نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران.

2 عضو هیات علمی، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی ، اراک، ایران.

3 عضو هیات علمی، گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران.

4 عضو هیات علمی، گروه علوم تربیتی، دانشکده علوم انسانی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.

چکیده

روش های نوین تدریس مبتنی بر فناوری های جدید مانند واقعیت افزوده در پی ارایه فرصتهایی جهت انتقال اطلاعات، بهبود یادگیری و کاهش مشکلات یادگیری می باشد. هدف پژوهش حاضر تعیین تاثیر آموزش به روش واقعیت افزوده بر یادگیری، یادداری و بار شناختی در درس زیست شناسی بود. روش پژوهش نیمه آزمایشی و با استفاده از طرح پیش آزمو  پس آزمون باگروه کنترل بود. جامعه آماری شامل کلیه دانش آموزان دختر پایه دهم شهر اراک بود که بر اساس شرایط و امکانات اجرایی، از ناحیه یک و دو آموزش و پرورش شهر اراک 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 با استفاده از تحلیل کوواریانس و اندازه گیری مکرر تجزیه و تحلیل شد. یافته ها نشان داد یادگیری و یادداری گروه واقعیت افزوده به صورت معناداری بیشتراز گروهی بود که به روش سنتی آموزش دیده بودند. دیگر یافته ها حاکی از کاهش چشمگیر بارشناختی گروه واقعیت افزوده نسبت به گروه کنترل بود. با توجه به یافته ها می توان نتیجه گرفت که استفاده درست از واقعیت افزوده 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.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Augmented Reality Training on Learning, Retention and Cognitive Load in Biology Lessons

نویسندگان [English]

  • Farzaneh Gharibi 1
  • Faezeh Nateghi 2
  • Saeid Moosavipour 3
  • Mohammad Seifi 4

1 PhD Student in Educational Planning, Department of Educational Sciences, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran.

2 Faculty of Member, Department of Educational Sciences, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran.

3 Faculty of Member, Department of Educational Sciences, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran.

4 Faculty of Member, Department of Educational Sciences, Faculty of Humanities, Arak Branch, Islamic Azad University, Arak, Iran.

چکیده [English]

New teaching methods based on new technologies such as Augmented Reality seek to provide opportunities for transferring information, improving learning and reducing learning problems. The purpose of the present study was to determine the effect of augmented reality training on learning, retention and cognitive load in biology lessons. The research method was semi experimental with pretest-posttest design with control group. The statistical population consisted of all 10th grade female students in Arak city Based on the conditions and facilities, two schools were randomly selected Arak City One and Two Education District , and the method of replacement of classes in experimental and control group was random. Academic achievement test was used to measure learning and retention and Pass and Van Merinbauer rating scales were used to measure cognitive load. Data were analyzed using analysis of covariance and repeated measures. Findings showed that learning and retention of augmented reality group were significantly more than those trained in traditional way. Other findings showed a significant decrease in external cognitive load in the augmented reality group compared to the control group. Based on the findings, it can be concluded that the correct use of augmented reality in the learning environment allows users to have Effective learning and less forgetting. Therefore, it is recommended to use the potentials of this technology in teaching different courses.

کلیدواژه‌ها [English]

  • Augmented Reality
  • Learning
  • Retention
  • Cognitive Load
  • Biology
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