تاثیر بازی های رایانه ای آموزشی چندکاربرۀ آنلاین بر حافظه فعال و عملکرد نوآورانۀ دانش آموزان نارساخوان

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

دوره 13، شماره 3 - شماره پیاپی 51، فروردین 1402، صفحه 5-26   

نوع مقاله: مقاله پژوهشی

نویسندگان

مهشید تجربه کار^{* 1}؛ نیلو فر غلامی پور²

¹عضو هیئت علمی، استادیارگروه روانشناسی، دانسکدۀ روانشناسی و علوم تربیتی، دانشگاه شهید باهنر، کرمان

²کارشناسی ارشد، روانشناسی بالینی، دانشکدۀ روانشناسی و علوم تربیتی، دانشگاه شهید باهنر، کرمان، ایران

چکیده

این پژوهش از نظر هدف، کاربردی و در زمره تحقیقات، نیمه‌آزمایشی و از نوع پیش-آزمون-پس‌آزمون با گروه کنترل قرار می‌گیرد. جامعۀ آماری شامل کلیۀ دانش آموزان نارساخوان پایۀ چهارم ابتدایی شهر کرمان در سال تحصیلی 1400-1401 بود. که به شیوۀ تصادفی طبقه‌ای 50نفر از دانش آموزان انتخاب و به صورت تصادفی در دو گروه 25 نفری، آزمایش و کنترل جایگزین شدند. ابزار اندازه گیری داده ها، پرسشنامه سنجش ظرفیت حافظه فعال و پرسشنامۀ عملکرد مبتنی بر نوآوری بودکه توسط آزمودنی ها قبل و بعد از مداخله تکمیل گردید. پس از جمع‌آوری داده‌ها، با استفاده از نرم‌افزار spss25 و تحلیل کوواریانس تجزیه و تحلیل داده‌ها انجام شد. نتایج نشان داد که در خرده‌مقیاس‌های حافظۀ فعال، میانگین متغیراندوزش (6000/53) در پس‌آزمون گروه آزمایش، به عنوان بالاترین میانگین گزارش شده است. همچنین، در پس‌آزمون گروه آزمایش، به ترتیب بیشترین میانگین برای پردازش (6800/52)، خلاقیت و نوآوری (6400/21) و استفاده از فرصت های جدید (0800/21) گزارش شده است که این نشان‌دهندۀ افزایش میانگین پس‌آزمون گروه آزمایش نسبت به پیش از آزمون این گروه است. به طور کلی بازی های رایانه ای آموزشی چندکاربرۀ آنلاین بر حافظۀ فعال و عملکرد نوآورانۀ دانش آموزان نارساخوان پایۀ چهارم ابتدایی تأثیر معنادار دارد(05/0p≤).

کلیدواژه‌ها

آموزش آنلاین؛ بازی های رایانه ای؛ بازی‌های چندکاربره؛ حافظه فعال؛ عملکرد نوآورانه؛ دانش آموزان نارساخوان

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