استفاده از فناوری های واقعیت مجازی بهمنظور غنیسازی آموزش و یادگیری: نظریه یکپارچه پذیرش و استفاده از فناوری | ||
| پژوهش در روشهای آموزش | ||
| دوره 3، شماره 3 - شماره پیاپی 11، مهر 1404، صفحه 4-20 اصل مقاله (1.09 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22091/jrim.2025.12074.1184 | ||
| نویسندگان | ||
| علیرضا ناظمی بیدگلی1؛ زهرا صادقی آرانی* 2 | ||
| 1دانشجوی دکتری مدیریت ورزشی، دانشکدگان فارابی، دانشگاه تهران، ایران | ||
| 2دانشیار گروه مدیریت بازرگانی، دانشکده علوم مالی، مدیریت و کارآفرینی، دانشگاه کاشان، ایران. | ||
| چکیده | ||
| واقعیت مجازی میتواند با ایجاد محیطهای یادگیری تعاملی، کیفیت آموزش و یادگیری را بهبود بخشد. این تحقیق با هدف بررسی تمایل به استفاده از واقعیت مجازی برای غنیسازی آموزش و یادگیری انجام شده است. روش ها این پژوهش از نوع کاربردی - توصیفی و با روش نمونهگیری غیراحتمالی در دسترس انجام شد. جامعه آماری شامل تمامی دانشجویان مشغول به تحصیل در دانشگاه علوم پزشکی شهرستان کاشان در سال تحصیلی 1403-1402 بود که تعداد 378 نفر از طریق جدول کرجسی مورگان بهعنوان نمونه انتخاب شدند. برای بررسی روایی سازهای پرسشنامه، شاخص KMO و آزمون بارتلت مورد استفاده قرار گرفت. مقدار KMO برابر با81/0 و آزمون بارتلت (χ² = 1350.24, p < 0.001) نشان داد که دادهها برای تحلیل عاملی مناسب هستند. نتایج نشان داد که متغیرهای عادت، شرایط تسهیلکننده، تأثیرات اجتماعی، نگرش، ارزش قیمت و انگیزه لذتجویانه تأثیر مثبت و معناداری بر پذیرش فناوری واقعیت مجازی در حوزه آموزش دارند. همچنین متغیرهای عملکرد مورد انتظار و تلاش مورد انتظار تأثیر مثبت و معناداری بر نگرش دانشجویان نسبت به فناوری واقعیت مجازی دارند. دانشگاهها میتوانند با تأکید بر مزایای آموزشی فناوری واقعیت مجازی و تسهیل استفاده از آن، نگرش دانشجویان نسبت به این فناوری را بهبود بخشند. دانشگاهها میتوانند با سرمایهگذاری در زیرساختهای فناوری و ایجاد محیطهای یادگیری جذاب و مشارکتی، میزانپذیرش این فناوری را افزایش دهند. بااینحال، این مطالعه محدودیتهای زیرساختی فناوری در دانشگاهها را نیز شناسایی کرده است که میتواند بر پذیرش فناوری واقعیت مجازی تأثیر بگذارد. | ||
تازه های تحقیق | ||
نتایج پژوهش نشان داد که 477/0 درصد از تغییرات در پذیرش این فناوری توسط متغیرهای مستقل توضیح داده شدهاند که نشاندهنده برازش مناسب مدل پیشنهادی است نتایج بیانگر این است که این مدل میتواند بهعنوان ابزاری مؤثر برای تحلیل و پیشبینی رفتارهای مرتبط با پذیرش و استفاده از فناوریهای نوین، از جمله فناوریهای واقعیت مجازی، مورد استفاده قرار گیرد. نتایج این مطالعه نشان میدهد که متغیر عادت تأثیر مثبت و معناداری بر پذیرش و نگرش دارد. و مشخص شد که تأثیرات اجتماعی نیز بر نگرش افراد برای پذیرش فناوری واقعیت مجازی تأثیرگذار است، پس تمایل یا عدم تمایل افراد برای استفاده از این فناوری بهمنظور غنیسازی آموزش و توسعه یادگیری پویا میتواند، بهراحتی توسط گروههای مرجع که بهصورت دورهای یا منظم با آنها معاشرت میکنند، تحتتأثیر قرار گیرد همچنین نتایج این پژوهش نشان داد به ترتیب دو متغیر ارزش قیمت و انگیزه لذتجویانه تأثیر مثبت و مستقیم بر روی نگرش و بهطور غیرمستقیم بر پذیرش از فناوری واقعیت مجازی دارد علاوهبر این یافتههای پژوهش حاضر نشان داد که دو متغیر عملکرد مورد انتظار و تلاش مورد انتظار تأثیر معناداری بر روی متغیر نگرش و در نهایتپذیرش این فناوری در مدل دارد. | ||
| کلیدواژهها | ||
| پذیرش مدل فناوری؛ مدیریت آموزشی؛ واقعیت مجازی؛ فناوری نوین؛ یادگیری دیجیتال | ||
| عنوان مقاله [English] | ||
| Using Virtual Reality Technologies to Enrich Teaching and Learning: UTAUT2 Approach | ||
| نویسندگان [English] | ||
| Alireza Nazemi Bidgoli1؛ Zahra Sadeqi-Arani2 | ||
| 1Faculty of Sports and Health Sciences, Collage of Farabi, University of Tehran. Iran | ||
| 2Department of Business Management, Faculty of Financial Sciences, Management and Entrepreneurship, University of Kashan, Kashan, Iran. | ||
| چکیده [English] | ||
| Virtual reality can enhance the quality of education and learning by creating interactive learning environments. This study aimed to examine the willingness to use virtual reality to enrich education and learning.This research employed an applied-descriptive design and utilized a non-probability convenience sampling method. The statistical population included all students enrolled at Kashan University of Medical Sciences during the 2023–2024 academic year, from which a sample of 378 individuals was selected using Krejcie and Morgan’s table. The construct validity of the questionnaire was assessed using the KMO index and Bartlett’s test. The KMO value was 0.81, and Bartlett’s test (χ² = 1350.24, p < 0.001) confirmed that the data were suitable for factor analysis. The results indicated that habit, facilitating conditions, social influences, attitude, price value, and hedonic motivation had a positive and significant impact on the acceptance of virtual reality technology in education. Additionally, expected performance and expected effort had a positive and significant effect on students’ attitudes toward virtual reality technology. Universities can improve students' attitudes toward virtual reality technology by emphasizing its educational benefits and facilitating its use. Furthermore, universities can enhance the adoption of this technology by investing in technological infrastructure and creating engaging and collaborative learning environments. However, this study also identified technological infrastructure limitations in universities that may hinder the adoption of virtual reality technology. | ||
| کلیدواژهها [English] | ||
| Technology acceptance model, educational management, virtual reality, new technology, digital learning | ||
| مراجع | ||
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