
تعداد نشریات | 31 |
تعداد شمارهها | 357 |
تعداد مقالات | 3,464 |
تعداد مشاهده مقاله | 4,390,539 |
تعداد دریافت فایل اصل مقاله | 5,069,802 |
بررسی تجربههای زیسته از یادگیریهای پنهان در استفاده از ویدئو گیمها و انیمیشنها (مطالعهای پدیدارشناسانه) | ||
مدیریت دانشگاهی | ||
دوره 3، شماره 1 - شماره پیاپی 8، فروردین 1403، صفحه 145-120 اصل مقاله (1006.06 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/jam.2024.62329 | ||
نویسندگان | ||
سمیه کیارسی1؛ مظهر بابایی* 2 | ||
1استادیار گروه آموزش ابتدایی، واحد شادگان، دانشگاه آزاد اسلامی، شادگان، ایران. | ||
2استاد یار گروه علوم تربیتی، دانشگاه فرهنگیان سنندج، ایران | ||
چکیده | ||
بررسی چگونگی یادگیری پنهان رسانهای کودکان همواره یکی از مهمترین مسائل موجود در نظام تربیتی کشور بوده است. بر این اساس محققان در پژوهش حاضر به تحلیل تجربه زیسته دانش آموزان از یادگیری پنهان رسانهای پرداختهاند. در پژوهش حاضر، از رویکردی کیفی از نوع روش پدیدارشناسی توصیفی و روش گردآوری اطلاعت اَسنادی-کتابخانهای، بهره برده شد. میدان پژوهش، شامل 15 شرکتکننده (10 پسر و 5 دختر) از دانشآموزان مقطع ابتدایی شهرستان دزفول در زمستان 1399 بود که به روش نمونهگیری هدفمند انتخاب شدند و مصاحبه با آنها تا رسیدن به سطح اشباع نظری ادامه یافت. ابزار پژوهش، مصاحبهی عمیق نیمه ساختاریافته محقق ساخته بوده و تحلیل مصاحبهها به روش هفت مرحلهای کلایزی تحلیل و مقولهبندی شدهاند. یافتههای پژوهش شامل 3 مضمون اصلی: 1) یادگیری درباره عناصر فریبنده محتوایی، 2) یادگیری درباره تکنیکهای فریبنده تولید، 3 ) یادگیری درباره انگیزه و اهداف تولیدکنندگان و نیز 12 زیر مضمون بود. بر اساس یافتههای پژوهش میتوان گفت که یادگیری پنهان دانشآموزان از ویدئوگیمها و انیمیشنها در شکلدهی نگرش و رفتار آموزشی آنها نقش بسزایی دارد. ازاینرو، شناسایی مؤلفههای مذکور و سپس برنامهریزی و ارائه راهکارهای مناسب جهت پرورش مهارتهای تفکری سطح بالا و پیچیده در دانشآموزان، ضروری به نظر میرسد. | ||
کلیدواژهها | ||
تجربههای زیستهی دانشآموزان؛ یادگیری پنهان؛ ویدئوگیمها و انیمیشنها | ||
مراجع | ||
Abbasi, A. Z., Nisar, S., Rehman, U., &Ting, D. H. (2020), “Impact of HEXACO Personality Factors on Consumer Video Game Engagement: A Study on eSports”, Frontiers in Psychology, Vol 11, pp.1-15. Anderson, CA., Shibuya, A., Ihori, N,. (2010). Violent videogame effects on aggression,empathy, and prosocial be-havior in Eastern and Western countries: a meta-analyticreview. Psychological Bulletin 2010; 136:151–173.6. Başar, M. & Çetin, Ö. (2013). A study on analyzing the elementary and middle school students' level of showing bullying behaviors and their environments of learning bullying behaviors. E-Journal of New World Sciences Academy- Education Sciences. 8(4). 471- 488. Bergsma, LJ., Carney, ME. (2008). Effectiveness of health-promoting media literacy education: a systematic review. Health education research. 23(3): 522-42 Brody, J. (2015), Screen Addiction Is Taking a Toll on Children - The New York Times, https://well.blogs.nytimes.com/2015/07/06/screen-addiction-is-taking-a-toll-on-children/?_r=0 (accessed on 29 January 2018) Brown,JD., Bobkowski, PS. (2011). Older and newer media: Patterns of use and effects on adolescents' health and well‐being. Journal of Research on Adolescence. 21(1):95-113. Burgess, M. C. R., Dill, K. E., Stermer, S. P., Burgess, S. R., Brown, B. P. (2011). Playing with prejudice: The prevalence and consequences of racial stereotypes in video games. Media Psychology, 14, 289-311. doi:10.1080/15213269.2011.596467 Google Scholar, Crossref Cantor, J. (2012).The media and children's fears, anexities, and perception of danger. In D.G. Singer, & J. L. Singer (Eds.),Handbook of children and the media (pp. 215–230) (2nd ed.). Thousand Oaks, CA: Sage Publications. Coyne, S. M. (2016). Effects of viewing relational aggression in the media on aggressive behaviorin adolescents: A three-year longitudinal study.Developmental Psychology,52 (2), 284–295.doi: 10.1037/dev0000068. Çobanoğlu, R. & Engin Demir, C. (2014). The visible side of the hidden curriculum in schools. Elementary Education Online. 13(3). 776–786. Çubukçu, Z. (2012). The effect of hidden curriculum on character education process of primary school students. Educational Sciences: Theory & Practice, 12(2). 1513–1534. Demirel, Ö. (2010). Curriculum development from theory to practice. Ankara: PegemA Publishing. England, D. E., Descartes, L., & Collier-Meek, M. A. (2011). Gender role portrayal andthe Disney princesses.Sex Roles,64(7-8), 555-567. Efren, Ch,M & Su, Ch-Ho. (2019). The Influence of Attractive Game Characters on Gaming Purchases: A Grounded Theory and Ordinal Logistic Regression Study. 11. 1-16. Gentile, D. G., Li, D., Khoo, A., Prot, S., & Anderson, C. A. (2014). Practice, thinking, and action Media torsandmoderatorsof long-term violent video game effectson aggressive behavior. Giles,D.& Maltby,J. (2004).The role of media figures in adolescent development: Relations between autonomy, attachment, and interest in celebrities. Pers Indiv Differ; 36(4): 813-822. doi:10.1016/s0191-8869(03)00154-5. Greitemeyer, T. (2018). The spreading impact of playing violentvideo games on aggression. Computers in Human Behavior, 80:216–219. Habibi-Kaleybar,R,. Farid,A., Gobadi,L. (2020). Analysis of students' lived experiences of test anxiety phenomenon: Phenomenological study, Journal of Research in Teaching,8(2),199-216. [in Persian] Hawkman, A. M., & Van Horn, S. E. (2019). What does it mean to be patriotic?: Policing patriotism in sports and social studies classrooms. The Social Studies, 110(3), 105-121. doi:10.1080/00377996.2018.155384. Hill, j. (2011). “Endangered childhoods: how consumerism is impacting child and youth identity”, Media, Culture and Society, 33(3), pp347-362. Hoekstra, S. J., Harris, R.J., Helmick, A.L. (1999). Autobiographical Memories about the Experience of Seeing Frightening Movies in Childhood. Media Psychology; 1(2):117-140 . Holmes,E.A.,James,E.L.,CoodBate,T.,&Deeprose,C. (2009).Canplayingthecomputergame“tetris”reducethebuildupofflashbacksfortrauma?Aproposalfromcognitivescience.PLoSOne,4(1),e4153.https://doi.org/10.1371/journal.pone. 0004153 Hopkins, L., F. Brookes and J. Green (2013), “Books, bytes and brains: The implications of new knowledge for children's early literacy learning”, Australasian journal of early childhood., Vol. 38/1, pp. 23-28. Hudders, V. Cauberghe, and Panic,k. (2016). “How advertising literacy training affect children's responses to television commercials versus advergames”, International Journal of Advertising, 35(6), pp. 909-931. Hwang,G.,&Chen,C. (2017).Influences of aninquiry based ubiquitous gaming designon students 'learning. achievements,motivation,behavioralpatterns,andtendencytowardscriticalthinkingandprobl msolving.BritishJournalofEducationalTechnology,48(4),950 971.https://doi.org/10.1111/bjet.12464. jafariyan, V, mahmoodi,F. (2019). A phenomenalogical study of practice teachers experiences from the new practicism program in Farhangian University of East Azarbaijan. Journal of Research in Teaching,7(2),54-69. [in Persian] Kellner, D., Share, J. (2005).Toward Critical Media Literacy: Core concepts, debates, organizations, and policy. Discourse; 26 (3):369-386. Kincheloe, J. (2007).Critical pedagogy: Primer. New York, NY: Peter Lang. Lynch, T., Tompkins, J. E., van Driel, I. I., & Fritz, N. (2016). Sexy, strong, and secondary: A content analysis of female characters in video games across 31 years. Journal of Communication, 66(4), 564–584. https://doi.org/10.1111/jcom.12237. Marchand, A. and Hennig-Thurau, T. (2013), "Value creation in the video game industry: Industry economics, consumer benefits, and research opportunities," Journal of Interactive Marketing,Vol. 27 No. 3, pp. 141-57. Massialas, B. G. (1996). The hidden curriculum and social studies. Crucial issues in teaching social studies K–12. 61–79. McCarthy, RJ., Coley, SL., Wagner, MF. (2016). Does playingvideo games with violent content temporarily increaseaggressive inclinations? A pre-registered experimentalstudy. Journal of Experimental Social Psychology, 67:13–19. Meeus, W., J. Van Ouytsel, A., Driesen, J., T’Sas. a. (2014). “Media Literacy in the Digital Age. How to Benefit from Media Use while Protecting against Harm.” The Journal of Didactics 5 (1&2): 64-79. Morgan M, Shanahan J. Brunt R, editors. (1997)."Two Decades of Cultivation Research: An Appraisal and Meta- Analysis" in Communication Yearbook.20 Ed. Burleson Newbury Park, CA: Sage, 1- 45. Niazi, Leila; Zarei Zavaraki, Ismail and Aliabadi, Khadijeh (2015). The effect of media literacy training program based on information and communication technology on students' awareness. Quarterly Journal of New Media Studies, 2 (7), 156-119.. [ in Persian]. Olusola, O. & Kehinde, O. (2014). Perceived Influence of Television Cartoons on NigerianChildren’s Social Behavior. Retrieved from: http://www.ec.ubi.pt/ec/17/pdf/n17a05. Oliver, M. B. & Green, E. (2001). Development of Gender Differences in Children’s Responses to Animated Entertainment Plenum PublishingCorporation. Pannekeet, J. (2018), "Newzoo: Global esports economy will reach $905.6 million in 201 as brand investment grows by 48%,"Accessed (Aug 11, 2020) at: https://newzoo.com/insights/articles/newzoo-global-esports-economy-will-reach-905-6-million-2018-brand-investment-grows-48/ Peek, HS., Beresin E. (2016). Reality check: How reality television can affect youth and how a media literacy curriculum can help. Academic Psychiatry. 40(1):177-81. Spence,I.,&Feng,J. (2010).Videogamesandspatialcognition.ReviewofGeneralPsychology,14(2),92–104.https://doi.org/10.1037/a0019491. Šramová, B., Džupina, M., & Jurášková, O. (2013). Impact of value structure on brand engagement depending on degree of self-esteem of adolescents. International Journal of Innovation and Applied Studies, 3 (4), 931-940 Stanford History Education Group. (2016).Evaluating information: The cornerstone of civic online reasoning. Executive Summary. Taghizadeh, Abbas. (2012). Promoting media literacy to reduce emerging social harms ocyberspace. First National Congress on Cyberspace and Emerging Social In[ in Persian juries, Ministry of Cooperatives, Labor and Social Welfare, December 10, Tehran.]. Teng, Z, Nie, Q, Guo, C,. (2019). A longitudinal study of linkbetween exposure to violent video games and aggression inChinese adolescents: the mediating role of moral disen-gagement. Developmental Psychology, 55:184–195. Tezcan, M. (2003). Gizli müfredat eğitim sosyolojisi açısından bir kavram çözümlemesi (Hidden curriculum. A conceptual analysis considering educational sociology). Türk Eğitim Bilimleri Dergisi. 1(1). 53–59. Turner KH, Jolls T, Hagerman MS, O'Byrne W, Hicks T, Eisenstock B, et al. (2017). Developing digital and media literacies in children and adolescents. Pediatrics. 140: S122-S6. Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online.Science,359(6380), 1146–1151. Widya Atillah,, M. Bahri, A., Nita Maya, V,. (2020). An Analysis of stereotype in zootopia movie.jurnal bahasa,sastra,seni,dan budaya, Volume 4,N 1,pp 49-62 Walther, B., Hanewinkel,R., Morgenstern,M. (2014). Effects of a brief school-based media literacy intervention on digital media use in adolescents: Cluster randomized controlled trial. Cyberpsychology, Behavior, and Social Networking. 17(9):616-23. Williams, D., Martins, N., Consalvo, M., & Ivory, J. D. (2009). The virtual census: Representations of gender, race and age in video games. New Media & Society, 11(5), 815–834. https://doi.org/10.1177/1461444809105354. Wise, T. D. (2014). Creativity and culture at Pixar and Disney: A comparison.Journal of the International Academy for Case Studies, 20(1), 149-167 Yosso, T. (2002). Critical race media literacy: Challenging deficit discourse about Chicanas/os. Journal of Popular Film & Television, 30(1), 52-62. Yüksel, S. (2004). Örtük program: eğitimde saklı uygulamalar (Hidden curriculum: Hidden aplications in education). Ankara: Nobel Publishing. Zhang, Qian & Cao, Yi & Tian, JingJin & El-Lim, Kim & Gentile, Douglas A. (2020). "Effects of prosocial cartoon models on aggressive cognitions and aggressive behaviors," Children and Youth Services Review, Elsevier, vol. 118(C). | ||
آمار تعداد مشاهده مقاله: 271 تعداد دریافت فایل اصل مقاله: 18 |