تأثیر بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان
محورهای موضوعی :
فن‎آوری اطلاعات
محمد حاجی زاد
1
(
استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد نکا، نکا، ایران
)
فاطمه فیروزی
2
(
دانش آموخته تکنولوژی آموزشی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران
)
سعید صفاریان
3
(
استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران
)
تاریخ دریافت : 1392/09/24
تاریخ پذیرش : 1393/02/24
تاریخ انتشار : 1393/08/10
کلید واژه:
یادگیری,
یادداری,
بازی رایانه‌ای آموزشی,
سطوح شناختی بلوم,
مفاهیم ریاضی,
چکیده مقاله :
هدف از پژوهش حاضر، بررسی تأثیر بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان پایه اول ابتدایی بود. پژوهش به روش شبه‌آزمایشی در قالب طرح دو گروهی (آزمایش و کنترل) با پیش‌آزمون و پس‌آزمون انجام شد. جامعه پژوهش، کلیه دانش‌آموزان پایه اول دبستان‌های غیردولتی شهرستان بهشهر در سال تحصیلی 92-1391 به تعداد 295 نفر بودند. 100 نفر از دانش‌آموزان، به روش تصادفی خوشهای انتخاب و به دو گروه کنترل و دو گروه آزمایش تقسیم شدند. ابزار تحقیق، آزمون محقق‌ساخته درس ریاضی در دو سطح دانش و فهم از سطوح شناختی بلوم بوده است. روایی توسط صاحب نظران درس ریاضی تأیید شد و پایایی آن با استفاده از ضریب آلفای کرونباخ، 0/79 به‌دست آمد. نتایج نشان داد که بازی رایانه‌ای آموزشی بر یادگیری مفاهیم ریاضی دانش‌آموزان تأثیر مثبت دارد. از سویی دیگر بازی رایانه‌ای آموزشی بر سطح دانش مفاهیم ریاضی دانش‌آموزان پسر تأثیر دارد، اما بر سطح فهم مفاهیم ریاضی دانش‌آموزان دختر و پسر تأثیر ندارد. هم‌چنین، بازی رایانه‌ای آموزشی تنها بر یادداری دانش‌آموزان دختر اثر دارد. به طورکلی، نتایج پژوهش نشان داد بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان تأثیر مثبت دارد.
چکیده انگلیسی:
The present study was aimed at investigating the effect of educational computer games on Bloom’s cognitive levels in learning and retention of mathematical concepts in first grade primary school students. The method was quasi-experimental pretest/posttest with a control group. The statistical population included all the first grade primary school students who was studying in private schools in 2012-13 academic year (N= 295). Through cluster random sampling method, 100 students have been selected and divided into two control and two test groups. The research tool was researcher-made mathematics test in two levels (knowledge and comprehension) of Bloom’s cognitive levels. Its validity was confirmed by experts in mathematics lesson, and its reliability, using Cronbach Alpha, was calculated 0.79. Findings showed that educational computer games had positive effect on student mathematical concepts learning. On the other hand, an educational computer game had effect on the knowledge level of mathematical concepts in boy students, but it had no effect on the comprehension level of mathematical concepts in boy and girl students. Also, an educational computer game only had effect on the retention of girl students. In general, the research results indicated that educational computer games had positive effect on Bloom’s cognitive levels in the learning and retention of mathematical concepts.
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