تأثیر بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

مقاله 5، دوره 5، 1 (پیاپی 17)، آبان 1393، صفحه 77-99   

نوع مقاله: مقاله پژوهشی

نویسندگان

محمد حاجی زاد^{* 1}؛ فاطمه فیروزی²؛ سعید صفاریان³

¹استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد نکا، نکا، ایران

²دانش آموخته تکنولوژی آموزشی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران

³استادیار گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد ساری، ساری، ایران

چکیده

هدف از پژوهش حاضر، بررسی تأثیر بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان پایه اول ابتدایی بود. پژوهش به روش شبه‌آزمایشی در قالب طرح دو گروهی (آزمایش و کنترل) با پیش‌آزمون و پس‌آزمون انجام شد. جامعه پژوهش، کلیه دانش‌آموزان پایه اول دبستان‌های غیردولتی شهرستان بهشهر در سال تحصیلی 92-1391 به تعداد 295 نفر بودند. 100 نفر از دانش‌آموزان، به روش تصادفی خوشه‎ای انتخاب و به دو گروه کنترل و دو گروه آزمایش تقسیم شدند. ابزار ‌تحقیق، آزمون محقق‌ساخته درس ریاضی در دو سطح دانش و فهم از سطوح شناختی بلوم بوده است. روایی توسط صاحب نظران درس ریاضی تأیید شد و پایایی آن با استفاده از ضریب آلفای کرونباخ، 0/79 به‌دست آمد. نتایج نشان داد که بازی رایانه‌ای آموزشی بر یادگیری مفاهیم ریاضی دانش‌آموزان تأثیر مثبت دارد. از سویی دیگر بازی رایانه‌ای آموزشی بر سطح دانش مفاهیم ریاضی دانش‌آموزان پسر تأثیر دارد، اما بر سطح فهم مفاهیم ریاضی دانش‌آموزان دختر و پسر تأثیر ندارد. هم‌چنین، بازی رایانه‌ای آموزشی تنها بر یادداری دانش‌آموزان دختر اثر دارد. به طورکلی، نتایج پژوهش نشان داد بازی رایانه‌ای آموزشی بر سطوح شناختی بلوم در یادگیری و یادداری مفاهیم ریاضی دانش‌آموزان تأثیر مثبت دارد.

کلیدواژه‌ها

بازی رایانه‌ای آموزشی؛ سطوح شناختی بلوم؛ یادگیری؛ یادداری؛ مفاهیم ریاضی

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