Middle Eastern Journal of Disability Studies
مجله مطالعات ناتوانی
MEJDS
Medical Sciences
http://jdisabilstud.org
1
admin
2322-2840
2322-2840
10.29252/mejds
14
8888
13
fa
jalali
1401
1
1
gregorian
2022
4
1
12
Articles-1401
online
1
fulltext
fa
اثربخشی آموزش بازیهای رایانهای شناختی در افزایش عملکرد خواندن دانشآموزان نارساخوان
The Effectiveness of Cognitive Computer Games Training on Increasing Reading Performance of Dyslexic Students
توانبخشی
Rehabilitation
مقاله پژوهشی اصیل
Original Research Article
<p style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:Tahoma;"><span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA">زمینه و هدف:</span></b><span lang="FA"> امروزه برای ارتقای سطح آموزش خواندن از ابزار و روشهای گوناگونی ازجمله رایانه، بهصورت گسترده استفاده میشود. قابلیت سیستم تدریس فردی رایانهیار کارنامهای پربار دارد؛ ازاینرو، این پژوهش با هدف اثربخشی آموزش بازیهای رایانهای شناختی در افزایش عملکرد خواندن دانشآموزان نارساخوان انجام شد.</span></span></span><br>
<span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA">روشبررسی:</span></b><span lang="FA"> روش این پژوهش، نیمهآزمایشی با </span><span lang="FA">طرح پیشآزمون و پسآزمون همراه با گروه گواه </span><span lang="FA">بود. جامعهٔ آماری پژوهش را تمامی دانشآموزان نارساخوان مراجعهکننده به مراکز مشکلات ویژهٔ یادگیری مستقر در آموزش و پرورش ناحیهٔ یک شهر رشت در سال تحصیلی ۹۹-۱۳۹۸ تشکیل دادند. از بین آنها تعداد چهل نفر داوطلب واجد شرایط انتخاب شدند و بهصورت تصادفی در گروه آزمایش و گروه </span><span lang="FA">گواه</span><span lang="FA"> قرار گرفتند (هر گروه بیست نفر). آزمودنیهای دو گروه پرسشنامهٔ نشانههای نارساخوانی (سلیمی تیموری، ۱۳۸۶) را در مراحل پیشآزمون و پسآزمون تکمیل کردند. برای گروه آزمایش بهمدت هشت جلسه مداخلهٔ آموزشی بازیهای رایانهای شناختی ارائه شد؛ درحالیکه در طول این مدت گروه </span><span lang="FA">گواه </span><span lang="FA">هیچگونه مداخلهای دریافت نکرد. تجزیهوتحلیل دادهها با استفاده از آزمون تحلیل کوواریانس در نرمافزار </span><span dir="LTR">SPSS</span> نسخهٔ ۲۴ صورت گرفت. سطح معناداری برای همهٔ آزمونها ۰٫۰۵ لحاظ شد.</span></span><br>
<span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA">یافتهها:</span></b><span lang="FA"> نتایج نشان داد، آموزش بازیهای رایانهای شناختی بر کاهش نمرۀ اختلال خواندن دانشآموزان نارساخوان گروه آزمایش درمقایسه با دانشآموزان گروه گواه مؤثر بود (۰٫۰۰۱></span><i><span dir="LTR">p</span></i><span lang="FA">). اندازهٔ اثر آموزش بازیهای رایانهای شناختی بر کاهش اختلال خواندن دانشآموزان نارساخوان ۰٫۸۲۹ بود.</span></span></span><br>
<span style="direction:rtl"><span style="unicode-bidi:embed"><b><span lang="FA">نتیجهگیری:</span></b><span lang="FA"> براساس یافتههای مطالعه نتیجه گرفته میشود، آموزش بازیهای رایانهای شناختی در افزایش عملکرد خواندن دانشآموزان نارساخوان مؤثر است.</span></span></span></span></span></p>
<p style="text-align: justify;"><span style="font-size:12px;"><span style="font-family:Tahoma;"><span style="unicode-bidi:embed"><b><span lang="EN">Background & Objectives:</span></b><span lang="EN"> Dyslexia is one of the common types of learning disabilities. Dyslexia is seen among students who have average IQ. Dyslexia is a neurological disorder with tremendous impact on the brain's ability to receive, process, store, and respond to information. One of the consequences of dyslexia is the impact on reading performance. Reading is one of the most effective and determining skills of the students. This skill has considerable sensitivity in classrooms and schools and is the foundation of student growth in other areas. Executive functions include students at risk, especially children with learning disabilities. Executive functions are used for reading. In the past, to develop the level of reading education, various tools and models, especially computers, have been widely used. The capability of a computer–aided individual teaching system shows fruitful results. This study aimed to examine the effectiveness of cognitive computer games training in increasing the reading performance of dyslexic students.</span><span dir="RTL" lang="FA"><span style="font-family:"XB Niloofar""></span></span></span><br>
<span style="unicode-bidi:embed"><b><span lang="EN">Methods:</span></b><span lang="EN"> This research method was quasi–experimental with a pretest–posttest design with a control group. In this study, the statistical population included all dyslexic students who were referred to the special learning problems centers located in the district one education department of Rasht City, Iran in the academic year 2019–2020. They had problems in Persian lessons and through the Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) were identified. According to available information, the number of students who visited the centers during November of this academic year was 293. In this study, the experimental sample included a group of students who were referred to the special learning problems centers. In this regard, first, those students whose grades of dyslexia were higher than the cutoff line were identified. Then, 40 eligible volunteers were randomly divided into the experimental and control groups (each group with 20 people). The study data were gathered via Dyslexia Symptoms Questionnaire (Salimi Timori, 2007) in pretst and posttest for two groups. In this study, the Cognitive Computer Training Program was used for educational intervention. This program aimed at teaching working memory under the supervision of psychological specialists of Ferdowsi University of Mashhad and with the cooperation of Sina Behavioral–Cognitive Sciences Research Institute in 2010. It was based on existing theories, following the example of Robo Mamo software that included focusing on visual–spatial and verbal memory of Klingberg (2005) and was adapted to Iranian culture. Cognitive computer training was taught in eight 60–min sessions only for experimental group. To analyze the data, the descriptive (mean and standard deviation) and inferential statistics (the parametric test of covariance analysis) were performed in SPSS version 24. The significance level of 0.05 was considered for the tests.</span></span><br>
<span style="unicode-bidi:embed"><b><span lang="EN">Results:</span></b><span lang="EN"> The results showed that the training with cognitive computer games was effective in reducing the reading disorder variable of dyslexic students of the experimental group compared to the students of the control group (<i>p</i><0.001).</span> <span lang="EN">The effect size of cognitive computer games training on reducing the reading disorder of dyslexic students was </span>0.829. </span><br>
<span style="unicode-bidi:embed"><b><span lang="EN">Conclusion:</span></b><span lang="EN"> Based on the study findings, cognitive computer games training is effective in increasing the reading performance of dyslexic students.</span> <span lang="EN">Therefore, cognitive computer game training can be effective for students with reading disabilities.</span><span dir="RTL" lang="FA"><span style="font-family:"XB Niloofar""></span></span></span></span></span><br>
</p>
آموزش بازیهای رایانهای شناختی, عملکرد خواندن, دانشآموزان نارساخوان
Cognitive computer games training, Reading performance, Dyslexic students
121
121
http://jdisabilstud.org/browse.php?a_code=A-10-1847-1&slc_lang=fa&sid=1
Bahram
Safari
بهرام
صفری
Bahransafari4@gmail.com
100319475328460050553
100319475328460050553
No
Islamic Azad University, Takestan Branch
دانشگاه آزاد اسلامی واحد تاکستان
Marjan
Taheri Osgouei
مرجان
طاهری اسکویی
Dr.Taheri2019@gmail.com
100319475328460050554
100319475328460050554
Yes
Islamic Azad University, Takestan Branch
گروه زبانشناسی دانشگاه آزاد اسلامی واحد تاکستان
Henghameh
Vaezi
هنگامه
واعظی
henghamehvaezi@yahoo.com
100319475328460050555
100319475328460050555
No
Islamic Azad University, Rasht Branch
گروه زبانشناسی دانشگاه آزاد اسلامی واحد رشت
Zohreh
Safavizadeh
زهره
صفوی زاده
naghme_linguist@yahoo.com
100319475328460050556
100319475328460050556
No
Islamic Azad University, Takestan Branch
گروه زبانشناسی دانشگاه آزاد اسلامی واحد تاکستان