طراحی سامانة یادگیری الکترونیکی شخصی شده با استفاده از ویژگی انگیزه یادگیرنده و پیاده¬سازی آن به کمک عناصر بازی پردازی
الموضوعات :
محمدحسن عباسی
1
,
غلامعلی منتظر
2
,
زهرا علیپور
3
,
فاطمه قربانی
4
1 - دانشجو
2 - دانشگاه تربیت مدرس
3 - استادیار
4 - استاد
الکلمات المفتاحية: یادگیری الکترونیکی, سامانة آموزشیاری هوشمند, شخصی¬سازی, انگیزه, بازی پردازی.,
ملخص المقالة :
در این مقاله سامانه ای شخصی شده بر اساس انگیزه یادگیرندگان و به کمک عناصر بازی پردازی برای محیط یادگیری الکترونیکی پیاده سازی شده است. انگیزه یادگیرندگان در این سامانه توسط پرسشنامه AMS سنجیده شده و سپس با تناظر میان نوع انگیزه فرد با سبک بازی وی، عناصر بازی پردازی متناسب برای هر یادگیرنده انتخاب و به سامانه آموزشیاری وی اضافه می شود. برای پیاده سازی معماری طراحی شده، سامانه آموزشیاری هوشمند در دوره آمادگی مسابقه ریاضی با 117 شرکت کننده طراحی شده است. برای سنجش عملکرد سامانه طراحی شده، عملکرد تحصیلی و میزان استفاده از سامانه در دو گروه شاهد و آزمون، پیش و پس از شخصی سازی مقایسه گردیده است. نتایج به دست آمده نشان می دهد شخصی سازی بر اساس انگیزه فرد و با ساز و کار بازی پردازی موجب می شود تا عملکرد تحصیلی یادگیرندگان نسبت به پیش از شخصی سازی و در مقایسه با گروه شاهد به طور معناداری بهبود پیدا کند.
[1] H. M. Truong, “Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities”, Computers in Human Behavior, vol. 55, pp. 1185–1193, 2016.
[2] Y. Biletskiy, H. Baghi, I. Keleberda, M. Fleming, “An adjustable personalization of search and delivery of learning objects to learners”, Expert Systems with Applications, vol. 36, pp. 9113–9120, 2009.
[3] N. Radwan, “An Adaptive Learning Management System Based on Learner’s Learning Style”, International Arab Journal of E-Technology, vol. 3, pp. 228–234, 2014.
[4] A. Latham, K. Crockett, D. McLean, B. Edmonds, “A conversational intelligent tutoring system to automatically predict learning styles”. Computers & Education, vol. 59, issue 1, pp. 95–109, 2012.
[5] K. Khamsum, D. W. Tjondronegoro, H. Partridge, S. L. Edwards, “Modeling users’ web search behavior and their cognitive styles”, Journal of the American Society for Information Science and Technology, vol. 66, issue 6, pp. 1107–1123, 2014.
[6] F. Ghorbani, G. Montazer, “E-learners' personality identifying using their network behaviors”, Computers in Human Behavior, vol. 51, pp. 42-52, 2015.
[7] D. Nurjanah, “Adaptive Presentation Based on Learning Style and Working Memory Capacity in Adaptive Learning System”, the 9th International Conference on Computer-Supported Education, At Porto, Portugal, 2017.
[8] J. L, Plass, B. D. Homer, S. Pawar, C. Brenner , A. P. MacNamara, “The effect of adaptive difficulty adjustment on the effectiveness of a game to develop executive function skills for learners of different ages”, Cognitive Development, vol. 49, pp. 56-67, 2019.
[9] V. Noguti, S. Singh, D. S. Waller, “Gender differences in motivations to use social networking sites”, Gender Economics: Breakthroughs in Research and Practice, pp. 1565-1580, 2019.
[10] M. Bauer, C. Bräuer, J. Schuldt, M. Niemann, H. Krömker, “Application of Wearable Technology for the Acquisition of Learning Motivation in an Adaptive E-Learning Platform”, Advances in Human Factors in Wearable Technologies and Game Design, vol. 795, pp. 29-40, 2019.
[11] F. Zarrin, G. Montazer, “Designing an intelligent tutoring system based on learners’ selfefficacy and learning style features”, 7th International Conference on e-Learning and e-Teaching, Tehran, IRAN, 2019.
[12] M. Zhou, P. H. Winne, “Modeling academic achievement by self-reported versus traced goal orientation”, Learning and Instruction, vol. 22, pp. 413-419, 2012.
[13] H. P. Shih, “Using a cognition-motivation-control view to assess the adoption intention for Web-based learning”, Computers & Education, vol. 50, issue 1, pp. 327-337, 2008.
[14] C. Lai, G. Hwang, J. C. Liang, et al., “Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: a structural equation model analysis”, Educational Technology Research and Development, vol 64, issue 3, pp. 533–554, 2016.
[15] K. Law, V. Lee, Y. Yu, “Learning motivation in e-learning facilitated computer programming courses”, Computers and Education, vol. 55, issue 1, pp. 218-228, 2010
]16[ ع. سیف، ویژگی‌های آدمی‌و یادگیری آموزشگاهی، تهران، نشر دانشگاهی، 1374.
[17] S. Y. Chyung, A. J. Moll, S. A. Berg, “The Role of Intrinsic Goal Orientation, Self-Efficacy, and E-Learning Practice in Engineering Education”, Journal of Effective Teaching, vol. 10, issue 1, pp. 22-37, 2010.
[19] H. Hermans, “A Questionnaire Measure of Achievement Motivation”, The Journal of applied psychology. vol. 54, issue 4, 1970.
[20] R. Ryan, J. Connell, “Perceived locus of causality and internalization: Examining reasons for acting in two domains”, Personality and Social Psychology, vol. 57, pp. 749-761, 1998.
[20] L. Legault, I. Green-Demers, L. Pelletier, "Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support," Journal of Educational Psychology, vol. 98, issue 3, pp. 567, 2006.
[21] K. Polácek, “QPA - Questionario Sui Processi di Apprendimento. Superiori e università. Firenze”, Giunti O.S. Organizzazioni Speciali. 2005.
[22] R. J. Vallerand, L. G. Pelletier, M. R. Blais, N. M. Brière, C. B. Senécal, E. F. Vallières, “Academic motivation scale (ams-c 28) college (cegep) version”, Educational and Psychological Measurement, vol. 52, issue 53, pp. 1992-1993, 1993.
[23] C. F. Ratelle, F. Guay, R. J. Vallerand, S. Larose, C. Senécal, “Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis”, Journal of Educational Psychology, vol. 99, issue 4, pp. 734-746, 2007.
[24] L. E. Nacke, C. Bateman, R. L. Mandryk, “BrainHex: A neurobiological gamer typology survey”. Entertainment computing, vol. 5, issue 1, pp.55-62, 2014.
[25] F. Roosta, F. Taghiyareh and M. Mosharraf, "Personalization of gamification-elements in an e-learning environment based on learners' motivation," 2016 8th International Symposium on Telecommunications (IST), Tehran, 2016, pp. 637-642, doi: 10.1109/ISTEL.2016.7881899.
[26] Lieberoth, A (2015). "Shallow Gamification, Testing Psychological Effects of Framing an Activity as a Game". Games and Culture. 10 (3): 229–248. doi:10.1177/1555412014559978.
[27] Sutter, John D. (September 30, 2010). "Browse the Web, earn points and prizes". CNN.
[28] Hamari, Juho; Eranti, Veikko (2011). "Framework for Designing and Evaluating Game Achievements" (PDF). Proceedings of Digra 2011 Conference: Think Design Play, Hilversum, Netherlands, September: 14–17.
[29] O'Brien, Chris (October 24, 2010). "Get ready for the decade of gamification". San Jose Mercury News.
[30] Byron Reeves; J. Leighton Read (2009). Total Engagement: Using Games and Virtual Worlds to Change the Way
