أثر الواقع المعزز في تحسين مستوى الحاجة إلى المعرفة لدى طالبات المرحلة المتوسطة
الكلمات المفتاحية:
تكنولوجيا الواقع المعزز، الحاجة إلى المعرفة
الملخص
إن الاهتمام بالحاجة إلى المعرفة يُعد أمرًا بالغ الأهمية نظرًا لأنه كلما ارتفعت الحاجة إلى المعرفة لدى المتعلم كاما ارتفعت معلات الجهود المبذوله من قِبله في عملية التعلم. وفي إطار الانخفاض الملحوظ في مستويات الحاجة إلى المعرفة يصبح من الضروري البحث عن الحلول التي يمكن الاعتماد عليها في تطوير هذه المستويات. ولكون الواقع المعزز أحد التقنيات التي لها بنية تكاملية عبر عدة طبقات مادية وافتراضية يمكن الربط بينها لتعزيز مستويات الحاجة إلى المعرفة؛ فإن البحث الحالي جاء مستهدفًا تحديد أثر الواقع المعزز على مستويات الحاجة إلى المعرفة لدى طالبات المرحلة المتوسطة. اعتمد البحث على المنهج شبه التجريبي للمقارنة بين مجموعتي البحث، حيث تدرس المجموعة التجريبية باستخدام تكنولوجيا الواقع المعزز، والمجموعة الضابطة تستخدم الطريقة الاعتيادية القائمة على المحاضرات واللقاءات الاعتيادية. تكونت عينة البحث من (60) طالبة بالمرحلة المتوسطة، تم توزيعهم عشوائيًا على مجموعتي البحث. من خلال البحث الحالي تم تطوير مقياس للكشف عن مستوى الحاجة إلى المعرفة يتكون من ثلاثة محاور تتضمن (18) مفردة. وأظهرت النتائج أفضلية المجموعة التجريبية التي استخدمت تكنولوجيا الواقع المعزز بالمقارنة مع المجموعة الضابطة فيما يتعلق بتحسين مستويات الحاجة إلى المعرفة. أوصى البحث بضرورة التوسع في توظيف أنشطة الواقع المعزز عبر الكتب المدرسية في عملية تحسين مستوى الحاجة إلى المعرفة.
المراجع
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2. بقيعي، نافز أحمد (2013). المعتقدات المعرفية والحاجة إلى المعرفة لدى الطلبة الجامعيين. دراسات العلوم التربوية،40(3)، 1021-1035.
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4. Abad-Segura, E., González-Zamar, M.-D., Luque-de la Rosa, A., & Morales Cevallos, M. B. (2020). Sustainability of Educational Technologies: An Approach to Augmented Reality Research. Sustainability, 12(10), 4091.
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6. Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review. International Journal of Interactive Mobile Technologies (iJIM), 18(7), 1-25. doi:https://doi.org/10.3991/ijim.v18i07.45335
7. Al-Nasheri, A. A., & Alhalafawy, W. S. (2023). Opportunities and Challenges of Using Micro-learning during the Pandemic of COVID-19 from the Perspectives of Teachers. Journal for ReAttach Therapy and Developmental Diversities, 6(9s), 1195-1208.
8. Alanzi, N. S., & Alhalafawy, W. S. (2022a). Investigation The Requirements For Implementing Digital Platforms During Emergencies From The Point Of View Of Faculty Members: Qualitative Research. Journal of Positive School Psychology (JPSP), 9(6), 4910-4920.
9. Alanzi, N. S., & Alhalafawy, W. S. (2022b). A Proposed Model for Employing Digital Platforms in Developing the Motivation for Achievement Among Students of Higher Education During Emergencies. Journal of Positive School Psychology (JPSP), 6(9), 4921-4933.
10. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. H. (2021). Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 15(13), pp. 108-127. doi:https://doi.org/10.3991/ijim.v15i13.21253
11. Alhalafawy, W. S., & Tawfiq, M. Z. (2014). The relationship between types of image retrieval and cognitive style in developing visual thinking skills. Life Science Journal, 11(9), 865-879.
12. Alhalafawy, W. S., & Zaki, M. Z. (2022). How has gamification within digital platforms affected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods research. International Journal of Emerging Technologies in Learning (iJET), 17(6), 123-151. doi:https://doi.org/10.3991/ijet.v17i06.28885
13. Alhalafawy, W. S., & Zaki, M. Z. T. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies, 13(8).
14. Alshammary, F. M., & Alhalafawy, W. S. (2022). Sustaining Enhancement of Learning Outcomes across Digital Platforms during the COVID-19 Pandemic: A Systematic Review. Journal of Positive School Psychology, 6(9), 2279-2301.
15. Alshammary, F. M., & Alhalafawy, W. S. (2023). Digital Platforms and the Improvement of Learning Outcomes: Evidence Extracted from Meta-Analysis. Sustainability, 15(2), 1-21. doi:https://doi.org/10.3390/su15021305
16. Alzahrani, F. K., & Alhalafawy, W. S. (2023). Gamification for Learning Sustainability in the Blackboard System: Motivators and Obstacles from Faculty Members’ Perspectives. Sustainability, 15(5), 4613. doi:doi.org/10.3390/su15054613
17. Alzahrani, F. K. J., & Alhalafawy, W. S. (2022). Benefits And Challenges Of Using Gamification Across Distance Learning Platforms At Higher Education: A Systematic Review Of Research Studies Published During The COVID-19 Pandemic. Journal of Positive School Psychology (JPSP), 6(10), 1948-1977.
18. Alzahrani, F. K. J., Alhalafawy, W. S., & Alshammary, F. M. (2023). Teachers’ Perceptions of Madrasati Learning Management System (LMS) at Public Schools in Jeddah. Journal of Arts, Literature, Humanities and Social Sciences(97), 345-363. doi:DOI: https://doi.org/10.33193/JALHSS.97.2023.941
19. Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During Covide-19 Pandemic. Cultural Management: Science and Education (CMSE), 7(2), 75-87. doi:10.30819/cmse.6-2.05
20. Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of Technology Studies, 96-107.
21. Asadzadeh, A., Samad-Soltani, T., & Rezaei-Hachesu, P. (2021). Applications of virtual and augmented reality in infectious disease epidemics with a focus on the COVID-19 outbreak. Inform Med Unlocked, 24, 100579. doi:10.1016/j.imu.2021.100579
22. Bruinsma, J., & Crutzen, R. (2018). A longitudinal study on the stability of the need for cognition. Personality and Individual Differences, 127, 151-161. doi:https://doi.org/10.1016/j.paid.2018.02.001
23. Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of personality and social psychology, 42(1), 116.
24. Cazan, A.-M., & Indreica, S. E. (2014). Need for Cognition and Approaches to Learning among University Students. Procedia - Social and Behavioral Sciences, 127, 134-138. doi:https://doi.org/10.1016/j.sbspro.2014.03.227
25. Chang, H.-Y., Yu, Y.-T., Wu, H.-K., & Hsu, Y.-S. (2016). The Impact of a Mobile Augmented Reality Game: Changing Students' Perceptions of the Complexity of Socioscientific Reasoning. Paper presented at the 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT), Austin, TX, USA.
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27. Cohen, R. J., Swerdlik, M. E., & Phillips, S. M. (1996). Psychological testing and assessment: An introduction to tests and measurement: Mayfield Publishing Co.
28. Coutinho, S. A. (2006). The relationship between the need for cognition, metacognition, and intellectual task performance. Educational research and reviews, 1(5), 162.
29. Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction (5 ed.). New York: Addison-Wesley, Longman.
30. Dickhäuser, O., & Reinhard, M.-A. (2009). How need for cognition affects the formation of performance expectancies at school. Social Psychology of Education, 12(3), 385-395.
31. Dwyer, M. (2008). Need for cognition, life satisfaction, and academic achievement. Episteme, 3, 12-13.
32. FitzGerald, E., Ferguson, R., Adams, A., Gaved, M., Mor, Y., & Thomas, R. (2013). Augmented reality and mobile learning: the state of the art. International Journal of Mobile and blended learning, 5(4), 43-58.
33. Gebril, Z. M., Tele, I. M. A., Tahir, M. A., Parhizkar, B., Ramachandran, A., & Lashkari, A. H. (2012). Ubiquitous medical learning using augmented reality based on cognitive information theory Advances in Computer Science, Engineering & Applications (pp. 305-312): Springer.
34. Harmon-Jones, E., & Harmon-Jones, C. (2012). Cognitive dissonance theory. Handbook of motivation science, 71-83.
35. Huang, T.-L., & Liao, S. (2015). A model of acceptance of augmented-reality interactive technology: the moderating role of cognitive innovativeness. Electronic Commerce Research, 15(2), 269-295. doi:10.1007/s10660-014-9163-2
36. Ibáñez, M. B., Di Serio, Á., Villarán, D., & Delgado Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. doi:https://doi.org/10.1016/j.compedu.2013.09.004
37. Javornik, A. (2016). ‘It’s an illusion, but it looks real!’ Consumer affective, cognitive and behavioural responses to augmented reality applications. Journal of Marketing Management, 32(9-10), 987-1011. doi:10.1080/0267257X.2016.1174726
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منشور
2024-04-11
كيفية الاقتباس
د. مروة زكي توفيق زكي, د. وليد يسري عبدالحي الرفاعي, أ. رانيا محمد إبراهيم المقري, & أ.د. وليد سالم محمد الحلفاوي. (2024). أثر الواقع المعزز في تحسين مستوى الحاجة إلى المعرفة لدى طالبات المرحلة المتوسطة. Journal of Educational and Human Sciences, (34), 66-88. https://doi.org/10.33193/JEAHS.34.2024.470
إصدار
القسم
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