying the instructional software in accordance with the developmental characteristics of pre-school learners. journal of Educational Innovations, 17(65):125-150 [In Persian].
Tezer, M., & Ozcan, D. (2015). A Study of the Validity and Reliability of a Mathematics Lesson Attitude Scale and Student Attitudes. Eurasia Journal of Mathematics, Science & Technology Education, 11(2): 371-379.
Tezer, M., & Karasel, N. (2010). Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia Social and Behavioral Sciences, 2(2): 5808–5812.
Toki, E. I., & Pange, J. (2010). E-learning activities for articulation in speech language therapy and learning for preschool children. Procedia-Social and Behavioral Sciences, 2(2): 4274-4278.
Trehearne, M. J., Healy, L. H., Williams, M. C. & Moore, J. L. (2003). Comprehensive literacy resource for kindergarten teachers. Vernon Hills, IL: ETA/Cuisenaire.
Wong, K. M., & Neuman, S. B. (2016). Educational media supports for preschool-aged English language learners. Technology in Early Childhood Education, 19(4): 28-31.
Yu, L., & Nagai, Y. (2020). An Analysis of Characteristics of Children’s Growth through Practical Art. HealthCare. MDPI. 8(109): 1-16.
Zaldívar-Colado, A., Alvarado-Vázquez, R. I., & Rubio-Patrón, D. E. (2017). Evaluation of using mathematics educational software for the learning of first-year primary school students. Education Sciences, 7(4): 79-91.
_||_Agudo, J. E., Rico, M., & Sánchez, H. (2015). Multimedia games for fun and learning English in preschool. Digital education review, 27: 183-205.
Ballantyne, K. G., Sanderman, A. R., & McLaughlin, N. (2008). Dual language learners in the early years: Getting ready to succeed in school. Washington, DC: National Clearinghouse for English Language Acquisition.
Baroody, A. J., Eiland, M. D., Purpura, D. J., & Reid, E. E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50(3): 533-573.
Bax, S. (2003). CALL-Past, present and future. System, 31: 13-28.
Belias, D., Labros, S., Nikolaos, K., Maria, K., & Athanasios, K. (2018). Traditional Teaching Methods vs. Teaching Through the Application of Information and Communication Technologies in The Accounting Field: Quo Vadis? European Scientific Journal, 9(28): 73-101.
Chiong, C., Ree, J., Takeuchi, L., & Erickson, I. (2012). Print books vs. e-books: Comparing parent-child coreading on print, basic, and enhanced e-book platforms. New York: The Joan Ganz Cooney Center. Retrieved from
http://joanganzcooneycenter.org/publication/quickreport-print-books-vs-e-books/.
DeCurtis, L. L., & Ferrer, D. (2011). Toddlers and technology: Teaching the techniques. The ASHA Leader, 16(11): online-only.
Georgiev, V., & Nikolova, A. (2020). Tools for Creating and Presenting Online Learning Resources for Preschool Kids. TEM Journal, 9(4): 1692-1696.
Hall, T. E., Meyer, A., & Rose, D. H. (2012). Universal design for learning in the classroom. Practical applications. New York, NY: Guilford Press.
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in “educational” apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1): 3-34.
Kazemzadeh, J. S. (2010). Comparison of the effect of scaffolding approach and exploratory method on phonological awareness of preschool children in Mako city in the academic year of 2009-2010. Master Thesis, Allameh Tabatabai University. [In Persian].
Li, X. (2018). Design and Application of Children's Entertainment Education Software in Preschool Education. International Journal of Emerging Technologies in Learning, 13(7): 41-54.
Liu, X., Liu, Y., & Tu, J. F. (2020). Multimedia Technology and Learner Autonomy: An Experimental Study for Asymmetric Effects. Symmetry, 12(3): 462-476.
Margaret, J., Snowling, L., & Charles, H. (2012). The nature and classification of reading disorders a commentary on proposals for DSM-5, Journal of Child Psychology and Psychiatry, 53(5): 593–607.
McCarrick, K., & Li, X. (2007). Buried Treasure: The Impact of Computer Use on Young Children’s Social, Cognitive, Language Development and Motivation. AACE Journal, 15(1): 73-95.
McManis, L. D., & Gunnewig, S. B. (2012). Finding the education in educational technology with early learners. YC Young Children, 67(3): 14-24.
McManis, L. D., & Parks, J. (2011). Evaluating technology for early learners. E-book and toolkit. Winston-Salem, NC: Hatch Early Learning.
McManis, M. H., & McManis, L. D. (2016). Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers. Journal of Information Technology Education: Research, 15(1): 409-429. Retrieved from
Mehdizadeh, H., Faizi, F., & Islam Panah, M. (2011). "Letter-syllable-word" teaching with the help of digital multimedia and its effect on the reading progress of primary school of First level students. Journal of Information and Communication Technology in Educational Sciences, 1(3): 145-163 [In Persian].
Mofidi, F., & Sabzeh, B. (2009). The effect of preschool language learning activities on the development of spoken language of primary school of First level students. journal of Curriculum Studies, 3(10): 118-141 [In Persian].
Nikolopoulou, K. (2014). ICT integration in preschool classes: Examples of practices in Greece. Creative Education, 5(6): 402-410.
Parette, H., & Blum, C. (2013). Instructional Technology in Early Childhood: Teaching in the Digital Age. Baltimore, MD: Brookes.
Parette, H., Quesenberry, A., & Blum, C. (2010). Missing the Boat with Technology Usage in Early Childhood Settings: A 21st Century View of Developmentally Appropriate Practice. Early Childhood Education Journal, 37(5): 335-343.
Penuel, W. R., Pasnik, S., Bates, L., Townsend, E., Gallagher, L. P., Llorente, C., & Hupert, N. (2009). Preschool teachers can use a media-rich curriculum to prepare low-income children for school success: Results of a randomized controlled trial. Newton, MA: Education Development Center and SRI.
Radich, J. (2013). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Every Child, 19(4): 18-19.
Rogowsky, B. A., Terwilliger, C. C., Young, C. A., & Kribbs, E. E. (2018). Playful learning with technology: the effect of computer-assisted instruction on literacy and numeracy skills of preschoolers. International Journal of Play, 7(1): 60-80.
Safaei, F. (2015). A comparison of instructional problems of language learning skills in single and multi-child children in preschool. Master Thesis, Allameh Tabatabai University. [In Persian].
Safar, A. H., Al-Jafar, A. A., & Al-Yousefi, Z. H. (2016). The effectiveness of using augmented reality apps in teaching the English alphabet to kindergarten children: A case study in the State of Kuwait. EURASIA Journal of Mathematics, Science and Technology Education, 13(2): 417-440.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3): 114-121.
Shah, I., & Khan, M. (2015). Impact of multimedia-aided teaching on students’ academic achievement and attitude at elementary level. US-China Education Review A, 5(5): 349-360.
Sharma, R. Ch. (2018). A Comparative Study of some Traditional and Modern Methods of Teaching Learning Process. International Journal on Arts, Management and Humanities. 7(1): 113-120.
Sligte, I. G., Scholte, H. S., & Lamme, V. A. (2009). V4 activity predicts the strength of visual short-term memory representations. Journal of Neuroscience, 29(23): 7432-7438.
Sun, H., & Yin, B. (2020). Multimedia input and bilingual children’s language learning. Frontiers in Psychology, 11:20-23.
Taghipour, K., Mahmoudi, F (2018). Identifying the instructional software in accordance with the developmental characteristics of pre-school learners. journal of Educational Innovations, 17(65):125-150 [In Persian].
Tezer, M., & Ozcan, D. (2015). A Study of the Validity and Reliability of a Mathematics Lesson Attitude Scale and Student Attitudes. Eurasia Journal of Mathematics, Science & Technology Education, 11(2): 371-379.
Tezer, M., & Karasel, N. (2010). Attitudes of primary school 2nd and 3rd grade students towards mathematics course. Procedia Social and Behavioral Sciences, 2(2): 5808–5812.
Toki, E. I., & Pange, J. (2010). E-learning activities for articulation in speech language therapy and learning for preschool children. Procedia-Social and Behavioral Sciences, 2(2): 4274-4278.
Trehearne, M. J., Healy, L. H., Williams, M. C. & Moore, J. L. (2003). Comprehensive literacy resource for kindergarten teachers. Vernon Hills, IL: ETA/Cuisenaire.
Wong, K. M., & Neuman, S. B. (2016). Educational media supports for preschool-aged English language learners. Technology in Early Childhood Education, 19(4): 28-31.
Yu, L., & Nagai, Y. (2020). An Analysis of Characteristics of Children’s Growth through Practical Art. HealthCare. MDPI. 8(109): 1-16.
Zaldívar-Colado, A., Alvarado-Vázquez, R. I., & Rubio-Patrón, D. E. (2017). Evaluation of using mathematics educational software for the learning of first-year primary school students. Education Sciences, 7(4): 79-91.