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مقایسه اثربخشی آموزش مبتنی بر واقعیت افزوده، واقعیت مجازی، مولاژ و آموزش سنتی بر میزان بارشناختی دانشآموزان در درس زیستشناسی | ||
| فناوری و دانش پژوهی در تعلیم و تربیت | ||
| دوره 2، شماره 1 - شماره پیاپی 3، تیر 1401، صفحه 45-56 اصل مقاله (385.18 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/t-edu.2022.9005 | ||
| نویسندگان | ||
| فرزانه غریبی* 1؛ فائزه ناطقی2؛ سعید موسوی پور3؛ محمد سیفی4 | ||
| 1دکتری برنامهریزی درسی، گروه علومتربیتی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 2دانشیار، گروه علومتربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران | ||
| 3دانشیار، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران | ||
| 4استادیار، گروه علومتربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر مقایسه اثربخشی آموزش مبتنی بر واقعیت افزوده، واقعیت مجازی، مولاژ و آموزش سنتی بر میزان بارشناختی در درس زیستشناسی دانشآموزان دختر پایه دهم شهر اراک بود. روش پژوهش حاضر نیمه آزمایشی با استفاده از روش پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری کلیه دانشآموزان دختر پایه دهم متوسطه شهر اراک بود که تعداد 113 نفر از آنان (در قالب چهار کلاس درس) بهعنوان نمونه آماری بهروش نمونهگیری تصادفی خوشهای انتخاب گردیدند و در نهایت جایگزینی کلاسها در گروههای آزمایش و کنترل بهصورت تصادفی صورت پذیرفت. برای اندازهگیری میزان میزان بارشناختی از مقیاس درجهبندی پاس و ون مرینبوئر استفاده شد.. دادهها با استفاده از آمار توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (تحلیل کوواریانس یک راهه و نیز جهت مقایسه زوجی گروهها از تصحیح بنفرونی) و نرمافزار spss نسخه 23 تجزیه و تحلیل شد. یافتههای پژوهش نشان داد بین بارشناختی دانشآموزانی که با روش واقعیت افزوده، واقعیت مجازی، مولاژ و سنتی آموزشدیده بودند، تفاوت معناداری وجود داشت و از میان این روشها بیشترین تأثیر در کاهش بار شناختی را واقعیت افزوده و کمترین اثر را روش تدریس سنتی داشت. بهعبارتی دیگر استفاده از روش واقعیت افزوده، واقعیت مجازی و مولاژ در راستای هم و در نهایت آموزش سنتی بهترتیب کمترین میزان بار هنگام ورود اطلاعات به حافظهی فعال را در دانشآموزان وارد میکرد. بنابر نتایج باید به معلمان آموزشهای لازم در جهت استفاده از چنین فناوریهای داده شود و واقعیت افزوده و واقعیت مجازی را در متدولوژی تدریس خود به کار گیرند و ضمن اینکه به دیگر امکانات در دسترس، مثل مولاژ ها بیتوجه نباشند که در صورت بهکارگیری صحیح چنین امکاناتی گاهی همتراز با فناوریها میتوان در کاهش بارشناختی از آنها سود برد. | ||
| کلیدواژهها | ||
| واقعیت افزوده؛ واقعیت مجازی و مولاژ؛ بار شناختی؛ زیست شناسی | ||
| عنوان مقاله [English] | ||
| Comparing the Effectiveness of Augmented Reality, Virtual Reality and Traditional Education on Students' Cognitive Load in Biology | ||
| نویسندگان [English] | ||
| Farzaneh Gharibi1؛ Faezeh Nateghi2؛ Saeed Moosavipour3؛ Mohammad Seifi4 | ||
| 1PhD in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran | ||
| 2Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran | ||
| 3Associate Professor, Faculty of Humanities, Department of Educational Sciences and Psychology, Arak University, Arak, Iran | ||
| 4Assistant Professor, Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran | ||
| چکیده [English] | ||
| The aim of the present study was to compare the effectiveness of augmented reality, virtual reality, mollage and traditional education on cognitive load in the biology lesson of 10th grade female students in Arak city. The method of the current research was semi-experimental using the pre-test-post-test method with a control group. The statistical population was all 10th grade female students of secondary school in Arak city, 113 of them (in the form of four classrooms) were selected as a statistical sample by random cluster sampling method and finally the replacement of the classes in the experimental and control groups It happened randomly. To measure the level of cognitive load, Pass and Van Merenbauer rating scale was used. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance and for pairwise comparison of groups using Benferroni correction) and spss software version 23. The findings of the research showed that there was a significant difference between the cognitive load of the students who were trained with augmented reality, virtual reality, mollage and traditional methods, and among these methods, augmented reality had the greatest effect in reducing cognitive load, and the teaching method had the least effect had a tradition In other words, using the method of augmented reality, virtual reality and mollage in line with each other, and finally, traditional education, respectively, introduced the least amount of load when entering information into active memory in students. According to the results, teachers should be given the necessary training to use such technologies and use augmented reality and virtual reality in their teaching methodology, while not paying attention to other available facilities, such as mollages, which if used correctly Such facilities, sometimes on par with technologies, can be used to reduce cognitive load. | ||
| کلیدواژهها [English] | ||
| Augmented Reality, Virtual Reality and Mollage, Cognitive Load, Biology | ||
| مراجع | ||
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