نقش بازی‌وارسازی در بهبود عملکرد تحصیلی دانشجویان مهندسی: مطالعه‌ای در محیط ترکیبی یادگیری مسئله‌محور

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیات علمی دانشگاه شیراز

2 دانشجوی دکتری مدیریت آموزشی دانشگاه شیراز

3 استاد دانشگاه شیراز

4 دانشگاه شیراز

چکیده

هدف پژوهش حاضر، بررسی نقش بازی‌وارسازی در بهبود عملکرد تحصیلی دانشجویان مهندسی در محیط یادگیری ترکیبی (برخط-حضوری) مبتنی بر حل مسئله است. در این پژوهش روش نیمه-آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل و آزمایش استفاده شد. جامعه آماری دانشجویان مهندسی دانشگاه شیراز بود. در این پژوهش، از روش نمونه‌گیری تصادفی برای تقسیم دانشجویان به دو گروه آزمایش و کنترل استفاده شد و گروه‌ها در دو گروه آزمایش و گروه کنترل (گواه) قرار گرفتند. گروه آزمایش شامل 18 نفر )یک کلاس 18 نفره( و گروه دیگر به عنوان گروه کنترل شامل 20 نفر )یک کلاس20 نفره( در این مطالعه تعیین شد. داده‌ها با استفاده از آزمون عملکردی محقق‌ساخته در دو سری آزمون جمع‌آوری شد. روایی صوری آزمون توسط متخصصان تأیید شد و پایایی آن با آلفای کرونباخ (92/0) بررسی گردید. طی خروجی آزمون کوواریانس، یافته‌ها نشان داد بین میانگین نمره دانشجویان گروه آزمایش و کنترل در آزمون عملکرد تحصیلی، تفاوت معنی‌دار وجود دارد و گروه آزمایش نسبت به گروه کنترل، از میانگین بالاتری برخوردار است؛ در واقع روش بازی وار سازی در محیط ترکیبی یادگیری مسئله محور در توسعه عملکرد تحصیلی دانشجویان مهندسی تاثیر مثبت دارد. یافته‌ها نشان داد که بازی‌وارسازی در محیط ترکیبی یادگیری مسئله‌محور می‌تواند بهبود عملکرد تحصیلی دانشجویان مهندسی را ایجاد کند. این نتایج می‌تواند در سیاست‌گذاری‌های آموزشی برای ارتقای یادگیری و اشتغال‌پذیری فارغ‌التحصیلان مورد توجه قرار گیرد.

کلیدواژه‌ها

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