تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، کارشناسی ارشد تکنولوژی آموزشی دانشگاه علامه طباطبایی تهران، مدرس دانشگاه پیام نور

2 گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور

3 گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی تهران، تهران، ایران

چکیده

هدف از پژوهش حاضر تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان می‌باشد. روش پژوهش از نوع شبه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل می‌باشد. جامعه آماری پژوهش حاضر کلیه دانش‌آموزان دوم دبیرستان منطقه دوازده شهر تهران می‌باشند که 60 نفر از آن‌ها به روش نمونه‌گیری خوشه‌ای به‌عنوان نمونه انتخاب و در دو گروه (30 نفر گروه آزمایش و 30 نفر گروه کنترل) جایگزین شدند. ابزارهای پژوهش شامل پرسشنامه جو انگیزشی درک شده و تفکر سطح بالا سرمد و همکاران (1390) می‌باشد. گروه آزمایش در شش جلسه یک‌ساعته تحت آموزش با واقعیت افزوده آموزشی قرار گرفتند. تجزیه‌وتحلیل داده‌های پژوهش با نرم‌افزار SPSS24 صورت گرفت و برای آزمون فرضیه های پژوهش از تحلیل کوواریانس چندمتغیری استفاده شد. یافته‌های پژوهش نشان داد که تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در گروه آزمایش به‌طور معناداری بیش‌تر از گروه کنترل است. همچنین تأثیر واقعیت افزوده آموزشی بر مؤلفه پیگیری پیشرفت توسط دانش آموزان در گروه آزمایش به‌طور معناداری بیش‌تر از گروه کنترل است، اما بر بقیه مؤلفه‌های جو انگیزشی درک شده تفاوت معنی‌داری بین گروه آزمایش و کنترل وجود نداشت. نتایج نشان داد که از واقعیت افزوده آموزشی می‌توان برای ارتقای جو انگیزشی درک شده و تفکر سطح بالا دانش آموزان استفاده کرد.

چکیده تصویری

تأثیر واقعیت افزوده آموزشی بر جو انگیزشی درک شده و تفکر سطح بالا در دانش آموزان

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students

نویسندگان [English]

  • maryam rajabiyan dehzireh 1
  • Fariba Dortaj 2
  • Habibeh bashirnejad Dastjerdi 3
1 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University of Kerman, Kerman, Baghin Branch
2 Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Payame Noor University
3 Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
چکیده [English]

The purpose of this study was the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students. The methodology of research was Quasi-experimental, with pretest-posttest and control. The population of the study was all second grade high school students in twelve Tehran city. 60 of them were selected and were replaced in two groups (30 person experimental groups and 30 person control groups). The research tools consisted of a perceived motivational atmosphere questionnaire and a high level of thinking by Saramd et al (2011).The findings of the study showed that the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in the experimental group was significantly higher than of the control group. Also, the effect of educational augmented reality on the component of follow up progress by students in the experimental group was significantly higher than the control group, But on the other components of perceived motivational atmosphere, there was no significant difference between the experimental and control groups. The results showed that educational augmented reality can be used to enhance the perceived motivational atmosphere and high school students' thinking.

کلیدواژه‌ها [English]

  • Educational augmented reality
  • Perceived motivational atmosphere
  • components of perceived motivational atmosphere
  • High level thinking
  • students

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