فصلنامه روندها و دستاوردها در فناوری یادگیری

فصلنامه روندها و دستاوردها در فناوری یادگیری

شناسایی مؤلفه های محیط یادگیری تلفیقی مبتنی بر بازی‌وارسازی جهت ارتقاء توجه و تمرکز کودکان دارای اختلال نقص توجه-بیش‌فعالی

نوع مقاله : مقاله پژوهشی

نویسندگان
دانشگاه بوعلی سینا
چکیده
طراحی محیط‌های یادگیری برای کودکان با نیازهای ویژه یکی از دغدغه‌های اصلی نظام‌های تعلیم و تربیت در جهان امروز به شمار می‌رود. پژوهش حاضر با هدف شناسایی مؤلفه‌ها، پیامدها و چالش‌های محیط یادگیری تلفیقی مبتنی بر بازی‌وارسازی برای ارتقای توجه و تمرکز کودکان دارای اختلال نقص توجه-بیش‌فعالی انجام شد. در سال‌های اخیر، یادگیری تلفیقی و بازی‌وارسازی به‌عنوان رویکردهای نوین آموزشی مطرح بودند که با ترکیب تعاملات حضوری و مجازی و بهره‌گیری از عناصر بازی، تجربه یادگیری را جذاب‌تر کرده و موجب تقویت توجه پایدار در کودکان شدند. پژوهش حاضر از لحاظ هدف کاربردی، از لحاظ ماهیت داده کیفی و از نظر شیوه اجرا به روش فراترکیب (با مدل ساندلوسکی و باروسو (انجام پذیرفت. جامعه پژوهش شامل مقالات منتشرشده در پایگاه‌های بین‌المللی طی سال‌های ۲۰۱۵ تا ۲۰۲۵ بود و پس از جست‌وجوی مقالات و اعمال معیارهای ورود و خروج، ۱۸ مقاله واجد شرایط انتخاب و تحلیل گردید. داده‌ها از طریق فرم استخراج اطلاعات گردآوری و با روش کدگذاری باز و تحلیل مضمون بررسی شدند. یافته‌ها نشان داد که طراحی محیط‌های تلفیقی بازی‌وارسازی‌شده بر سه محور اصلی استوار بود: مؤلفه‌های آموزشی (شخصی‌سازی، بازخورد فوری، محیط چندحسی و پیوند حضوری‌-دیجیتال)، عوامل انگیزشی‌شناختی (تقویت توجه، انگیزش تحصیلی و خودتنظیمی هیجانی) و ویژگی‌های فناورانه (فناوری‌های نوینی چون VR، AR و BCI و پیوند خانه-مدرسه). نتایج تحلیل سوات نیز نشان داد که در کنار نقاط قوتی مانند افزایش جذابیت یادگیری و مشارکت فعال، چالش‌هایی از جمله وابستگی به پاداش بیرونی، محدودیت‌های فنی و مقاومت فرهنگی وجود داشت. بر اساس این یافته‌ها، محیط‌های تلفیقی بازی‌وارسازی‌شده می‌توانند به‌عنوان مداخله‌ای مؤثر و مکمل غیردارویی برای ارتقای توجه و تمرکز کودکان دارای اختلال توجه-‌بیش‌فعالی مورد استفاده قرار گیرند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Identifying the Components of a Gamified Blended Learning Environment to Enhance Attention and Concentration in Children with ADHD

نویسندگان English

Hossein Moradimokhles
Ehsan Ghorbanian
Maryam poorjamshidi
Bu-Ali Sina University
چکیده English

Designing learning environments for children with special needs has become one of the major concerns of educational systems worldwide. The present study aimed to identify the components, outcomes, and challenges of a game-based blended learning environment designed to enhance attention and concentration in children with Attention-Deficit/Hyperactivity Disorder (ADHD). In recent years, blended learning and gamification have emerged as innovative pedagogical approaches that combine face-to-face and online interactions while integrating game elements to make learning experiences more engaging and to strengthen children’s sustained attention.This study was applied in purpose, qualitative in nature, and conducted through a meta-synthesis method following the Sandelowski and Barroso model. The research population comprised articles published in international databases between 2015 and 2025. After searching and applying inclusion and exclusion criteria, 18 eligible studies were selected and analyzed. Data were collected using an information extraction form and analyzed through open coding and thematic analysis. Findings revealed that the design of gamified blended environments rests on three main dimensions: (1) instructional components (personalization, immediate feedback, multisensory environment, and physical–digital integration); (2) motivational-cognitive factors (enhancement of attention, academic motivation, and emotional self-regulation); and (3) technological features (emerging technologies such as Virtual Reality [VR], Augmented Reality [AR], and Brain–Computer Interfaces [BCI], as well as home–school connectivity). The SWOT analysis further indicated that despite strengths such as increased learning engagement and active participation, challenges remain—particularly dependence on extrinsic rewards, technical limitations, and cultural resistance. Based on these findings, gamified blended learning environments can serve as an effective and non-pharmacological complementary intervention to promote attention and concentration in children with ADHD.

کلیدواژه‌ها English

: Gamification
Blended learning environment
Children with Attention-deficit/hyperactivity disorder
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  • تاریخ دریافت 09 مرداد 1404
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