تاثیر آموزش از طریق فن‌آوری سیار بر یادگیری تأملی و شناختی دانش‌آموزان دارای اختلال نقص توجه- بیش‌فعالی

فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی

دوره 13، شماره 3 - شماره پیاپی 51، فروردین 1402، صفحه 69-90   

نوع مقاله: مقاله پژوهشی

نویسندگان

اکرم حافظی^{* 1}؛ فاطمه دیمی آهویی²؛ نیما خادمی²

¹استادیار، برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فرهنگیان پردیس نسیبه، تهران، ایران

²** کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، شیراز، ایران

چکیده

پژوهش حاضر با تاثیر آموزش از طریق فن آوری سیار بر یادگیری تأملی و شناختی دانش‌آموزان با اختلالADHD انجام گرفت. روش پژوهش؛ شبه تجربی از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان دارای اختلال نقص توجه-بیش فعالی مقطع متوسطه منطقۀ 2 آموزش و پرورش شهر تهران به تعداد 476 نفر بود. با استفاده از روش نمونه گیری در دسترس تعداد 40 دانش آموز پسر با نقص توجه به عنوان نمونه انتخاب شدند.با استفاده از پرسش‌نامۀ کانرز فرم والدین (2004) و با بررسی پروندۀ دانش‌آموزان با همکاری مدیران مدارس؛ دانش‌آموزان پایۀ دوازدهم دارای اختلال نقص توجه-بیشفعالی شناسایی شدند. پس از همسان‌سازی ناشی از اجرای پیش‌آزمون،نمونۀ حاضر به صورت تصادفی در دو گروه 20 نفری، آزمایش و کنترل جایگزین شدند؛ ابزار گردآوری داده ها شامل پرسشنامۀ بود.داده های با استفاده از نرم افزار SPSS25 تجزیه و تحلیل شدند.آموزش از طریق فن‌آوری سیار بر یادگیری شناختی و راهبرد‌های شناختی تکرار یا مرور، بسط یا گسترش و سازمان دهی دانش‌آموزان بیش‌فعّالی دورۀ ابتدایی تأثیر معنادار دارد( 074/6 F= و p≤0/05). همچنین آموزش از طریق فن آوری سیار بر یادگیری تاملی و عمل عادت، فهمیدن، تامل و تفکر انتقادی دانش‌آموزان بیش‌فعّالی دورۀ ابتدایی تأثیر معنادار دارد( 02/4F= و p≤0/05).

کلیدواژه‌ها

فن‌آوری سیار؛ یادگیری سیار؛ یادگیری تأملی؛ یادگیری شناختی؛ بیش‌فعّالی؛ نقص توجه

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