بررسی اثربخشی بازی های جدی در آموزش معماری و فرایند یادگیری دانشجویان طراحی معماری دو کارشناسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه معماری واحد پرند، دانشگاه آزاد اسلامی، تهران، ایران.

2 استادیار گروه معماری، دانشکده معماری و شهرسازی، واحد تهران مرکزی، دانشگاه آزاد اسلامی. تهران. ایران (نویسنده مسئول).

3 استادیار گروه معماری، دانشکده معماری و شهرسازی، واحد تهران مرکزی، دانشگاه آزاد اسلامی. تهران. ایران.

4 استادیار گروه آموزش زبان انگلیسی، دانشکده علوم انسانی، واحد دماوند دانشگاه آزاد اسلامی. تهران. ایران.

چکیده

هدف از اجرای این پژوهش بررسی اثربخشی بازی های آموزشی در دروس طراحی معماری در مقطع تحصیلی کارشناسی،
بر میزان ادراک ذهنی و ارتقا فرایند یادگیری است. دانشکده های معماری به طور مشخص از کارگاه ها به مثابه ابزار اصلی
آموزش استفاده می کنند. از نظر مفهومی، کارگاه فرایند یادگیری از طریق عمل است، که در آن دانشجویان در معرض حل
دسته ای از مسئله های طراحی قرار می گیرند. از این رو یافتن را ه حل های نوین آموزشی در آتلیه ها مد نظر قرار دارد که
بتواند موجب ارتقا فرایند یادگیری باشد. پژوهش حاضر کاربردی و از جنبه گردآوری داده ها، توصیفی- تحلیلی است که
به شیوه ی آزمایشی و با طرح پیش آزمون- پس آزمون با گروه کنترل اجرا شد. جامعه آماری این پژوهش دانشجویان
طرح دو کارشناسی معماری نیمسال اول تحصیلی 99 - 98 دانشگاه آزاد اسلامی واحد پرند بودند که 60 نفر از آن ها به
صورت تصادفی برای شرکت در این پژوهش انتخاب شدند و در دو گروه مداخله و کنترل قرار گرفتند. گروه مداخله به
شیوه بازی وار؛ و گروه کنترل به شیوه ی متداول دانشکده های معماری آموزش دیدند. جهت گردآوری داده ها از آزمون
استروپ استفاده شد که روایی محتوایی آن توسط خبرگان تأیید و براساس روش ضریب همبستگی پیرسون پایایی زمان
در آزمون استروپ و ضریب کودر ریچاردسون برای پایایی پاسخ غلط در آزمون بررسی شد و هر دو بخش در حد مناسب
و قابل قبول ( 7/ α<0 ) به دست آمد. داده هایی که از آزمون جمع آوری شدند در قالب جداول آماری سازماندهی و برای
آنالیز آماری داده های بدست آمده، از نرم افزار SPSS.22 استفاده شد. از آنجا که سرعت عملکرد مغز و دقت دانشجویان
گروه مداخله در پایان پژوهش نسبت به گروه کنترل تفاوت قابل ملاحظه ای داشت می توان نتیجه گرفت بازی های جدی
در دروس اصلی رشته معماری، در افزایش ادراک و ارتقا یادگیری دانشجویان مؤثر بوده است، لذا این پژوهش استفاده از
این شیو ه را در دروس طراحی معماری پیشنهاد می کند.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Effectiveness of Serious Games in Teaching Architecture and the Process of Learning of Architectural design ǁ Students in Undergraduate course

نویسندگان [English]

  • mozhgan raouf rahimi 1
  • shadi azizi 2
  • mehrdad javidinejad 3
  • amir sadeghi 4
1 Department of Architecture, Tehran Central Branch, Islamic Azad University, Tehran, Iran
2 Department of Architecture, Tehran Central Branch, Islamic Azad University, Tehran, Iran
3 Department of Architecture, Tehran Central Branch, Islamic Azad University, Tehran, Iran
4 Department of English Language Teaching, Damavand Branch, Islamic Azad University, Damavand, Iran
چکیده [English]

The purpose of this study is to investigate the effectiveness of educational games in the main courses of architecture (architectural design) in undergraduate studies, on the level of mental perception and promotion of the learning process.
Architectural colleges specifically use workshops as the main teaching tool. Conceptually, the workshop is a process of learning through practice, in which students are exposed to solving a series of design problems. Therefore, finding new educational solutions in studios is considered that can improve the process of learning.
The current research is applied in terms of purpose, descriptive in terms of data collection and descriptive-analytical in terms of data collection, which was conducted experimentally with pre-test-post-test design with control group. The statistical population of this study was students of two architectural designs of the first semester of the 99-98 academic year of the Islamic Azad University, Parand Branch, sixty of whom were randomly selected to participate in this study and were tested and controlled in two groups of thirty. The case group was trained in a playful way. Strop test was used to collect data, the content validity of which was confirmed by experts . The reliability of time and error were examined and both sections were obtained at the appropriate and acceptable level . Data collected from the test were organized in the form of statistical tables and SPSS.22 software was used for statistical analysis of the obtained data.
Since the speed of brain function and accuracy of the students in the case group at the end of the study was significantly different from the control group it can be concluded that serious games in the main courses of architecture have been effective in increasing the perception and promotion of learning , so this study suggests using this method in architectural design courses.

کلیدواژه‌ها [English]

  • : Architectural Design
  • Serious Games
  • Education
  • Learning
  • Strop Test (Effect)
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