بکارگیری حل جدول کلمات متقاطع بعنوان تکالیف آموزشی در نرم افزار ویژه یادگیری الکترونیک دانشگاه (نوید) برای دانشجویان علوم توانبخشی

در این مطالعه طولی (مورد-شاهد)، دانشجویان گفتاردرمانی و فیزیوتراپی دانشگاه علوم پزشکی جندی شاپور اهواز انتخاب و بطور تصادفی به دو گروه تقسیم شدند. برای تدریس واحدهای نظری این دو گروه صرفاً از سامانه آموزش مجازی نوید استفاده شد. تکالیف درسی گروه اول بصورت حل جدول کلمات متقاطع در سامانه نوید ارائه شد (سوالات و معماهای مطرح شده در جدول کلمات از محتواهای آموزشی همان درس استخراج شده بودند). اما در گروه دوم، تکالیف بطور مرسوم و سنتی در سامانه بارگذاری شد. در انتهای ترم تحصیلی نمره پایان ترم، درصد مشارکت دانشجویان در انجام تکالیف و میزان رضایتمندی آنها از روش ارائه تکلیف در سامانه نوید بعنوان متغیرهای پژوهشی بین دو گروه مقایسه گردید.در نتایج، بین نمرات پایان ترم دو گروه تفاوت معنادار دیده نشد (0.05

utilizing crossword puzzle solving as educational assignments in the special software for university e-learning (navid) for students of rehabilitation sciences

in this longitudinal (case-control) study, speech therapy and physiotherapy students of ahvaz jundishapur university of medical sciences (ajums) were selected and randomly divided into two groups. only the navid virtual education system was used to teach the theoretical units of these two groups. the homework of the first group was presented as solving a crossword puzzle in the navid system (the questions of the crossword puzzles were extracted from the educational content of the same lesson). but in the second group, homework was conventionally and traditionally uploaded to the virtual system. at the end of the semester, the final exam score, percentage of students' participation in homework, and their satisfaction with the methods of providing homework in the navid system as outcome measures were compared between the two groups. in the results, there was no significant difference between the final exam score of the two groups (p>0.05). regarding students' response to educational assignments, the percentage of students' participation in homework of the crossword-solving group was significantly higher than the control group (p=0.003). students' satisfaction with the crossword-solving method was also significantly higher than the traditional method (p=0.001). according to a survey of students, the factors of attractiveness and innovation, learning in the form of games and entertainment, competitiveness, activeness and interactivity of the crossword-solving method were the features that led students to consider this method as a preferred way to do homework.