هنجاریابی مقیاس دانش محتوایی تربیتی بازی‌های دیجیتال در بین دبیران مدارس متوسطه

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 7, No 4 (Serial Number 28), Spring 2020 (P 9-20) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (20 - 9 ‫ )ص‬1399 ‫ ﺑﻬﺎر‬،(28 ‫ ﺷﻤﺎره ﭼﻬﺎرم )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﻫﻔﺘﻢ‬ ‫ﻫﻨﺠﺎرﯾﺎﺑﯽ ﻣﻘﯿﺎس داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎل در ﺑﯿﻦ دﺑﯿﺮان ﻣﺪارس ﻣﺘﻮﺳﻄﻪ‬ 4 ‫ ﺳﻌﯿﺪ ﻣﻈﻠﻮﻣﯿﺎن‬،3‫ ﻣﺤﻤﺪﺣﺴﻦ ﺻﯿﻒ‬،2‫ ﻣﺤﻤﺪرﺿﺎ ﺳﺮﻣﺪي‬،1*‫ﺳﯿﻤﺎ ﻋﻠﯽزاده‬ ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﺑﺮﻧﺎﻣﻪرﯾﺰي آﻣﻮزش از دور‬،‫ داﻧﺸﺠﻮي دﮐﺘﺮا‬.1 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ اﺳﺘﺎد‬.2 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﯿﺎر‬.3 ‫ اﯾﺮان‬،‫ ﺗﻬﺮان‬،‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ ﮔﺮوه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ‬،‫ داﻧﺸﯿﺎر‬.4 1399/03/17 :‫ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬ 1398/12/29 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ Standardizing Pedagogical Content Knowledge Scale of Digital Games among High School Teachers S. Alizadeh*1, M.R. Sarmadi2, M.H. Seif3, S. Mazlumian4 1. Ph.D. Student, Distance Education Planning, Payame Noor University, Tehran, Iran 2. Professor, Department of Educational Science, Payame Noor University 3. Associate Professor, Department of Educational Scince, Payame Noor Univercity 4. Associate Professor, Department of Educational Scince, Payame Noor Univercity Received: 2020/03/19 Accepted: 2020/06/06 Abstract This study was conducted with the aim of standardizing the Pedagogical content knowledge scale of high school teachers in using digital games. The present study is a correlational study with the statistical population including all high school teachers in Urmia. In this study, two areas were selected randomly from education districts and then Questionnaires were distributed among high school teachers in district 2 using the relative stratified sampling method. To assess the Pedagogical content knowledge of digital games the questionnaire of Sue et al (2013) was used. Finally, the data were analyzed through confirmatory factor analysis statistical test. In confirmatory factor analysis, the goodness of fit indices showed good fit of the model. The results also showed that all items of Urmia High School Teachers' Pedagogical Content Knowledge Scale were acceptable in using factor loaded digital games. And none of the items were removed from the Sue et al. Questionnaire (2013). It should be noted that in the subscale of game knowledge, item 1 with factor loadings (0/779), in the subscale of Pedagogical game knowledge, item 9 with factor loadings (0/745), in the subscale of game content knowledge, factor 12 with operating load (0/761) is considered to be the most relevant items for each component of game knowledge, Pedagogical game knowledge, and game content knowledge. The Pedagogical content knowledge of high school teachers in the city of Urmia in using digital games has a good content and structural validity and can be used to evaluate the Pedagogical content knowledge of other high schools in using digital games. ‫ﭼﮑﯿﺪه‬ ‫اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﻫﻨﺠﺎرﯾﺎﺑﯽ ﻣﻘﯿﺎس داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻤﺎن‬ .‫ﻣﺪارس ﻣﺘﻮﺳﻄﻪ اروﻣﯿﻪ در اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎل اﻧﺠﺎم ﺷﺪ‬ ‫ ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ‬.‫ ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ‬،‫ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﻧﻈﺮ روش‬ ‫ از ﺑﯿﻦ‬،‫ در اﯾﻦ ﭘﮋوﻫﺶ‬.‫ﺗﻤﺎﻣﯽ ﻣﻌﻠﻤﺎن ﻣﺪارس ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اروﻣﯿﻪ اﺳﺖ‬ ‫ ﻧﺎﺣﯿﻪ دو اﻧﺘﺨﺎب و ﺳﭙﺲ ﺑﺎ‬،‫ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ‬،‫ﻧﻮاﺣﯽ آﻣﻮزش و ﭘﺮورش‬ ‫ ﭘﺮﺳﺶﻧﺎﻣﻪﻫﺎ ﺑﯿﻦ ﻣﻌﻠﻤﺎن‬،‫اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻃﺒﻘﻪاي ﻧﺴﺒﯽ‬ ‫ ﺑﺮاي ﺳﻨﺠﺶ داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ‬.‫ ﺗﻮزﯾﻊ ﺷﺪ‬2 ‫ﻣﺪارس ﻣﺘﻮﺳﻄﻪ ﻧﺎﺣﯿﻪ‬ (2013) ‫در اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎل از ﭘﺮﺳﺶﻧﺎﻣﻪ ﺳﻮ و ﻫﻤﮑﺎران‬ ‫اﺳﺘﻔﺎده و در ﻧﻬﺎﯾﺖ دادهﻫﺎي ﺟﻤﻊآوري ﺷﺪه از ﻃﺮﯾﻖ آزﻣﻮن آﻣﺎري ﺗﺤﻠﯿﻞ‬ ‫ ﻣﻘﺎدﯾﺮ ﺷﺎﺧﺺﻫﺎي‬،‫ در ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿﺪي‬.‫ﻋﺎﻣﻠﯽ ﺗﺎﯾﯿﺪي ﺑﺮرﺳﯽ ﺷﺪ‬ ‫ ﺑﯿﺎﻧﮕﺮ ﺑﺮازش ﺧﻮب ﻣﺪل ﺑﻮد؛ ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ‬،‫ﻧﯿﮑﻮﯾﯽ ﺑﺮازش‬ ‫ﻫﻤﻪ ﮔﻮﯾﻪﻫﺎي ﻣﻘﯿﺎس داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻤﺎن ﻣﺪارس ﻣﺘﻮﺳﻄﻪ‬ ‫اروﻣﯿﻪ در اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎل ﺑﺎر ﻋﺎﻣﻠﯽ ﻣﻮرد ﻗﺒﻮل داﺷﺘﻨﺪ و‬ ‫( ﺣﺬف ﻧﺸﺪ؛ ﻻزم‬2013) ‫ﻫﯿﭻﮐﺪام از ﮔﻮﯾﻪﻫﺎ از ﭘﺮﺳﺶﻧﺎﻣﻪ ﺳﻮ و ﻫﻤﮑﺎران‬ ‫ ﺑﺎ ﺑﺎر ﻋﺎﻣﻠﯽ‬1 ‫ ﮔﻮﯾﻪ‬،‫ﺑﻪ ذﮐﺮ اﺳﺖ ﮐﻪ در ﺧﺮده ﻣﻘﯿﺎس داﻧﺶ ﺑﺎزي‬ ‫ ﺑﺎ ﺑﺎر ﻋﺎﻣﻠﯽ‬9 ‫ ﮔﻮﯾﻪ‬،‫ در ﺧﺮده ﻣﻘﯿﺎس داﻧﺶ ﺗﺮﺑﯿﺘﯽ ﺑﺎزي‬،(0/779) ‫ ﺑﺎ ﺑﺎر ﻋﺎﻣﻠﯽ‬12 ‫ ﮔﻮﯾﻪ‬،‫( و در ﺧﺮده ﻣﻘﯿﺎس داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺑﺎزي‬0/745) ‫ ﺑﻪ ﻋﻨﻮان ﻣﻬﻢﺗﺮﯾﻦ ﮔﻮﯾﻪﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﻫﺮﯾﮏ از ﻣﻮﻟﻔﻪﻫﺎي‬،(0/761) .‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ ﺑﺎزي و داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺑﺎزي ﺑﻪ ﺣﺴﺎب ﻣﯽآﯾﺪ‬،‫داﻧﺶ ﺑﺎزي‬ ‫ﻣﻘﯿﺎس داﻧﺶ ﻣﺤﺘﻮاي ﺗﺮﺑﯿﺘﯽ ﻣﻌﻠﻤﺎن ﻣﺪارس ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮﺳﺘﺎن اروﻣﯿﻪ‬ ‫در اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎﻟﯽ از رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزهاي ﻣﻄﻠﻮب‬ ‫ﺑﺮﺧﻮردار اﺳﺖ و ﻣﯽﺗﻮان از آن ﺑﺮاي ارزﯾﺎﺑﯽ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﺳﺎﯾﺮ‬ .‫ﻣﺪارس ﻣﺘﻮﺳﻄﻪ در اﺳﺘﻔﺎده از ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎﻟﯽ اﺳﺘﻔﺎده ﮐﺮد‬ Keywords Standardization, Game Pedagogical Content Knowledge, Game Knowledge, Game Pedagogical Knowledge, Game Content Knowledge. ‫واژﮔﺎن ﮐﻠﯿﺪي‬ ،‫ داﻧﺶ ﺗﺮﺑﯿﺘﯽ ﺑﺎزي‬،‫ داﻧﺶ ﺑﺎزي‬،‫ داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺗﺮﺑﯿﺘﯽ ﺑﺎزي‬،‫ﻫﻨﺠﺎرﯾﺎﺑﯽ‬ .‫داﻧﺶ ﻣﺤﺘﻮاﯾﯽ ﺑﺎزي‬ *Corresponding Author: [email protected] ‫ ﺳﯿﻤﺎ ﻋﻠﯽزاده‬:‫*ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪10‬‬ ‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﻫﻔﺘﻢ‪ ،‬ﺷﻤﺎره ﭼﻬﺎرم )ﭘﯿﺎﭘﯽ ‪ ،(28‬ﺑﻬﺎر ‪1399‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫در آﻏﺎز ﻗﺮن ﺑﯿﺴﺖ و ﯾﮑﻢ‪ ،‬ﺑﺮاي اﻓﺰاﯾﺶ ﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ از‬ ‫ﺟﻤﻠﻪ ﺗﻮﺟﻪ ﺑﻪ ﻓﻨﺎوري اﻃﻼﻋﺎت ﺗﻼشﻫﺎﯾﯽ ﺷﺪه اﺳﺖ؛ زﯾﺮا‬ ‫اﺳﺘﻔﺎده از ﻓﻨﺎوري در آﻣﻮزش ﻣﻮﺟﺐ ﺻﺮﻓﻪﺟﻮﯾﯽ در وﻗﺖ و‬ ‫اﻓﺰاﯾﺶ ﮐﺎرآﯾﯽ ﻣﯽﺷﻮد )ﮐﺎم و ﮐﻮچ‪ .(2019 ،1‬ﻣﻬﻢﺗﺮﯾﻦ‬ ‫وﯾﮋﮔﯽ ﻣﺤﯿﻂﻫﺎي ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﻓﻨﺎوري‪ ،‬ﺗﻌﺎﻣﻞ ﻣﻄﻠﻮب‬ ‫ﻓﺮاﮔﯿﺮ ﺑﺎ ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮي اﺳﺖ ﮐﻪ ﺑﺴﺘﺮ ﯾﺎدﮔﯿﺮي ﻋﻤﯿﻖ و‬ ‫ﻣﻮﺛﺮ‪ ،‬ﻫﻤﺮاه ﺑﺎ ﺗﻔﮑﺮ را ﻓﺮاﻫﻢ ﻣﯽﮐﻨﺪ )آﺷﯿﻢ و اﻟﮑﯿﺴﻢ‪،2‬‬ ‫‪2015‬؛ ﺑﻪ ﻧﻘﻞ از رﺳﺘﮕﺎر‪ :1395 ،‬ص ‪(2‬؛ اﯾﻦ ﻓﻨﺎوري زﻣﺎﻧﯽ‬ ‫ﻣﯽﺗﻮاﻧﺪ در ﻓﺮآﯾﻨﺪﻫﺎي ﯾﺎدﮔﯿﺮي داﻧﺶآﻣﻮزان و ﻋﻤﻠﮑﺮد‬ ‫ﺗﺤﺼﯿﻠﯽ آﻧﺎن ﻣﻔﯿﺪ ﺑﺎﺷﺪ ﮐﻪ ﻣﻌﻠﻤﺎن از آن ﺑﻪ ﻃﻮر ﻣﺆﺛﺮ در‬ ‫ﮐﻼس اﺳﺘﻔﺎده ﮐﻨﻨﺪ )دوﻧﮓ‪ ،‬زو‪ ،‬ﭼﺎي‪ ،‬ژاي‪ .(2019 ،3‬ﯾﮑﯽ‬ ‫از ﺟﻠﻮهﻫﺎي اﺳﺘﻔﺎده از ﻓﻨﺎوري در اﻓﺰاﯾﺶ ﮐﯿﻔﯿﺖ ﺗﺪرﯾﺲ‪،‬‬ ‫ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎزي دﯾﺠﯿﺘﺎل‪ ٤‬اﺳﺖ؛ اﯾﻦ اﺻﻄﻼح ﺗﻮﺳﻂ‬ ‫ﭘﺮﻧﺴﮑﯽ‪ (2001) 5‬و ﺟﯽ‪ ،(2007) 6‬ﺑﺮاي ﺗﻮﺻﯿﻒ اﺳﺘﻔﺎده از‬ ‫ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎﻟﯽ ﺑﻪ ﻋﻨﻮان ﯾﮏ اﺑﺰار آﻣﻮزﺷﯽ‪ ،‬ﻣﺘﺪاول‬ ‫ﺷﺪه اﺳﺖ‪ .‬ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎﻟﯽ ﻣﺤﯿﻄﯽ ﻣﻨﺎﺳﺐ ﺑﺮاي‬ ‫ﯾﺎدﮔﯿﺮي ﻫﺴﺘﻨﺪ؛ زﯾﺮا ﺑﻪ ﻓﺮاﮔﯿﺮان ﺑﺮاي ﮐﺴﺐ داﻧﺶ ﺟﺪﯾﺪ و‬ ‫ﺗﻌﻤﯿﻖ داﻧﺶ ﻣﻮﺟﻮد در زﻣﯿﻨﻪﻫﺎي ﻣﺨﺘﻠﻒ ﺗﺤﺼﯿﻠﯽ ﮐﻤﮏ‬ ‫ﻣﯽﮐﻨﻨﺪ‪ .‬ﻋﻼوه ﺑﺮ اﯾﻦ‪ ،‬ﺑﺎزيﻫﺎي دﯾﺠﯿﺘﺎﻟﯽ ﻣﯽﺗﻮاﻧﻨﺪ ﺑﺎ ﺗﺄﮐﯿﺪ‬ ‫ﺑﺮ ﺑﺎزﻧﻤﺎﯾﯽ ﻣﻔﻬﻮﻣﯽ‪ ،‬ﺷﺒﯿﻪﺳﺎزي ﯾﺎ ﻣﺘﻦﺳﺎزي ﻣﻮﺟﺐ اﯾﺠﺎد‬ ‫ﺗﻤﺮﮐﺰ در ﯾﺎدﮔﯿﺮي ﺷﻮﻧﺪ )ﺟﺎﯾﺎﺗﯿﮑﯽ و ﺷﺎ‪.(2020 ،7‬‬ ‫ﻃﺒﻖ ﻧﻈﺮ ﺗﯿﺪ‪ ،(2012) 8‬ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎزي‬ ‫دﯾﺠﯿﺘﺎﻟﯽ‪ ،‬در ﻣﺤﯿﻂ ﻣﺠﺎزي رخ ﻣﯽدﻫﺪ و داﻧﺶآﻣﻮزان در‬ ‫ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي‪ ،‬ﺑﺎ ﯾﮏ اﺑﺰار ﺗﮑﻨﻮﻟﻮژﯾﮑﯽ ﻣﺎﻧﻨﺪ راﯾﺎﻧﻪ ﺳﺮوﮐﺎر‬ ‫دارﻧﺪ؛ ﺗﮑﻨﻮﻟﻮژي آﻣﻮزﺷﯽ ﻣﻮﺟﺐ اﻓﺰاﯾﺶ ﯾﺎدﮔﯿﺮي ﻣﯽﺷﻮد و‬ ‫در ﻧﺘﯿﺠﻪ ﻣﻌﻠﻤﺎن ﺑﺎﯾﺪ ﺑﺎ ﻣﻬﺎرت و داﻧﺶ ﻓﻨﺎوري‪ ،‬داﻧﺶ‬ ‫ﺗﺮﺑﯿﺘﯽ و داﻧﺶ ﻣﺤﺘﻮا ﺑﻪ ﮐﻼس وارد ﺷﻮﻧﺪ )ﺷﯿﻨﺎس‪ ،‬اوزدن‪،‬‬ ‫ﻣﻮزا‪ ،‬ﮐﻼﯾﻦ‪ ،‬ﺟﻮزف‪ .(2013 ،9‬ﻣﻄﺎﻟﻌﺎت ﻧﺸﺎن دادهاﻧﺪ ﮐﻪ‬ ‫ﺑﺎزيﻫﺎي آﻣﻮزﺷﯽ دﯾﺠﯿﺘﺎل‪ ،‬ﯾﺎدﮔﯿﺮي ﻣﻔﻬﻮﻣﯽ‪ ،‬اﺳﺘﺮاﺗﮋي و‬ ‫‪1. Cam and Koç‬‬ ‫‪2. Achim & Alkssim‬‬ ‫‪3. Dong, Xu, Chai, Zhai‬‬ ‫)‪4 Digital Game-Based Learning (DGBL‬‬ ‫‪5. Prensky‬‬ ‫‪6. Gee‬‬ ‫‪7. Jayatilleke and Shah‬‬ ‫‪8. Teed‬‬ ‫‪9. Shinas, Ozden, Mouza, Klein, Joseph‬‬ ‫روﯾﻪاي را ﺑﻪ ﺟﺎي ﯾﺎدﮔﯿﺮي ﻣﺘﻨﯽ و ﻃﻮﻃﯽوار ﮐﻪ ﻣﻮرد ﻧﯿﺎز‬ ‫ﺑﺮﻧﺎﻣﻪﻫﺎي درﺳﯽ ﻣﺪرﺳﻪ و آزﻣﻮنﻫﺎي اﺳﺘﺎﻧﺪارد ﺷﺪه ﻫﺴﺖ‪،‬‬ ‫ﺗﺮوﯾﺞ ﻣﯽدﻫﻨﺪ )وو‪ :2015 ،10‬ص ‪.(32‬‬ ‫ﯾﺎدﮔﯿﺮي ﻣﺒﺘﻨﯽ ﺑﺮ ﺑﺎزي دﯾﺠﯿﺘﺎل ﻣﻮرد ﺗﻮﺟﻪ ﺑﺴﯿﺎري از‬ ‫ﻣﺤﻘﻘﺎن و دﺳﺖاﻧﺪرﮐﺎران ﻗﺮار ﮔﺮﻓﺘﻪ اﺳﺖ؛ ﯾﺎﻓﺘﻪﻫﺎي‬ ‫ﺗﺤﻘﯿﻘﺎت ﭘﯿﺸﯿﻦ ﺣﺎﮐﯽ از ﻧﻘﺶ ﻣﺜﺒﺖ ﺑﺎزيﻫﺎي راﯾﺎﻧﻪاي در‬ ‫ﯾﺎدﮔﯿﺮي و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ اﺳﺖ )ﮐﺎﻧﻠﯽ‪ ١١‬ (...truncated)