بررسي اثربخشي برنامه آموزشي بر مبناي واقعيت افزوده بر درگيري تحصيلي و مهارت شناختي دانش‌آموزان ابتدايي
محورهای موضوعی : خلاقیت و نوآوری از جنبه‏های روان‏شناختی، علوم شناختی، علوم تربیتی و آموزشی (خلاقیت شناسی روان‏شناختی، خلاقیت شناسی پرورشی)
سارا عابدی کوشکی
1
,
حسام حسن پور
2
,
سارا ملایجردی
3
*
1 - استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران.
2 - استادیار، گروه کامپیوتر و فناوری اطلاعات، واحد سبزوار، دانشگاه آزاد اسلامی، سبزوار، ایران
3 - کارشناسی ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد سبزوار، ایران
کلید واژه: واقعيت افزوده, درگيري تحصيلي, مهارت شناختي, برنامه آموزشی, دانش آموزان ابتدایی,
چکیده مقاله :
هدف: پژوهش حاضر به بررسی اثربخشي برنامه آموزشي بر مبناي واقعيت افزوده بر درگيري تحصيلي و مهارت شناختي دانش‌آموزان ابتدايي پرداخته است.
روش پژوهش: روش پژوهش از نوع شبه آزمایشی با طرح پیش‌آزمون – پس‌آزمون است. جامعه آماری کلیه دانش‌آموزان دختر پایه چهارم در سال تحصیلی 1403-1402 شهر نقاب به تعداد 400 نفر بودند. از بين این دانش‌آموزان 50 نفر به‌صورت نمونه‌گیری دردسترس انتخاب شدند که به دو گروه تصادفی 25 نفره تقسیم شدند که گروه آزمایش تحت آموزش در6 جلسه 40 دقیقه ای واقعیت افزوده بودند. در این پژوهش از دو پرسشنامه مهارت شناختی کرمی(1381) و پرسشنامه درگیری تحصیلی ریو (2013) که ضریب پایایی آن‌ها به ترتیب 88/0 و 80/0 محاسبه شد، به‌عنوان ابزار گردآوری دادهها استفاده شد. داده ها با استفاده از آمار توصیفی و استنباطی و آزمون تحلیل کووارانس چند متغیره در نرم افزار SPSS 20 تحلیل شد.
یافته: یافته ها نشان داد که برنامه آموزشي بر مبناي واقعيت افزوده بر درگيري تحصيلي (89/234 (F=و مهارت شناختي(67/132(F= دانش‌آموزان ابتدايي تاثیر معناداری دارد مجذور سهمي اتا شدت اين اثر را برای درگیری تحصیلی(79/0) و برای مهارت شناختی (83/0) نشان داد كه بيانگر شدت اثر بالایی است.
نتیجه‌گیری: برنامه آموزشی بر مبنای واقعیت افزوده بردرگیری تحصیلی و مهارت شناختی دانش آموزان ابتدایی اثرگذار می باشد و این پتانسیل را دارد که جایگزین تکنیکهای قدیمی و منسوخ‌شده و مطالعه مبتنی بر کتاب درسی شود، لذا پیشنهاد می شود معلمان در آموزش خود به دانش آموزان از این روش های آموزشی نوین بهره بگیرند.
Objective: The present study investigated the effectiveness of an educational program based on augmented reality on the academic engagement and cognitive skills of elementary school students.
Research Method: The research method is a quasi-experimental type with a pre-test-post-test design. The statistical population was all female fourth grade students in the city of Niqab in the academic year 1402-1403, numbering 400 people. Among these students, 50 people were selected through available sampling and were divided into two random groups of 25 people. The experimental group was trained in 6 40-minute augmented reality sessions. In this study, two cognitive skills questionnaires, Karami (1381) and Rio's academic engagement questionnaire (2013), whose reliability coefficients were calculated to be 0.88 and 0.80, respectively, were used as data collection tools. Data were analyzed using descriptive and inferential statistics and multivariate analysis of covariance in SPSS 20 software.
Findings: The findings showed that the augmented reality-based educational program had a significant effect on academic engagement (F = 234.89) and cognitive skills (F = 132.67) of elementary school students. The parametric eta square showed the intensity of this effect for academic engagement (0.79) and for cognitive skills (0.83), which indicates a high intensity of the effect.
Conclusion: The augmented reality-based educational program is effective in academic engagement and cognitive skills of elementary school students and has the potential to replace old and outdated techniques and textbook-based study. Therefore, it is recommended that teachers use these new educational methods in their education of students.
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