بررسی امکان‌پذیرى فراخوانش قید زمان و ترتیب به کمک ایماهای استعاری ربات‌های اجتماعی در آموزش مهارت درک خوانداری محتوای پزشکی به زبان فارسی (پژوهشی)

این پژوهش پیکره‌بنیاد با کاربرد طرح تبیینی متوالی در دو فاز کمی و کیفی به ارزیابی امکان‌پذیری ایماهای استعاری ربات‌های اجتماعی در یاددهی یادگیری مهارت‌ خوانداری و درک قید‌های ترتیب و زمان در متون فارسی با اهداف پزشکی به غیرایرانی از سطوح مختلف مهارتی زبان فارسی پرداخت. از این رهگذر، برپایه‌ی نظریه‌ی شفاف‌سازی استعاره‌های مفهومی، به بررسی کاربست‌پذیری ایماهای ضمن خوانداری در تسهیل درک قیدهای زمان و ترتیب در متون پزشکی فارسی پرداخته می‌شود. با اجرای پژوهش آزمایشی، پیکره‌ای دیداری به‌دست آمد. نوزده ایمای دست و صورت مربوط به قیدهای ترتیب و زمان با بیشترین فراوانی که براساس عینیت مکان قابل فراخوانش بود به‌شیوه‌ی شمارش دستی از پیکره استخراج شد تا در آموزش خواندار استفاده شود. در سه نیمسال متوالی در سال‌های تحصیلی 13991400، با کاربرد طرح آزمایش‌ها، 240 دانشجوی کارشناسی غیرایرانی مشغول به تحصیل در دانشگاه علوم‌پزشکی اصفهان انتخاب و به‌شکل تصادفی به سه گروه تقسیم شدند تا مهارت خوانداری پزشکی با اهداف ویژه را در کلاس‌های معکوس فراگیرند. با شرکت فراگیران در پیمایش ابتدا و حین انجام پژوهش، آموزش و سنجش مستمر درک خوانداری در 18 جلسه کلاس‌ معکوس انجام شد. سنجش عملکرد در عرصه‌ و مصاحبه‌ی متمرکز در پایان دوره‌ی آموزش خواندار متون تخصصی پزشکی به زبان فارسی، امکان پژوهشی متممی را فراهم ساخت. تحلیل توصیفی و استنباطی داده‌ها از کارآمدی ربات‌های اجتماعی در ارتقای درک مهارت‌های خوانداری شرکت‌کنندگان حکایت داشت. به‌این ترتیب، نقش فعال فراگیران بر امکان‌پذیری ایماهای ربات‌های اجتماعی‌ در فراخوانش قیدی و یاددهی یادگیری درک خوانداری متون تخصصی پزشکی به زبان فارسی صحه می‌گذاشت.

Exploring the Viability of Representing Time and Order Adverbs through the Co-verbal Gestures of Social Robots in Teaching Reading Persian for Medical Purposes

This corpusbased study using sequential explanatory design in two quantitative and qualitative phases endeavored to explore the applicability of coverbal gestures in teaching and learning Persian for Medical Purposes (PMP). After conducting a pilot study, a corpus of coverbal gestures was reached. Nineteen frequent gestures of place that conceptualize the adverbs of time and order were extracted manually from the corpus to be employed in the collective practice with (human or robot) partners. In so doing, in three sequential semesters of the academic years 20202021, 240 undergraduate nonIranian students of medical sciences were selected through the design of experiments and were randomly divided into three groups to practice PMP reading materials in dyads. After conducting a survey before and during the study, the participants were taught and assessed formatively in 18 sessions of the flipped classrooms. Assessing the participants’ performance in the fields and carrying out a focusgroup interview set the scenes for a complementarity study. The descriptive and inferential analyses of the collected data highlighted the applicability of social robots in enhancing the participants’ PMP reading comprehension. The participants’ active engagement in dyads confirmed the applicability of social robots in teaching and learning PMP reading comprehension skills.Extended Abstract:Parallel with the rapid expansion of stateoftheart educational technology or Ed Techassisted approaches in the everyday lives of Digital Natives, college reading comprehension skills have become a digital engagement. Although solutions on how to employ Ed Techaided language teaching and learning may vary, as an extensive reading program, the purpose of flipped language classrooms is to give students the opportunity for collaboration to enhance their learning and comprehension wherein incorporation of Ed Tech tools (e.g., new generations of games, social robots, etc.) into language education allows for onetoone and tailored language education. This approach enhances the organization of the language learning process mainly through the use of pre, while, and postclassroom activities and the convergence of students’ engagement, interactive communications and life experiences. This complementarity study, using the selfexplanatory design in two quantitative and qualitative phases, endeavored to make use of the affordances offered by coverbal gestures in the collective process of time and order adverbs as conceptual metaphors in the flipped classrooms of Persian for Medical Purposes (PMP) reading comprehension. This way, corpora of the most frequent gestures and PMP reading materials were formed through conducting a pilot study. Twohundred and forty participants were selected from among 308 nonIranian students (Arab = 171, Turk = 10, Urdu = 28, Kashmiri = 31) of nursing (N = 95), midwifery (N = 36), operation room (N = 41), anesthesia (N = 39), and medicine (N = 98) using the design of experiments in the confidence level of 99% and margin errors of 1%. They took PMP as an obligatory twocredit course in the spring and fall semesters of the academic years 20202021 under the Covid19 pandemic. After assessing the participants’ Persian reading proficiency levels, they were randomly divided into three groups (humanhuman; robothuman; humanrobot) to learn PMP reading skills in the postcomprehension flipped classroom in dyads. In so doing, the data were gathered in two quantitative and qualitative phases through a researchermade survey, formative assessment of the participants in both instructionallearning and professional contexts (viz., healthcare fields), and a focusgroup interview. Initially, the participants were taught and assessed in the online classrooms by the subjectarea and language teachers (viz., adjunct teaching) through NAVID learning management system. Then, they were summoned up to practice PMP reading materials with their fellow students or a social robot, as their counterparts, in dyads using coverbal gestures of hands and face in telepresence. To be more precise, in the postcomprehension flipped classrooms, a collective course was developed through NAVID in which students have interactions with each other or social robot to practice reading the PMP materials through coverbal gestures. Eighteeen online (teaching and assessment) sessions were accompanied by eighteen postcomprehension practice sessions. Finally, to debrief the participants perception of the course, the participants with the lowest and highest scores were invited to take part in a focusgroup interview. While the gathered data in the quantitative phase was analyzed both descriptively and inferentially through a Wilcoxon signedrank test and repeated measures ANOVA, the qualitative data were analyzed through the themebased analysis of the selected participants’ answers to the focusgroup interview’s prompts. Results revealed the early reports of positive impressions of reading PMP using coverbal gestures and collective attempt for learning PMP reading materials. It was found that coverbal gestures for reading the abstract concepts of adverbs of time and order supported students’ PMP comprehension and performance. Findings also revealed that, PMP reading through the coverbal gestures developed the participants’ learning experience. On the other hand, the engagement that the teleoperated robot created in elaborating the abstract concepts of the adverbs in the PMP reading materials led to student outperformance in both instructionallearning contexts and healthcare fields. In the meantime, students were pushing the needle toward collective engagement. Likewise, the results revealed that student interaction with social robots (viz., humanrobot) in doing postcomprehension activities led to significant differences in the participants’ comprehension and performance, as compared with humanhuman or robothuman interaction in dyads. The differences indicate that why humanrobot interaction for illuminating the abstract concepts of the adverbs of time and order in the PMP reading are hypothesized to be better than humanhuman coverbal gestures in aiding learning and comprehension. The humanrobot interaction for reading the PMP materials increased the participants’ agency and the participants doubled down on the collective engagement with robots in the flipped classrooms. This study could have implications for integrating Science, Technology, Engineering, Art, and Mathematics (STEAM) approach into teaching PMP reading comprehension.