طراحی و آموزش نرم‌افزار تعاملی چندرسانه‌ای برمبنای نظریه مایر و تاثیر آن بر درک مهارت خواندن به غیرفارسی‌زبانان

هدف اصلی پژوهش حاضر طراحی و ارزیابی تاثیرنرم‌افزار چند رسانه‌ای تولید محتوای آموزشی استوری لاین بر یادگیری درک مطلب خواندن است. روش پژوهش شبه آزمایشی و از نظر نوع هدف کاربردی است. جامعه آماری پژوهش را 30 نفر از فارسی‌آموزان سطح فوق میانی بین سنین 23 الی 50 سال در مرکز آموزش زبان فارسی دانشگاه مازندران تشکیل دادند. با استفاده از روش نمونه گیری دردسترس، تعداد 30 فارسی آموز انتخاب و به صورت تصادفی به دو گروه آزمایش و کنترل (هرکدام 15 نفر ) و در قالب دو کلاس درس گروه بندی و مورد بررسی قرار گرفتند . ابزار اصلی پژوهش پیش آزمون و پس آزمون مهارت خواندن و مصاحبه کتبی از مدرسان بود . تجزیه و تحلیل داده ها با استفاده از آزمون تحلیل کوواریانس 4 به روش آمیخته 5، شاخص روایی محتوا و ضریب همبستگی بین شاخه ای انجام شد . یافته ها نشان می دهد نمره های مهارت خوانداری دردرک مطلب در گروه آزمایش در پس آزمون و پس آزمون تاخیری، افزایش قابل توجه ومعناداری نسبت به نمره های گروه کنترل دارد. همچنین یافته ها نشان دهنده آن است کهمحتوای آموزشی نرم افزار استوری لاین با اصول هفت گانه مایر تناسب دارد . درراستایپژوهش های آتی، محتوای تولیدشده چندرسانه ای در این پژوهش می تواند برایپژوهشگران حوزه تولید محتوا، آموزش مجازی به طور همزمان و غیرهمزمان، روش های تدریس، آزمون سازی و برنامه ریزی آموزشی، کاربردها و راهکارهای عملی فراوانی داشته باشد.

designing and training of interactive multimedia software based on meyer’s learning theory and its effect on reading comprehension skill to non-persian speakers

1. introductionto achieve the purpose of this research, which is to evaluate the effect of multimedia interactive software on learning persian cultural tourism texts by non-persian language learners, the authors give special attention to mayer’s (2001) approach in designing and compiling multimedia content through software. storyline software version 3 has been used to provide the necessary context for more effective and deeper learning of concepts.the present study is designed to answer the following questions:what is the rate of learning cultural tourism texts for upper-intermediate students taught using storyline software?is the multimedia educational content produced by storyline software adapted with mayer’s principles?mayer (2001), based on his research on the design and construction of multimedia, proposed seven principles for the production of educational multimedia. these principles are:multimedia principle – people learn better from words and pictures than from words alone.coherence principle – people learn better when extraneous words, pictures, and sounds are excluded rather than included.contiguity principle – people learn better when corresponding words and pictures are presented near each other, rather than far from each other, on the page or screen simultaneously.segmenting principle – people learn better when a multimedia lesson is presented in learner-controlled segments, rather than as a continuous unit.pre-training principle – people learn better from a multimedia lesson when they know the names and behaviors of system components.modality principle – people learn better when words are presented as narration rather than on-screen text.personalization principle – people learn better from multimedia lessons when words are in conversational style rather than a formal style. 2. materials and methodsthe research method is quasi-experimental. the statistical sample in this study consisted of 30 iraqi upper-intermediate level students, aged between 23 and 50, who were studying at the persian language teaching center of mazandaran university during the 1401-1400 academic year. using the available sampling method, the students were divided into two groups of 15: the experimental group and the control group, each in its own classroom. the experimental group underwent 8 training sessions, each lasting 75 minutes, using multimedia interactive software. the main research tools were pre-test and post-test. a pre-test was administered to both groups. the experimental group was trained with the interactive storyline software, while the control group received training with the updated electronic content. 3. results and discussionin the present study, 30 iraqi students were divided into two groups (15 in the experimental group and 15 in the control group) to evaluate the effect of using the electronic content of storyline software on the learning of cultural tourism texts. the students were compared across three testing stages: pre-test, post-test, and delayed post-test.an alpha level of α = 0.05 was considered as the acceptable threshold for significance. the shapiro-wilk test was used to check the normality of variable distribution. to test the first hypothesis, an analysis of covariance (ancova) was conducted using a mixed-method (split plot) design, and wilks’ lambda was used as the statistical characteristic test. to examine the second hypothesis, the content validity index (cvi) and the interclass correlation coefficient (icc) were employed.