فاعلية فصل مقلوب مدعم بالواقع المعزز في تحسين بقاء أثر التعلم لدى طلاب صعوبات تعلم القراءة بالمرحلة المتوسطة
الكلمات المفتاحية:
الفصل المقلوب، الواقع المعزز، بقاء أثر التعلم، صعوبات التعلم، مهارات القراءة
الملخص
هدفت الدراسة إلى تطوير نموذج مقترح للتعلم المقلوب المدعم بالواقع المعزز، وقياس فاعليته في تنمية بقاء أثر التعلم لدى طلاب ذوي صعوبات التعلم في القراءة بالمرحلة المتوسطة. اعتمد البحث على المنهج شبه التجريبي للكشف عن الفاعلية الكمية للنموذج. وتكونت عينة الدراسة من (60) طالبًا من طلاب المرحلة المتوسطة بمدينة الرياض، تم توزيعهم عشوائيًا إلى مجموعتين: تجريبية (30 طالبًا) درست باستخدام التعلم المقلوب المدعم بالواقع المعزز، وضابطة (30 طالبًا) درست باستخدام التعلم المقلوب بدون الواقع المعزز. استخدمت الدراسة اختبار الأداء القرائي وبطاقة الملاحظة المرتبطة به لقياس مهارات قراءات الكلمات والوصل والوقف وتمثيل الكلمات. أظهرت النتائج أن المجموعة التجريبية تفوقت على الضابطة في بقاء أثر التعلم، حيث لم تُظهر نتائج اختبار القراءة بعد شهر من انتهاء التجربة فروقًا دالة إحصائيًا مقارنةً بالقياس البعدي، مما يدل على فاعلية النموذج في الحد من منحنى النسيان وتعزيز تثبيت المعرفة في الذاكرة طويلة المدى. كما كشفت النتائج عن تحسن في مهارات القراءة لدى المجموعة التجريبية، حيث ارتفع إجمالي الأداء القرائي من (569.83) في الاختبار القبلي إلى (981.77) في الاختبار البعدي. أوصت الدراسة بدمج الفصول المقلوبة المدعمة بالواقع المعزز في مناهج طلاب صعوبات التعلم، وتقديم برامج تدريبية للمعلمين لتفعيل هذه التقنية بفعالية، كما تقترح إجراء دراسات مستقبلية لتقييم أثر النموذج على مهارات أخرى مثل الفهم القرائي والكتابة.
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منشور
2025-02-17
كيفية الاقتباس
أ.ريان بن سعد بن دعجم, د. فهد بن سليم سالم الحافظي, & أ.د. وليد بن سالم محمد الحلفاوي. (2025). فاعلية فصل مقلوب مدعم بالواقع المعزز في تحسين بقاء أثر التعلم لدى طلاب صعوبات تعلم القراءة بالمرحلة المتوسطة. Journal of Arts, Literature, Humanities and Social Sciences, (117), 504-527. https://doi.org/10.33193/JALHSS.117.2025.1361
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2025 أ.ريان بن سعد بن دعجم , د. فهد بن سليم سالم الحافظي , أ.د. وليد بن سالم محمد الحلفاوي
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