فاعلية تقنية الواقع المعزز في تنمية مهارات تصميم الاختبارات الإلكترونية لدى معلمي التعليم
الكلمات المفتاحية:
الواقع المعزز، الاختبارات الإلكترونية
الملخص
استهدف البحث الحالي تطوير توظيف تقنية الواقع المعزز في مواقف تدريبية لمعلمي التعليم العام وبيان أثرها على مهارات تصميم الاختبارات الإلكترونية لدى معلمي التعليم العام في جدة. اعتمد البحث على المنهج شبه التجريبي للمقارنة بين مجموعتي البحث، حيث تدرس المجموعة التجريبية باستخدام الواقع المعزز، والمجموعة الضابطة التي تستخدم البرنامج التدريبي الاعتيادي. تكونت عينة البحث من (60) معلم، تم توزيعهم عشوائيًا على مجموعتي البحث بواقع (30) معلم في كل مجموعة. من خلال البحث الحالي تم تطوير قائمة بمهارات تصميم الاختبارات الإلكترونية تضمنت عدد (8) مهارات فرعية. تم بناء بطاقة ملاحظة لتقييم مهارات تصميم الاختبارات الإلكترونية. وأظهرت النتائج أفضلية المجموعة التجريبية التي استخدمت الواقع المعزز بالمقارنة مع المجموعة الضابطة التي استخدمت الطريقة الاعتيادية في التدريب وذلك فيما يتعلق بتحسن مستوى مهارات تصميم الاختبارات الإلكتروني. أوصى البحث بضرورة التوسع بناء مراكز لتدريب المعلمين بحيث تكون هذه المراكز مدعمة بتقنيات الواقع الافتراضي والواقع المعزز.
المراجع
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3. زكي، مروة زكي توفيق. (2019). التفاعل بين مستويي الحضور الصوتي للمعلم (موجز-تفصيلي) بالفيديو الرقمي في بيئة الفصل المقلوب وبين مستويي التفكير فوق المعرفي (مرتفع-منخفض) وأثره على تنمية مهارات تصميم الاختبارات الإلكترونية لدى طالبات الدبلوم العام في التربية. مجلة تكنولوجيا التعليم،29(1)، ص ص. 115-186.
4. العنزي، فهد عوض. (2021). العلاقة بين تكنولوجيا الواقع المعزز واسلوب التعلم في البيئات الافتراضية وأثرهما في تنمية مهارات استخدام تطبيقات التعلم الإلكتروني لدى معلمي التعليم الثانوي. مجلة بحوث التربية النوعية، (61)، 107-131.
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8. Abd El Bakey, F. M., Abo Shadi, G. I., & El-Refai, W. Y. (2023). A Mobile Training Context for In-Service Teachers: Methods of Training and Task Practice to Enhance E-Content Production Skills. International Journal of Emerging Technologies in Learning (iJET), 18(19), pp. 205-226. doi:10.3991/ijet.v18i19.37685
9. Adebayo, O., & Abdulhamid, S. M. (2014). E-exams system for Nigerian universities with emphasis on security and result integrity. arXiv preprint arXiv:1402.0921.
10. 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
11. 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.
12. 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.
13. 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.
14. 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
15. 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.
16. 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
17. 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). doi:https://doi.org/10.3991/ijim.v13i08.10725
18. Alnimran, F. M., & alhalafawy, w. s. (2024). Qualitative Exploration of the Opportunities and Challenges of Online Training According to the Behavioral Intention Variables of the Most Trained Teachers During the COVID-19 Pandemic. Journal of Infrastructure, Policy and Development, 8(7).
19. Alsayed, W. O., Al-Hafdi, F. S., & Alhalafawy, W. S. (2024). Non-Stop Educational Support: Exploring the Opportunities and Challenges of Intelligent Chatbots Use to Support Learners from the Viewpoint of Practitioner Educators. Journal of Ecohumanism, 3(3).
20. 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.
21. 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
22. 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
23. 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.
24. 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
25. 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
26. Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 5660.
27. 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.
28. Chapman, L., Masters, J., & Pedulla, J. (2010). Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America. Journal of education for teaching, 36(2), 239-249.
29. Chen, D., Chen, M., Huang, T.-C., & Hsu, W.-P. (2013). Developing a mobile learning system in augmented reality context. International Journal of Distributed Sensor Networks, 9(12), 594627.
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منشور
2024-05-14
كيفية الاقتباس
د. نايف سعود العنزي. (2024). فاعلية تقنية الواقع المعزز في تنمية مهارات تصميم الاختبارات الإلكترونية لدى معلمي التعليم. Journal of Arts, Literature, Humanities and Social Sciences, (105), 471-488. https://doi.org/10.33193/JALHSS.105.2024.1133
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