فاعلية تقنية الواقع المعزز في تنمية مهارات ما وراء المعرفة لدى طلاب المرحلة الثانوية
الكلمات المفتاحية:
الواقع المعزز، مهارات ما وراء المعرفة
الملخص
مهارات ما وراء المعرفة أصبحت من المهارات الحيوية والمهمة لطلاب العصر الراهن وخاصة فيما بعد جائحة كوفيد-19 حيث أصبحت هذه المهارات من المهارات الأساسية للاستمرار في عملية التعلم وتعزيز قدرات الطالب في الاعتماد على نفسه. الواقع المعزز أصبح من التقنيات التعليمية الأساسية التي يمكن الاعتماد عليها في دعم بنية الكتب المدرسية وتحويلها إلى كتب معززة تساعد على تحسين مهارات ما وراء المعرفة. وعلى ذلك، يأتي البحث الحالي ليهتم بفحص فاعلية الواقع المعزز في تنمية مهارات ما وراء المعرفة لدى طلاب المرحلة الثانوية. تم استخدام المنهج شبه التجريبي للمقارنة بين المجموعة التجريبية التي استخدمت الواقع المعزز والمجموعة الضابطة التي استخدمت فصول الدراسة الاعتيادية. تكونت عينة البحث من (60) طالبًا من طلاب الصف الأول الثانوي تم توزيعهم عشوائيًا على مجموعتي البحث. تم تطوير مقياس لمهارات ما وراء المعرفة في مقرر الأحياء، وقد تضمن المقياس ثلاثة محاور أساسية، وهي: التخطيط، والمراقبة والتحكم، والتقويم. أظهرت النتائج أفضلية الواقع المعزز في تنمية مهارات وراء المعرفة. أوصى البحث بضرورة التوسع في دمج الطبقات الافتراضية المعززة بالكتب المدرسية حتى يمكن الاستفادة من هذه الطبقات في تحسين مهارات ما وراء المعرفة.
المراجع
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2. 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.
3. 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.
4. 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.
5. Alhalafawy, W. S., Najmi, A. H., Zaki, M. Z. T., & Alharthi, M. A. (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, 15(13).
6. 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.
7. Alhalafawy, W. S., & Zaki, M. Z. (2019). The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being. International Journal of Interactive Mobile Technologies (iJIM), 13(08), 107-123. https://doi.org/10.3991/ijim.v13i08.10725
8. 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.
9. Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges and factors influencing the E-learning system usage during COVID-19 pandemic. Education and Information Technologies, 25, 5261-5280.
10. 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.
11. 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. https://doi.org/https://doi.org/10.3390/su15021305
12. 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. https://doi.org/doi.org/10.3390/su15054613
13. 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.
14. 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. https://doi.org/10.30819/cmse.6-2.05
15. Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of Technology Studies, 96-107.
16. Bandura, A. (2006). Toward a psychology of human agency. Perspectives on psychological science, 1(2), 164-180.
17. Ben Moussa, F. Z., Rasovska, I., Dubois, S., De Guio, R., & Benmoussa, R. (2017). Reviewing the use of the theory of inventive problem solving (TRIZ) in green supply chain problems. Journal of Cleaner Production, 142, 2677-2692. https://doi.org/https://doi.org/10.1016/j.jclepro.2016.11.008
18. Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69-81.
19. Caselli, G., Fernie, B., Canfora, F., Mascolo, C., Ferrari, A., Antonioni, M., Giustina, L., Donato, G., Marcotriggiani, A., Bertani, A., Altieri, A., Pellegrini, E., & Spada, M. M. (2018). The Metacognitions about Gambling Questionnaire: Development and psychometric properties. Psychiatry Research, 261, 367-374. https://doi.org/https://doi.org/10.1016/j.psychres.2018.01.018
20. Connor, C. M., Day, S. L., Zargar, E., Wood, T. S., Taylor, K. S., Jones, M. R., & Hwang, J. K. (2019). Building word knowledge, learning strategies, and metacognition with the Word-Knowledge e-Book. Computers & Education, 128, 284-311. https://doi.org/https://doi.org/10.1016/j.compedu.2018.09.016
21. Coutinho, S. A. (2006). The relationship between the need for cognition, metacognition, and intellectual task performance. Educational research and reviews, 1(5), 162.
22. Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569.
23. Deng, Y., Zhang, B., Zheng, X., Liu, Y., Wang, X., & Zhou, C. (2019). The role of mindfulness and self-control in the relationship between mind-wandering and metacognition. Personality and Individual Differences, 141, 51-56. https://doi.org/https://doi.org/10.1016/j.paid.2018.12.020
24. DiBenedetto, M. K., & Bembenutty, H. (2013). Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses. Learning and Individual Differences, 23, 218-224.
25. Diegmann, P., Schmidt-Kraepelin, M., Van den Eynden, S., & Basten, D. (2015). Benefits of Augmented Reality in Educational Environments-A Systematic Literature Review. Wirtschaftsinformatik, 3(6), 1542-1556.
26. Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In Handbook of research on educational communications and technology (pp. 735-745). Springer.
27. Elbyaly, M. Y. H., & Elfeky, A. I. M. (2022). The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic. PeerJ Computer Science, 8, e945.
28. Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40.
29. Flavell, J. H. (1979). Metacognitive and cognitive monitoring: A new era of psychological inquiry. American psychologist, 34, 906-1111.
30. Fleming, S. M., & Lau, H. C. (2014). How to measure metacognition. Frontiers in human neuroscience, 8, 443.
31. Georgiou, Y., & Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-181. https://doi.org/https://doi.org/10.1016/j.chb.2018.08.011
32. Gurbin, T. (2015). Enlivening The Machinist Perspective: Humanising The Information Processing Theory With Social And Cultural Influences. Procedia - Social and Behavioral Sciences, 197, 2331-2338. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.07.263
33. Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational psychologist, 22(3-4), 255-278.
34. Jovanovic, J., Mirriahi, N., Gašević, D., Dawson, S., & Pardo, A. (2019). Predictive power of regularity of pre-class activities in a flipped classroom. Computers & Education, 134, 156-168. https://doi.org/https://doi.org/10.1016/j.compedu.2019.02.011
35. Kralik, J. D., Lee, J. H., Rosenbloom, P. S., Jackson, P. C., Epstein, S. L., Romero, O. J., Sanz, R., Larue, O., Schmidtke, H. R., Lee, S. W., & McGreggor, K. (2018). Metacognition for a Common Model of Cognition. Procedia Computer Science, 145, 730-739. https://doi.org/https://doi.org/10.1016/j.procs.2018.11.046
36. Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European journal of psychology of education, 14(1), 23-40.
37. Krapp, A. (2005). Basic needs and the development of interest and intrinsic motivational orientations. Learning and Instruction, 15(5), 381-395.
38. Kugelmann, D., Stratmann, L., Nühlen, N., Bork, F., Hoffmann, S., Samarbarksh, G., Pferschy, A., von der Heide, A. M., Eimannsberger, A., Fallavollita, P., Navab, N., & Waschke, J. (2018). An Augmented Reality magic mirror as additive teaching device for gross anatomy. Annals of Anatomy - Anatomischer Anzeiger, 215, 71-77. https://doi.org/https://doi.org/10.1016/j.aanat.2017.09.011
39. Lampropoulos, G., Anastasiadis, T., & Siakas, K. (2021). A Gamified Augmented Reality Application for Improving Students’ Engagement, Motivation and Knowledge Acquisition. Proceedings of the 26th Annual International Conference on Software Process Improvement-Research into Education and Training (INSPIRE XXVI), British Computer Society (BCS),
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منشور
2023-11-10
كيفية الاقتباس
باسم بن رافع خزيم القبلي الشهري. (2023). فاعلية تقنية الواقع المعزز في تنمية مهارات ما وراء المعرفة لدى طلاب المرحلة الثانوية. Journal of Arts, Literature, Humanities and Social Sciences, (97), 209-224. https://doi.org/10.33193/JALHSS.97.2023.934
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