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اهمیت میانجی گری و نگرش والدین به عنوان پیشبینی کننده های یادگیری زبان انگلیسی مبتنی بر بازی های دیجیتال در کودکان (مقاله لاتین) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 7، دوره 11، (2)- ویژه نامه مقالات CALL ، زبان شناسی و آموزش زبان - شماره پیاپی 24، مهر 1401، صفحه 109-124 اصل مقاله (535.06 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.17733.1610 | ||
| نویسنده | ||
| گلیا محمدی* | ||
| نویسندۀ مسئول، دانش آموختۀ کارشناس ارشد آموزش زبان انگلیسی، دانشگاه خلیج فارس بوشهر | ||
| تاریخ دریافت: 29 مرداد 1401، تاریخ بازنگری: 01 شهریور 1401، تاریخ پذیرش: 03 شهریور 1401 | ||
| چکیده | ||
| بازیهای دیجیتال، در سالهای اخیر گسترش بیشتری یافته و علاقة کودکان به آن، عادات یادگیریشان را به میزان قابل توجهی تغییر داده است. محبوبیت روزافزون بازیهای دیجیتال، آنها را به ابزاری ضروری، برای یادگیری زبان بهصورت خانگی تبدیل میکند. از این رو، میانجیگریها و اقدامات والدین، نقش حیاتی در جهت دهی به آموزش کودکان ایفا میکند و میانجیگری آنها ممکن است، فرصتهای مختلفی را ایجاد کند. در این مطالعة کمی، میانجیگری و درک والدین از بازیهای دیجیتال، از طریق پرسشنامه مورد بررسی قرار گرفت. نتایج نشان داد که والدین، عمدتاً «میانجیگری آموزنده»، «میانجیگری همبازی آگاهانه» و «میانجیگری محدودکننده» را ترجیح می‌دهند. تحلیل همبستگی مقیاس نگرش والدین، با مقیاس میانجیگری والدین، نشان داد که نگرش والدین نسبت به بازیهای دیجیتال، پیشبینی کنندة میانجیگری والدین است. بنابراین، والدینی که طرفدار بازیهای دیجیتالی هستند، میانجیگری «آموزنده» و «همبازی آگاهانه» را اعمال کردند. با این حال، والدین با نگرش منفی از میانجیگری «محدود کننده» استفاده کردند. نتایج نشان داد که آگاه کردن والدین از پتانسیل آموزشی بازیهای دیجیتال و شکل دادن به نگرش‌های آنها، مهم است. این مطالعه، پیامدهای قابل توجهی برای سیاستگذاران و مربیان دارد تا برای آموزش خانواده، با توجه به پتانسیل آموزشی بازیهای دیجیتال، برنامهریزی کنند. همچنین، این یافتهها، راهنمای پیشگیری و مداخلة سایر فناوریهای مربوط به کودکان و نوجوانان است. | ||
| کلیدواژه‌ها | ||
| بازیهای دیجیتالی؛ میانجی گری والدین؛ آموزش در دوران کودکی؛ بازیهای آموزشی | ||
| عنوان مقاله [English] | ||
| On the Importance of Parents' Mediations and Perceptions as Predictors of Children's Digital Game-based Language Learning | ||
| نویسندگان [English] | ||
| Golia Mohammadi | ||
| Corresponding Author, Department of English Language and Literature, Persian Gulf University, Bushehr, Iran. | ||
| چکیده [English] | ||
| Digital games have become more widespread in recent years, and children's interest in them has significantly changed their learning habits. The growing popularity of digital games makes them an essential tool for homebound language learning. Hence, parents' mediations and practices play a vital role in directing children's education, and their mediation might open up various opportunities. In this quantitative study, parents' mediation and perception of digital games were explored through questionnaires. The results revealed that parents mostly favored 'instructive mediation,' 'conscious co-playing mediation,' and 'restrictive mediation.' The correlational analysis of parents' attitude scale with parents' mediation scale revealed that parents' attitude toward digital games is predictive of parents' mediation. Therefore, parents who favor digital games applied 'instructive' and 'conscious co-playing' mediations. However, parents with negative attitudes applied 'restrictive' mediation. The results revealed that it is important to make parents aware about the educational potential of digital games and shape their attitudes. This study has significant implications for policymakers and early childhood educators to plan for family education regarding the educational potential of digital games. Also, these findings guide the prevention and intervention of other technological devices related to children and adolescents. | ||
| کلیدواژه‌ها [English] | ||
| Digital games, Parental mediation, Early childhood education, Educational games | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 403 تعداد دریافت فایل اصل مقاله: 400 |
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