تاثیر واقعیت مجازی بر یادگیری، یادداری و بار شناختی

محورهای موضوعی : فن‎آوری اطلاعات

فرزانه غریبی ¹ (دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران)
فائزه ناطقی ² (دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران)
سعید موسوی پور ³ (دانشیار ،گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی،دانشگاه اراک، اراک، ایران)
محمد سیفی ⁴ (استادیار، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران)

تاریخ دریافت : 1399/07/09 تاریخ پذیرش : 1401/03/11 تاریخ انتشار : 1401/04/01

کلید واژه: یادگیری, زیست شناسی, واقعیت مجازی, یادداری, بار شناختی,

چکیده مقاله :

پژوهش حاضر با هدف تعیین تاثیر آموزش به روش واقعیت مجازی بر یادگیری، یادداری و بار شناختی در درس زیست شناسی بود. روش پژوهش نیمه آزمایشی بود. جامعه آماری شامل کلیه دانش آموزان دختر پایه دهم شهر اراک بود که به روش نمونه گیری خوشه ای دو مدرسه به تصادف انتخاب و روش جایگزینی کلاس ها در گروه آزمایش و کنترل به صورت تصادفی بود. برای اندازه گیری میزان یادگیری و یادداری از آزمون پیشرفت تحصیلی محقق ساخته و جهت اندازه میزان بارشناختی از مقیاس درجه بندی پاس و ون مرینبوئر استفاده شد. داده ها بااستفاده از تحلیل کوواریانس و اندازه گیری مکرر تجزیه و تحلیل شد. یافته ها نشان داد یادگیری و یادداری گروه واقعیت مجازی به صورت معناداری بیشتراز گروهی بود که به روش سنتی آموزش دیده بودند. دیگر یافته ها حاکی از کاهش چشمگیر بارشناختی گروه واقعیت مجازی نسبت به گروه کنترل بود. با توجه به یافته ها می توان نتیجه گرفت که استفاده درست از واقعیت مجازی در محیط یادگیری به کاربران اجازه می دهد یادگیری اثربخش و فراموشی کمتری داشته باشند. بنابراین توصیه می شود از پتانسیل های این فناوری در آموزش دروس مختلف استفاده شود.

چکیده انگلیسی:

, the present study aimed to determine the effect of virtual reality education on learning, memorization and cognitive burden in biology. The research method was quasi-experimental using a pretest-posttest design with a control group. The statistical population included all 10th grade female students in Arak who were randomly selected by cluster sampling of two schools and the method of replacing classes in the experimental and control groups was random. To measure the amount of learning and retention, the Academic Achievement Test was done by the researcher and to measure the amount of load, the Pass and Van Marinboer grading scale was used. Data were analyzed using analysis of covariance and repeated measures. Findings showed that the learning and retention of the virtual reality group was significantly higher than the group that was trained in the traditional way. Other findings showed a significant reduction in the cognitive load of the virtual reality group compared to the control group. According to the findings, it can be concluded that the correct use of virtual reality in the learning environment allows users to have less effective learning and forgetfulness. Therefore, it is recommended to use the potentials of this technology in teaching different courses.

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