نقش «آموزش بازی محور» در آموزش طراحی معماری (نمونه موردی: طرح معماری یک کارشناسی )

نوع مقاله: مقاله پژوهشی

نویسنده

استادیار/دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان

چکیده

تحقیقات گسترده درباره آموزش معماری، نشان از اهمیت این موضوع دارد. رویکرد اصلی در بیشتر تحقیقات اخیر، آموزش یادگیرنده محور  است و بیشتر پژوهشگران بر تعامل و مشارکت استاد و دانشجو تاکید کرده اند. هدف اصلی این پژوهش­ها ارتقای انگیزش و یادگیری دانشجویان معماری است. از سویی در دنیای امروز، آموزش از طریق بازی های رایانه­ای مورد توجه قرار گرفته است. در همین راستا، هدف از پژوهش حاضر، بررسی تاثیر آموزش از طریق بازی -و نه فقط بازی های رایانه ای- در ارتقای یادگیری، مشارکت و احساس دانشجویان در مورد فایده درس است. در این پژوهش از روش تحقیق تجربی (عملی)  استفاده شده است. جامعه آماری، دانشجویان معماری طرح یک کارشناسی و تعداد نمونه 51 نفر بودند که به سه گروه تقسیم شدند. در گروه آزمون، آموزش طراحی همراه با بازی صورت گرفت. گروه دوم (گروه کنترل 1) به شیوه  کرکسیون جمعی و گروه سوم (گروه کنترل 2) از طریق کرکسیون های فردی اداره شد. در ابتدا و انتهای نیمسال در هر سه گروه، آزمون استاندارد MBI-SS  برگزار شد. پس از سنجش توزیع فراوانی پاسخ ها در سه گروه و تجزیه تحلیل آنها، نتایج تحقیق نشان داد که آموزش توام با بازی های نمایشی، گفتاری، نوشتاری و ترسیمی می تواند در ارتقای انگیزش، یادگیری، میزان مشارکت و احساس مثبت دانشجو در مورد درس، موثر باشد.

چکیده تصویری

نقش «آموزش بازی محور» در آموزش طراحی معماری (نمونه موردی: طرح معماری یک کارشناسی )

کلیدواژه‌ها


عنوان مقاله [English]

The Role of Game-Based Education in Teaching Architecture Design (Case Study: Architecture Design 1- B.A.)

چکیده [English]

Extensive research on architecture education shows the importance of this subject. The main approach of these research studies is student-centered education. Many researchers have emphasized the collaboration between student and teacher. The main goal of these studies is enhancing architecture students’ motivation and learning. Nowadays, there is a support for digital game-based education. Therefore, the goal of this study is investigating the role of game-based education (not only digital games) in enhancing learning, collaboration and the students’ feeling about the usefulness of the subject matter. Here, the experimental method has been used. Statistical population includes students of architecture design 1-B.A. The sample size is 51 students organized in 3 groups. The game-based method was used in the experimental group. The second group (control group 1) was trained through “project correction with other students as reviewers”. The third group (control group 2) was trained through “individually project correction”. All students were assessed by MBI-SS questionnaire at the beginning and the end of the semester. The results obtained through comparing the frequency of answers. It was concluded that game-based education through pantomime, verbal games and figural games could have a positive role on enhancing “learning”, “collaboration” and “students’ positive feelings about the architecture education”.

کلیدواژه‌ها [English]

  • Education
  • Architecture education
  • Game-Based Education
  • Architecture Design
  • Learning

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