تأثیر آموزش مبتنی بر واقعیت افزوده تعاملی بر یادگیری و یادداری درس علوم تجربی

فارغ, سید علی; جعفری سیسی, میلاد

doi:10.22061/jte.2019.4656.2099

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	تأثیر آموزش مبتنی بر واقعیت افزوده تعاملی بر یادگیری و یادداری درس علوم تجربی
فناوری آموزش
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 22 خرداد 1398 اصل مقاله (1.33 MB)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/jte.2019.4656.2099
نویسندگان
سید علی فارغ ¹؛ میلاد جعفری سیسی ²
¹عضو هیأت علمی دانشکده طراحی اسلامی دانشگاه هنر اسلامی تبریز، تبریز، ایران
²دانشجوی کارشناسی ارشد رشته چندرسانه‌ای (گرایش طراحی شبیه ساز هوشمند)، دانشکده هنرهای رایانه ای، دانشگاه هنر اسلامی تبریز، تبریز، ایران
چکیده
فن‌آوری واقعیت افزوده به صورت بالقوه وادی جدیدی را به محدوده کتاب‌های سنتی دانش‌آموزان اضافه می‌کند که علاوه بر استفاده از عناصر چندرسانه‌ای، امکان تعامل با محتوا را نیز میسر می‌سازد. هدف این پژوهش ارزیابی تأثیر آموزش مبتنی بر واقعیت افزوده تعاملی بر یادگیری و یادداری محتوای کتب درسی و مقایسه آن با روش موجود (سنتی) است. از این رو یک تحقیق تجربی در چارچوب شبه آزمایشی پیش‌آزمون-پس‌آزمون برروی دو گروه 18 نفره از دانش‌آموزان کلاس ششم ابتدایی انجام داده است. بدین منظور دو سناریو از کتاب علوم دانش‌آموزان انتخاب و به‌صورت واقعیت افزوده تعاملی پیاده‌سازی شده است. گروه گواه از طریق آموزش سنتی و تنها کتاب و گروه آزمایش به صورت آموزش بوسیله کتاب و واقعیت افزوده مورد تعلیم قرار گرفتند. ارزیابی یادگیری و یادداری دانش‌آموزان از طریق دو آزمون صورت پذیرفت که روایی آن‌ها از طریق معلمان علوم ناحیه 2 آموزش و پرورش تبریز تأیید و پایایی آن‌ها نیز از طریق آلفای کرونباخ محاسبه شده است. سپس نتایج حاصل از تجزیه و تحلیل آزمون T اختلاف آماری معنی‌داری را میان گروه کنترل و آزمایش نشان می‌دهد. در انتها نیز با توجه به نتایج آزمایش‌ها و بررسی تطبیقی مباحث نظری، استفاده از فن‌آوری واقعیت افزوده به عنوان مکمل کتاب‌های درسی مفید و مؤثر گزارش شده است که می‌تواند ورای محدودیت‌های مکانی و زمانی به تسهیل فرآیندهای آموزشی بپردازد.
کلیدواژه‌ها
واقعیت افزوده؛ یادگیری؛ یادداری؛ چندرسانه‌ای؛ آموزش
عنوان مقاله [English]
The impact of interactive augmented reality based education on the learning and remembering of empirical science lesson
نویسندگان [English]
Seyed Ali FAREGH¹؛ Milad Jafari Sisi²
¹Faculty of Islamic Design, Tabriz Islamic Art University, Tabriz, IRAN
²Faculty of Multimedia, Tabriz Islamic Art University, Tabriz, IRAN
چکیده [English]
Augmented Reality (AR) technology, potentially adds a new feature to the range of traditional student books. This study aims to evaluate the effect of interactive augmented reality based education on the learning and remembering of the content of textbooks. Therefore, an experimental study in the pre-test and post-test quasi-experimental framework was performed on two groups of 18 sixth grade elementary school students. For this purpose, two scenarios have been selected from student science book and implemented in an interactive augmented reality application. The control group was trained through traditional teaching method. On the other hand, in addition to the traditional teaching method, the experiment group’s training was reinforced with the AR application. Students'' learning and remembering evaluation was carried out through two tests. The validity of tests confirmed by the teachers of science in Education District 2 of Tabriz and their reliability has been calculated through Cronbach''s alpha. Then, the results of T-test showed a significant statistical difference between the control and experimental groups. Finally, according to the results of the experiments and the comparative review of the theoretical subjects, the use of augmented reality technology has been reported as a useful and effective supplemental tool for textbooks.
کلیدواژه‌ها [English]
Augmented Reality, Learning, Remembering, Multimedia, Education
سایر فایل های مرتبط با مقاله Extended abstract.pdf

مراجع
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تأثیر آموزش مبتنی بر واقعیت افزوده تعاملی بر یادگیری و یادداری درس علوم تجربی