طراحی و توسعه ی یک چندرسانه ای برای آموزش حروف الفبا به دانش-آموزان پایهی اول ابتدایی (ترک زبان) (پژوهشی)

پژوهش حاضر با هدف طراحی و توسعه ی یک چندرسانه ای (نرم افزار) برای آموزش نشانه ها (حروف الفبا) به دانش آموزان کلاس اول ابتدایی (ترک زبان) انجام گرفت. روش انجام پژوهش از نوع کیفی (چندروشی) با رویکرد اکتشافی تکوینی است. جامعه ی هدف شامل کلیه‌ی دانش آموزان (دختر و پسر) 6 تا 7 ساله‌ی کلاس اول ابتدایی استان همدان و مشارکت کنندگان در پژوهش شامل 12 نفر از دانش آموزان (دختر و پسر) روستای یکله، منطقه‌ی قهاوند شراء است که با روش نمونه گیری هدفمند و از نوع مبتنی بر ملاک از گروه در دسترس انتخاب شدند و نیز متخصصان چندرسانه ای آموزشی که با همین سازوکار انتخاب شدند. مطالعه‌ی موردی از طریق راهبرد گردآوری داده ی مبتنی بر مصاحبه، مشاهده و همچنین اسنادکاوی (مربوط به اجرای چندرسانه ای در میدان عمل) انجام شد. برای تجزیه و تحلیل داده ها از روش 4 مرحله ای توصیف، تحلیل، استنتاج و تبیین استفاده شد. یافته های حاصل از پژوهش شامل 3 مولفه ی اصلی (گرافیکی صوتی، روش آموزش با چندرسانه ای و نهایتاً جمع بندی آموخته ها) و 7 مولفه ی فرعی و 22 راهبرد طراحی است. همچنین روند طراحی آموزشی بر اساس الگوی طراحی و توسعه ی مدل 4 مرحله ای ایورس و بارون؛ یعنی، تصمیم گیری (برنامه ریزی و تعیین اهداف، تعیین مهارت های پیش نیاز، سازماندهی، مدیریت بارش مغزی و فعالیت پژوهش)، طراحی (طرح محتوا، ساخت روندنما، طرح صفحه، ساخت استوری برد و سنجش تکوینی)، تولید (مدیریت تولید رسانه ای، تسهیل فعالیت های چندرسانه ای و سنجش تکوینی)، ارزشیابی (سنجش یادگیرندگان، اعتباریابی و اصلاح)، انجام شد. نتایج حاصل از یافته ها بیانگر تسریع و تسهیل یادگیری حروف الفبای فارسی بود.

Designing and Developing a Multimedia to Instruct the Alphabet signs to First-grade Elementary Students (Turkish Language)

The present study aimed to design and develop a multimedia to instruct the alphabetic signs to firstgrade elementary students talking Turkish. The research method was qualitative (multimethod) using an exploratorydevelopmental approach. The population includes all students (girls and boys) 6 to 7 years old from the firstgrade elementary students in Hamedan and the participants were 12 students from Yekaleh village of Qahavand Shera region, selected with purposeful sampling method and categorized based on available criteria. Also, the educational multimedia specialists were selected with the same mechanism. The case study was done by strategies such as interviews, observations, and documentmining (reports about multimedia implementing in the field). The 4 step method (description, analysis, inference, and explanation) was used to analyze the data.  Findings include 3 main components (graphicaudio elements, multimedia teaching method and finally summarizing the learning) and there were 7 subcomponents and 22 design strategies. Also, the instructional design process based on the design and development model of Ivers Barron: decisionmaking (planning and setting goals, determining the skills of the advance, organizing, managing brainstorming and research activities), designing (content design, designing flowchart, page layout, storyboard, and developmental measurements), development(managing media production, facilitating multimedia activities and developmental assessment) and evaluating (measuring learners, validation and correcting). The results of the findings demonstrated the acceleration and facilitation of learning alphabetical signs.Extended Abstract: Today, instructional technology plays an irreplaceable role in the process of language learning, both in terms of its development beyond geographical boundaries and in light of the quality and pleasure of learning provided that it is welldesigned and developed based on the principles of instructional design and learning sciences. This study aimed to design and develop a multimedia (software) to instruct the alphabet signs to firstgrade elementary students who speak  Turkish.The method of research was qualitative with an exploratoryformative approach and multiple case studies (comparativedescriptive method). The target population included all students (boys and girls) aged from 6 to 7 years old in the first grade of the elementary school in Hamadan province. The participants in this study included 12 students in the village of Yekleh, Qahvand Shara region, who were selected by purposive sampling method (based on criterion). Selecting the participants  to participate in this research was done based on the criterion of availability (to groups) and speaking  Turkish. Other participants in the study were instructional multimedia specialists who were selected by the same mechanism. They were specialists such as dissertation supervisors, software engineers, educational leaders of the Qahvand region, master students of educational technology, and firstgrade teachers. The case study was done through an interviewbased data collection strategy (with a semistructured, contextdependent, indepth, cyclical design) that studied the participants’ encountering with multimedia in terms of what relates to learners’ emotions and multimedia components (including graphical elements, teaching methods, and summarizing). The interview was contextual as a gathering data strategy. For example, during software design of the multimedia software engineers were asked about graphic and aesthetic elements or their functions; they were asked to meet the required standards from a design perspective. Beside interviews, observation and document review were used as other datagathering strategies. Observation was used for observing students’ performance in homework, students’ behavior when teaching, observation of students’ emotional behaviors, recognition of individual characteristics of each student  in the general state of the class, and observing the performance of the groups. Document review was used for reviewing multimedia performance in the field, which were achieved through filming, recording, photography (photos), and detailed daily notes. The fourstep method of qualitative data analysis was used to analyze the data. They were description, analysis, inference, and explanation.What are the research findings for the first question of multimedia components? It consisted of 3 main components (graphicalaudio, multimedia teaching method, and finally summarizing the lessons learned),  7 subcomponents, and 22 design strategies. The subcomponents of multimedia graphicalaudio were graphicalaudio mediators (image shape, user interface sound, shape, size, and finally the color of each image), multimedia background picture (staticdynamic of background picture, free space in the multimedia background, balance in the multimedia background picture, emphasis on the considered elements in the background of the multimedia software, and finally the integration of the background image); background music (type of music and other music duration); navigating (interacting with multimedia mediators and communicating with teachers and classmates. The subcomponents of the multimedia teaching method were the multimedia teaching method (which included 4 subcomponents of strategy, educational agent, teaching method, and finally educational exchange); exercises for deeper learning (which included the 3 subcomponents of linearity and nonlinearity of the exercises, the level of difficulty of the exercises, and finally the interactions behavioralcognitive of the user) and finally, providing feedback along with each exercise that caused the learner to be informed of his/her performance (it included 2 subcomponents of feedback time and another type of feedback).Findings of the second research question: What is the instructional design procedure? Based on the design and development model of the 4step model of Ivers and Barron (2010) these activities were done: decisionmaking (planning and goal setting, determining prerequisite skills, organizing, brainstorming management, and research activities), design (content design, flowchart building, page design, storyboard construction, and formative assessment), production (media production management, facilitation of multimedia activities, and formative assessment), evaluation (learners assessment, validation, and correction).The results showed the great role of multimedia educational design in terms of accelerating, facilitating, and enjoying learning during the Persian alphabet learning process to Turkishspeaking children. According to the research findings, when the instructional design approach is in the service of the teachinglearning process in terms of integrating multimedia components with a systematic view, students learn better and are engaged emotionally, cognitively, and even have more social interactions with the subject. It can be more fruitful and effective when the basis of multimedia design is not only from the perspective of media design, but also from the viewpoint  of the teachinglearning process and the effectiveness of the teaching method, and the exercises are presented playfully. To enrich this training, visual, audio and music components, etc. were used. Multimedia design based on interactive approach and situational learning increases learners’ cognitive and behavioral interaction to multimedia, and as an assistant to the teacher creates a collaborative learning situation. Based on the findings of this study, the intertwined instructional design of multimedia elements causes more cognitivemotivational engagement of learners and makes the teachinglearning process more attractive.