Virtual Reality
A. Sedaghati; B. Motiei
Abstract
Background and Objectives: Motivation plays a fundamental role in the academic success of architecture students. It appears that students in architecture colleges lack the necessary motivation to learn theoretical courses, especially technical and construction-related courses. Given the nature of the ...
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Background and Objectives: Motivation plays a fundamental role in the academic success of architecture students. It appears that students in architecture colleges lack the necessary motivation to learn theoretical courses, especially technical and construction-related courses. Given the nature of the architecture field and its distinctiveness in education compared to other disciplines, the goal of this research was to investigate the use of computer simulation as a transformative tool in the dynamic landscape of education and its impact on the motivation of architecture students.Methods: This applied research employed a quasi-experimental design with a control group for data collection. In order to collect the required data, Harter questionnaire was used, which was analyzed for reliability and subjected to a preliminary analysis of covariance with a covariance test. The population of the study consisted of students of Building Construction II course at Urmia Azad University. After conducting a preliminary test with students in the experimental group and 30 students in the control group, they were selected in a way that the average scores of both groups in the mentioned test were equal.Findings: Based on the research findings, it can be said that one of the main factors in human performance and behavior is motivation. Motivation leads individuals to move and act, and in educational environments, motivation has a direct correlation with the learning, memorization, and academic progress of students. The more motivation there is, the more academic progress will be made. Motivation is divided into two components: intrinsic motivation and extrinsic motivation; the statistical analysis confirmed the research hypothesis regarding the impact of using computer simulation on the motivation of students in the course of building construction II. In the realm of intrinsic motivation, there was a significant and meaningful difference between the experimental group and the control group. A noticeable increase in intrinsic motivation grades of the post-test compared to those of the pre-test was observed in the experimental group, and there was also a minimal difference in pre-test and post-test scores in the control group, indicating the effect of using this technology in increasing the intrinsic motivation of architecture students. In the extrinsic motivation component, the experimental and control groups showws a significant difference in post-test scores. The extrinsic motivation of students who were trained using computer simulation technology differed from those trained using conventional methods, and the higher average scores of the experimental group in the post-test demonstrated an increase in motivation among the students in this course.Conclusion: The use of computer simulation in teaching technical courses in the field of architecture led to a significant increase in motivation among architecture students. The noticeable improvement in the final exam grades of students who used this technology for learning compared to those of the control group confirmed the positive impact of using computer simulation. The effectiveness of simulation materializes when the mental principles and basics of courses are taught through other methods, and then simulation is used for supplementary teaching. In general, it is more effective when it is used alongside traditional methods- that is, simulation serves as a complement to traditional teaching methods in courses.Methods: This applied research employs a quasi-experimental design with a control group for data collection. The Harter questionnaire serves as the primary data collection tool, with analysis conducted using the analysis of covariance test. The study targets students enrolled in Building Construction II at Urmia Azad University. Two groups of 30 students each are formed with statistically equivalent average scores to ensure comparability. Findings: Based on the findings, it can be said that motivation mobilizes individuals and has direct correlation with learning, memory, and academic progression in educational environments. Motivation is divided into intrinsic and extrinsic, as the statistical analysis confirms the research hypothesis regarding the impact of using simulations on students' motivation in the building construction II course. Intrinsic motivation shows a significant difference between the experimental and control groups. A significant increase in post-test intrinsic motivation scores compared to pre - test scores in the experimental group, as well as a minimal difference in pre - test and post - test scores in the control group, indicate the effect of using this technology in increasing students' intrinsic motivation. Additionally, in the extrinsic motivation component, there is a significant difference in the post - test between the experimental and control groups. The extrinsic motivation of students who were taught through computer simulations differs from those taught in the conventional method, with higher average scores in the post - test in the experimental group indicating an increase in this motivation.Conclusion: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end - term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches.: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end-term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches.
