اثربخشي طراحي آموزشي مبتني بر تئوري حداقلي بر يادگيري و يادداري دانشجويان

The effect of instructional design based on minimalism theory on learning and retention of students in higher education

پژوهش حاضر با هدف بررسي تأثير طراحي آموزشي مبتني بر نظريه حداقلي بر يادگيري و يادداري در درس فناوري اطلاعات بود. روش پژوهش شبه آزمايشي از نوع پيش آزمون و پس آزمون با گروه كنترل و جامعه آماري دانشجويان مقطع كارشناسي در رشته روانشناسي كه در دانشكده روانشناسي و علوم تربيتي دانشگاه علامه طباطبائي در سال تحصيلي 97-1396 مشغول به تحصيل بود كه با روش نمونه گيري در دسترس دو گروه 20 نفري آزمايش و كنترل انتخاب شدند. گروه آزمايش، به مدت 6 جلسه 2 ساعته آموزش را بر اساس طرح درس مبتني بر نظريه حداقلي گذراندند و گروه كنترل آموزش را به روش رايج ديدند. ابزار اندازه گيري يادگيري و يادداري دو آزمون محقق ساخته بود. به منظور تحليل داده ها از آزمون آماري تي گروه هاي مستقل به همراه آزمون لوين براي همساني و ناهمساني واريانس ها استفاده شد. نتايج نشان داد كه روش هاي طراحي شده مبتني بر رويكرد حداقلي بر كيزان يادگيري و يادداري دانشجويان تأثير مثبت و معناداري دارد (05/0< p).

The purpose of this study was to investigate the effect of the minimalism theory on learning and retention of learners in IT courses. Minimalist Theory consists of a basic framework that combines self-directed learning activities with technology, which emphasizes the importance of the real activities and experiences of learning. This theory supports the rapid achievement of real and practical goals at the beginning of education and emphasizes the importance of designing for identifying and correcting learning errors as a training principle. The research method was quasi-experimental with the control group. The participants included 40 undergraduate students in psychology who studied at the Allameh Tabataba'i University School of Psychology and Education in the academic year of 2017-18. Experimental and control group was selected from among the students in psychology. The experimental group trained on the basis of the minimalism theory, and the control group was trained in a traditional way. The pre-test and post-test was designed by the researcher. The reliability of each test was 0.90 and 0.88 respectively, which is greater than 0.05. The results showed that the scores of the experimental group, which were trained by the method based on the minimalism theory, were higher than the scores in the control group that were trained in the traditional way. Therefore, a method based on a minimalism theory in computer software training leads to increased learning and retention of learners.