پديد آورندگان :
ساداتي بالادهي، مهسا دانشگاه آزاد اسلامي واحد ساوه - دانشكدهٔ علوم انساني , نيوشا، بهشته دانشگاه آزاد اسلامي واحد ساوه , استكي، مهناز دانشگاه آزاد اسلامي واحد تهران مركز
كليدواژه :
بازي هاي رايانه اي , بازي هاي سنتي ايراني , حافظهٔ فعال , برنامه ريزي , دانش آموزان داراي ناتواني رياضي
چكيده فارسي :
زمينه و هدف: با توجه به اينكه كاركردهاي اجرايي از جمله حافظهٔ فعال و برنامه‌ريزي از عوامل بسيار مهم در يادگيري است و اين كاركردها در دانش‌آموزان مبتلا به ناتواني يادگيري رياضي دچار نقص است، هدف پژوهش حاضر مقايسهٔ اثربخشي بازي‌هاي رايانه‌اي با بازي‌هاي سنتي ايراني بر حافظهٔ فعال و برنامه‌ريزي دانش‌آموزان داراي ناتواني رياضي بود.
روش‌بررسي: روش پژوهش از نوع نيمه‌آزمايشي با طرح پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري پژوهش شامل تمامي دانش‌آموزان پايهٔ چهارم تا ششم دبستان در شهر تهران با سنين 12-10 سال بود كه در سال تحصيلي 97-96 با ناتواني رياضي مواجه بودند. بدين‌منظور تعداد 30 نفر آزمودني به‌شيوهٔ نمونه‌گيري دردسترس و هدفمند انتخاب شدند و به‌صورت تصادفي به 3 گروه تقسيم گرديدند (گروه گواه، گروه آزمايشي بازي‌هاي سنتي و گروه آزمايشي بازي‌هاي رايانه‌اي). حافظهٔ فعال دانش‌آموزان با خرده‌مقياس حافظهٔ رقمي با مقياس هوش وكسلر تجديدنظر‌شده (1949) و توانايي برنامه‌ريزي آن‌ها با آزمون رايانه‌اي برج لندن (1982) بررسي شد. روش اجرا بدين‌ترتيب بود كه بعد از پيش‌آزمون، جلسات بازي براي دو گروه آزمايش اجرا گرديد و درنهايت از هر سه گروه پس‌آزمون به عمل آمد. تجزيه‌وتحليل داده‌ها با استفاده از تحليل كوواريانس چند‌متغيري مانووا و آزمون بن‌فروني در سطح معناداري 0٫01 و با استفاده از نسخهٔ 24 نرم‌افزار SPSS بررسي شد.
يافته‌ها: يافته‌ها نشان داد ميانگين حافظهٔ فعال گروه آزمايشي بازي‌هاي سنتي از 6٫932±48٫60 به 6٫077 ±50٫60 و ميانگين برنامه‌ريزي گروه آزمايشي بازي‌هاي سنتي از 4٫211 ±24٫20 به 4٫111±25٫70 و همچنين ميانگين حافظهٔ فعال گروه آزمايشي بازي‌هاي رايانه‌اي از 8٫284 ±46٫80 به 8٫168±50٫61 و ميانگين برنامه‌ريزي گروه آزمايشي بازي‌هاي رايانه‌اي از 4٫149±23٫10 به 4٫007±25٫50 افزايش پيداكرد. كه دراين‌بين ميزان اثربخشي بازي‌هاي رايانه‌اي، به‌طور معناداري بيشتر از بازي‌هاي سنتي ايراني بود (0٫001>p).
نتيجه‌گيري: بر اساس يافته‌هاي پژوهش تكاليف برنامه رايانه‌اي به‌گونه‌اي بوده كه اجزاي بيشتري از حافظهٔ فعال و برنامه‌ريزي را درگير نموده و به‌صورت هدف‌دارتري پيش مي‌روند و همين امر مي‌تواند از علت‌هاي موفقيت بيشتر اين نوع برنامه باشد.
چكيده لاتين :
Background & Objective: Learning disabilities are the essential poor academic performance, of which mathematical problems are the most
important. One of the significant issues in young children with learning disabilities is a weakness in executive functions and memory. One of
the most important components of executive functions is working memory, and another is the ability of planning and problem-solving. On the
other hand, Playing is an important part of everyday life, and it has different functions, one of which is its educational aspect. Given the
weaknesses in executive functions such as working memory and the ability of planning in students with learning disabilities, also, due to the
emergence and development of new technologies, the purpose of this study was to compare the effectiveness of computer games with traditional
Iranian games on working memory and planning in students with mathematical disabilities.
Methods: The research method was quasi-experimental with pretest-posttest design with the control group. The statistical population was all
fourth to sixth-grade elementary school students aged 10-12 years in Tehran who faced mathematical disabilities in the 2017-2018 school year.
For this purpose, 30 subjects who were qualified and satisfied selected by convenience and purposive sampling, were chosen, they were included
in the study and then randomly divided into three groups (control group, traditional game experimental group, and computer game experimental
group). Inclusion criteria were three criteria as teacher Report Based on DSM5 Mathematical Disability Screening Test, Wechsler Test, and keymath
Test. According to the DSM5 Screening Criterion for Mathematical Disability, students with specific learning disabilities were selected,
and then the Wechsler Intelligence Test was taken from them. According to the Wechsler test, students with a difference of 20 points or more in
verbal and non-verbal intelligence who were weak in calculations and numerical memory subscales diagnosed with mathematical learning
disabilities. Then the third criterion, the key-math mathematical test, obtained from them, and when these three criteria showed that the student
had a mathematical disability, they selected as the sample group. Before running training packages, Pre-test was taken from the students of the
sample group by using a key-math mathematical test (1976), WISC-R (1949) to measure working memory and London Tower Computer Test
(1982) to measure planning ability and after the training sessions, each person was taken post-test. Mean and standard deviation used to describe
the data and according to the pre-test and post-test with the control group, multivariate analysis of covariance) MANOVA (was used to analyze
the data, and the assumptions of applying covariance analysis used by Levine test at the significant level of 0.01. Statistical analysis performed
by using SPSS-24 software.
Results: The results showed that the mean of the working memory of the traditional game experimental group was 48.60±6.932 in the pretest to
50.60±6.077 in the posttest, and the mean of the planning of the traditional game experimental group was 24.20±4.211 in the pretest to
25.70±4.111 in the posttest. The mean of the working memory of the computer game experimental group was 46.80±8.284 in the pretest to
50.61±8.168 in the posttest, and the mean of the planning of the computer game experimental group was 23.10±4.149 in the pretest to
25.50±4.007 in the posttest, increased. At last the results showed that the effectiveness of computer games was more than traditional Iranian
games (p<0.001).
Conclusion: The results showed that there was a significant difference between the effect of traditional games and computer games in the area
of working memory and planning, and the impact of computer games was more significant. It found that using computer-based learning games
strategies, increased motivation, and a positive attitude toward learning lessons and a positive attitude towards oneself. When computer games
are used purposefully, information enters memory through audio and visual channels and combined with prior knowledge. It will lead to the
creation of new, consistent information in memory. Computer program assignments are designed to incorporate more sections of working
memory and planning components, and they are progressing more purposefully, and that could be one of the reasons for the success of these
programs.
