تأثیر بازی‌های رایانه‌ای آموزشی بر مهارت‌های فراشناختی دانش‌آموزان در درس زیست‌شناسی
محورهای موضوعی : فن‎آوری اطلاعاتمهدی واحدی 1 , محمد جواد کرمی 2 , اسماعیل زارعی زوارکی 3
1 - استادیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
2 - کارشناس ارشد تکنولوژی آموزشی، واحد الکترونیکی، دانشگاه آزاد اسلامی، تهران، ایران
3 - دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
کلید واژه: انگیزش, فراشناخت, یادگیری خودتنظیم, بازی‌های رایانه‌ای آموزشی, فراحافظه,
چکیده مقاله :
هدف از انجام این پژوهش، بررسی تأثیر بازی های رایانه ای آموزشی بر مهارت های فراشناخت دانش آموزان پایه دهم در درس زیست شناسی است. با توجه به این هدف، فرضیه های پژوهش پیرامون تأثیر بازی های رایانه ای آموزشی بر برخی مؤلفه های فراشناخت شامل؛ انگیزش یادگیری، یادگیری خودتنظیم و تقویت فراحافظه دانش آموزان مورد بررسی قرار گرفت. جامعه آماری پژوهش، کلیه دانش آموزان پسر پایه دهم در رشته علوم تجربی در سال تحصیلی 96 -1395 در مدارس ناحیه یک شهر قم در مقطع متوسطه دوم بودند. به روش نمونه‌گیری در دسترس، دانش آموزان یکی از دبیرستان های نمونه دولتی به‌عنوان نمونه های پژوهش انتخاب شد. پژوهش حاضر از نظر هدف کاربردی و به لحاظ روش، شبه آزمایشی محسوب میشود که با روش پیش‌آزمون- پس آزمون با دو گروه کنترل و آزمایش انجام شده است. در مورد هر سه فرضیه مطرح شده در پژوهش حاضر، به دلیل وجود پیش‌آزمون و گروه کنترل، از آزمون کوواریانس به همراه آزمون کلموگروف اسمیرنوف و همچنین، آزمون لوین استفاده شد. نتایج حاصل نشان داد که بازی های رایانه‌ای آموزشی، علاوه بر اینکه بر انگیزش یادگیری و یادگیری خودتنظیم به عنوان مؤلفه های فراشناخت دانش آموزان تأثیر مثبت داشته، باعث تقویت فراحافظه آنها نیز میشود
The aim of this study was to investigate the effect of educational computer games on the metacognitive skills of the 10th grade students in Biology. Regarding this goal, research hypotheses about the effect of educational computer games on some metacognitive components including learning motivation, self-regulation learning and student's meta-memory were studied. The statistical population of the study was all male students of the 10th grade in the field of empirical sciences in school year 2016-17, in secondary schools in Qom, District 1. Students of one of the state-run high schools were selected as sample by available sampling method. The present study is applied in terms of its purpose and quasi-experimental in terms of its method. The pretest-posttest method was performed with two groups of control and experiment. For all three hypotheses in this study, covariance test with Kolmogorov-Smirnov test and Levene test were used for pretest and control group. The results showed that educational computer games, besides that had a positive effect on learning motivation and self-regulation learning as the meta-cognitive components of students, they also strengthen their meta-memory.
Agazadeh, M., & Ahadiyan, M. (1999). Theoretical foundations and applications of Metacognition theory. Iran, Kermanshah: Nopardazan. (in Persian).
Ahmadi, H., Seifi, M., & Musavipur, S. (2014). The relationship between using different computer games (sport, war, educational, and strategy) with "motivational strategies for learning" in third grade third high school students in Sabzevar in the year 2012-2013. Master's Degree in Educational Technology, Faculty of Literature and Humanities, Arak University: Science and Research Unit. (in Persian).
Aminifar, E., Sedghpoor, S., & Bahramzade D., H. (2012). The impact of computer games on students' motivation and mathematic improvement. Technology of Education, 6(3), 177-184. (in Persian).
Ching-Hsue, C., & Su, C. H. (2012). A game-based learning system for improving student is learning effectiveness in system analysis course. Procedia - Social and Behavioral Sciences, 31, 669-675.
Dashtbozorghi, Z. (2015). The impact of computer games on meta-cognition and creativity of students. Social Psychology, 10, 33. (in Persian).
Dwarak, M., Schierl, T., Brnus, T., & Struder, H. K. (2007). Impact of singlet excessive commuter game and television exposure on sleep patterns and memory performance of school-aged children. Pediatrics, 120(5), 978-985.
Egenfeldt‐Nielsen, S. (2011). International survey of the experience and perceptions of teachers” In Egenfeldt‐Nielsen, S., Sorensen, B. H., and Meyer, B. (eds.) Serious games in education- a global perspective, Aarhus University Press: Aarhus.
FutureLab. (2009). Using computer games in the classroom. Retrieved October 7, 2010 from http://www.futurelab.org.uk/resources/documents/project_reports/becta/ Games_and_Learning_survey_analysis.pdf
Gorzin, Z., & Zarei Zavaraki, E. (2015). The effect of educational computer game based on the model of learning environment effective on motivation and learning of girl students in architectural design in Ghaemshahr schools in the year 2014-15. Education and Learning, 1(1), 21-37. (in Persian).
Ke, F. F. (2009). Computer games application within meta-cognitive and affective evolution. Educational Technology Research and Development, 56(5-6), 423-445.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. Computers & Education, 55(2), 427-443.
Meshkat, M., Rahimi, M., & Fruzeshnia, S. (2012). Studying the attitude of Rranian students toward computer-aided learning and its relationship with learning motivation and self-regulatory training in foreign language learning. Ministry of Science, Research and Technology- Shahid Rajaee Tarbiat Modares University-Faculty of Humanities. (in Persian).
Moradi, R., & Maleki, H. (2016). The effect of computer educational games on educational motivation of male students with disability in maths students in Khorramabad school of primary school elementary school students in 2013-14. Exceptional Persons, 5(18), 27-44. (in Persian).
Nili, M., Sa'di Pour, E., & Zahedian, A. (2013). The effect of educational computer games on metacognitive skills and understanding the concept of movement in secondary school secondary Physics. Master's Degree in Technology Education at Allameh Tabataba'i University. (in Persian).
Nowroozi, D., & Dehghanzadeh, H. (2012). Educational computer games design. Tehran: Guyesheno. (in Persian).
Okolo, C. (1992). The effects of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students. Learning Disabilities Exceptionality, 3, 195-211.
Pintrech, P., & Shangh, D. (2013). Motivation in education (theory, research, and applications (Translation by Mehrnaz Shahreari) (Second Edition). Tehran: Publishing House of Science. (in Persian).
Reisi, Z., (2001). Educational psychology. Isfahan: Mani Publishing House. (in Persian).
Rezaii Dizghah, M. (2013). The effect of learning factors on learning performance of students in Islamic Azad University. Master's Thesis of Islamic Azad University, Rasht Branch. (in Persian).
Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Educational Multimedia and Hypermedia, 16(3), 249-261.
Shahr Arai, M. (2012). The study of the relationship between identity styles, self-expression, and coping styles. Knowledge and Research in Applied Psychology, 1(2), 135-146. (in Persian).
Sharif, I., & Sergeant. J. D. (2006). Association between television, movie, and video game exposure and school performance. Pediatrics, 118(4), 1061-1070.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 62(2), 489-528.
Squire, K. (2006). From content to context: Video games as designed experience. Educational Researcher, 35(8), 19-29.
Tuuzun, H., Yilmaz-Soyla, M., Karakus, T., Inal, Y., & Kizilkaya, G. (2009). The effect of computer games on primary school achievement and motivation in geography learning. Computers & Education, 52, 68-77.
Velayati, E. (2012). The effect of educational computer game on learning, recognition and motivation of academic achievement in mathematical concepts of mentally retarded students in second elementary school. Master's Degree in Educational Technology, Faculty of Psychology and Education, University Allameh Tabatabai. (in Persian).
Velayati, E., Zarei Zavaraki, E., & Amir Teymouri, M. (2013). The effect of educational computer game on learning, memory and educational achievement of undergraduate students. Exceptional Individuals, 9(3), 22-34. (in Persian).
Zimmerman, B., & Ponz, J. (1988). Self-regulated learned. Which are the sub processes? Contemporary. Education Psychology, 11, 13-30.
_||_Agazadeh, M., & Ahadiyan, M. (1999). Theoretical foundations and applications of Metacognition theory. Iran, Kermanshah: Nopardazan. (in Persian).
Ahmadi, H., Seifi, M., & Musavipur, S. (2014). The relationship between using different computer games (sport, war, educational, and strategy) with "motivational strategies for learning" in third grade third high school students in Sabzevar in the year 2012-2013. Master's Degree in Educational Technology, Faculty of Literature and Humanities, Arak University: Science and Research Unit. (in Persian).
Aminifar, E., Sedghpoor, S., & Bahramzade D., H. (2012). The impact of computer games on students' motivation and mathematic improvement. Technology of Education, 6(3), 177-184. (in Persian).
Ching-Hsue, C., & Su, C. H. (2012). A game-based learning system for improving student is learning effectiveness in system analysis course. Procedia - Social and Behavioral Sciences, 31, 669-675.
Dashtbozorghi, Z. (2015). The impact of computer games on meta-cognition and creativity of students. Social Psychology, 10, 33. (in Persian).
Dwarak, M., Schierl, T., Brnus, T., & Struder, H. K. (2007). Impact of singlet excessive commuter game and television exposure on sleep patterns and memory performance of school-aged children. Pediatrics, 120(5), 978-985.
Egenfeldt‐Nielsen, S. (2011). International survey of the experience and perceptions of teachers” In Egenfeldt‐Nielsen, S., Sorensen, B. H., and Meyer, B. (eds.) Serious games in education- a global perspective, Aarhus University Press: Aarhus.
FutureLab. (2009). Using computer games in the classroom. Retrieved October 7, 2010 from http://www.futurelab.org.uk/resources/documents/project_reports/becta/ Games_and_Learning_survey_analysis.pdf
Gorzin, Z., & Zarei Zavaraki, E. (2015). The effect of educational computer game based on the model of learning environment effective on motivation and learning of girl students in architectural design in Ghaemshahr schools in the year 2014-15. Education and Learning, 1(1), 21-37. (in Persian).
Ke, F. F. (2009). Computer games application within meta-cognitive and affective evolution. Educational Technology Research and Development, 56(5-6), 423-445.
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. Computers & Education, 55(2), 427-443.
Meshkat, M., Rahimi, M., & Fruzeshnia, S. (2012). Studying the attitude of Rranian students toward computer-aided learning and its relationship with learning motivation and self-regulatory training in foreign language learning. Ministry of Science, Research and Technology- Shahid Rajaee Tarbiat Modares University-Faculty of Humanities. (in Persian).
Moradi, R., & Maleki, H. (2016). The effect of computer educational games on educational motivation of male students with disability in maths students in Khorramabad school of primary school elementary school students in 2013-14. Exceptional Persons, 5(18), 27-44. (in Persian).
Nili, M., Sa'di Pour, E., & Zahedian, A. (2013). The effect of educational computer games on metacognitive skills and understanding the concept of movement in secondary school secondary Physics. Master's Degree in Technology Education at Allameh Tabataba'i University. (in Persian).
Nowroozi, D., & Dehghanzadeh, H. (2012). Educational computer games design. Tehran: Guyesheno. (in Persian).
Okolo, C. (1992). The effects of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students. Learning Disabilities Exceptionality, 3, 195-211.
Pintrech, P., & Shangh, D. (2013). Motivation in education (theory, research, and applications (Translation by Mehrnaz Shahreari) (Second Edition). Tehran: Publishing House of Science. (in Persian).
Reisi, Z., (2001). Educational psychology. Isfahan: Mani Publishing House. (in Persian).
Rezaii Dizghah, M. (2013). The effect of learning factors on learning performance of students in Islamic Azad University. Master's Thesis of Islamic Azad University, Rasht Branch. (in Persian).
Rice, J. W. (2007). New media resistance: Barriers to implementation of computer video games in the classroom. Educational Multimedia and Hypermedia, 16(3), 249-261.
Shahr Arai, M. (2012). The study of the relationship between identity styles, self-expression, and coping styles. Knowledge and Research in Applied Psychology, 1(2), 135-146. (in Persian).
Sharif, I., & Sergeant. J. D. (2006). Association between television, movie, and video game exposure and school performance. Pediatrics, 118(4), 1061-1070.
Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 62(2), 489-528.
Squire, K. (2006). From content to context: Video games as designed experience. Educational Researcher, 35(8), 19-29.
Tuuzun, H., Yilmaz-Soyla, M., Karakus, T., Inal, Y., & Kizilkaya, G. (2009). The effect of computer games on primary school achievement and motivation in geography learning. Computers & Education, 52, 68-77.
Velayati, E. (2012). The effect of educational computer game on learning, recognition and motivation of academic achievement in mathematical concepts of mentally retarded students in second elementary school. Master's Degree in Educational Technology, Faculty of Psychology and Education, University Allameh Tabatabai. (in Persian).
Velayati, E., Zarei Zavaraki, E., & Amir Teymouri, M. (2013). The effect of educational computer game on learning, memory and educational achievement of undergraduate students. Exceptional Individuals, 9(3), 22-34. (in Persian).
Zimmerman, B., & Ponz, J. (1988). Self-regulated learned. Which are the sub processes? Contemporary. Education Psychology, 11, 13-30.
