اثربخشی رعایت اصول طراحي آموزشی (14 اصل چندرسانه‌ای ون مرینبور و کستر) بر یادگیری و یادداری در محیط‌های یادگیری چندرسانه‌ای

حسین زارع, محمدرضا سرمدی, هاشم فردانش, آوات فیضی, طاهر محبوبی

چکیده


هدف پژوهش حاضر تعيين اثربخشی اصول طراحی آموزشی بر یادگیری و یادداری در محیط­های یادگیری چندرسانه­ای (مجازی) است. روش پژوهش آزمایشی از نوع طرح پیش­آزمون- پس­آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان رشته علوم تربیتی دانشگاه پیام نور مرکز بوکان با تعداد 540 نفر بود. نمونه پژوهش شامل 180 نفر (110 مرد و 70 زن) می­باشد که در دو گروه آزمایشی (55 مرد و 35 زن) و کنترل (55 مرد و 35 زن) به شیوه نمونه­گیری تصادفی ساده انتخاب شدند. ابزار پژوهش، یادگيري و يادداري از طريق پيش­آزمون و پس­آزمون (محتواي درس آمار) است كه روايي صوري آن­ها مورد تأييد متخصصين سنجش و آمار قرار گرفت و رعايت اصول طراحي آموزشي از طريق نرم­افزار مبتني بر اصول چهارده­گانه طراحی آموزشی ون مرینبور و كستر (2005) كه روايي دروني (94/0) و بيروني (81/0) آن از طريق پرسشنامه 72 سؤالي محقق­ساخته مورد بررسي و اندازه­گيري قرار گرفت. نتایج نشان داد که رعایت اصول طراحی آموزشی تاثیر قابل توجهی روی افزایش یادگیری و یادداری گروه آزمایش نسبت به گروه کنترل دارد ( 01/0 ≥ P).


واژگان کلیدی


اصول طراحی آموزشی، یادگیری، یادداری، محیط‌های یادگیری چندرسانه‌ای

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