فصلنامه علمی کارافن

فصلنامه علمی کارافن

بررسی تطبیقی روش‌های آموزش مبتنی بر واقعیت‌افزوده مجازی، پروتوتایپ و متداول در ارتقای مهارت‌های فضایی و حل‌مسئله دانشجویان معماری

نوع مقاله : مقاله پژوهشی (کاربردی)

نویسندگان
1 گروه معماری، واحد ارومیه،دانشگاه آزاد اسلامی، ارومیه، ایران.
2 گروه معماری، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
3 گروه معماری، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران.
چکیده
مهارت حل‌‌مسئله و هوش‌فضایی همواره یکی از کلیدی‌ترین توانایی‌های مورد نیاز معماران، بوده است. یافتن راه‌های ارتقای این مهارت‌ها از ضروریات آموزش دانشجویان معماری است. این پژوهش کاربردی که درزمره تحقیقات شبه‌آزمایشی با گروه‌گواه محسوب می‌شود؛ به‌بررسی سه روش آموزش مبتنی‌بر واقعیت‌افزوده، پروتوتایپ تجربی و شیوه متداول و مقایسه تأثیرات آن‌ها بر مهارت‌های فضایی و حل‌مسئله و بارشناختی دانشجویان پرداخت. ابزار گردآوری داده‌ها پرسش‌نامه بود که پس از بررسی پایایی و روایی، با آزمون تحلیل واریانس چندمتغیری و تعقیبی شفه گروه‌ها تحلیل شد. براساس یافته‌ها می‌توان گفت؛ در مولفه هوش‌فضایی؛ در چرخش‌ذهنی تفاوتی میان دانشجویان آموزش‌دیده با روش واقعیت‌افزوده با روش پروتوتایپ وجود ندارد اما میان هردو گروه با شیوه‌سنتی، تفاوت قابل‌ملاحظه‌ای دیده می‌شود. استفاده از واقعیت‌افزوده در ارتقای تصویرسازی‌ذهنی موثرتر از دو روش دیگر بوده است. در ادراک‌ذهنی تفاوت معناداری میان سه‌گروه مشاهده نگردید. در بنیان حل‌مسئله؛ دانشجویانی که از روش پروپوتایپ تجربی استفاده کرده‌اند، همانند دانشجویان استفاده‌کننده از واقعیت‌افزوده نسبت‌به روش‌متداول از توانایی بالاتری برخوردار شده‌اند. که این مورد در بارشناختی نیز عینا مشاهده می‌شود. این مطالعه نشان داد که استفاده از واقعیت‌افزوده مجازی، هوش‌فضایی و توانایی حل‌مسائل دانشجویان معماری را افزایش می‌دهد، درحالی‌که بارشناختی را کاهش می‌دهد. اما همچنان تفاوت زیادی با استفاده از پروپوتایپ ندارد. لیکن خطر اتکای بیش از حد به فناوری منجر به فقدان تجربه عملی و توسعه مهارت‌های عملی می-شود. برای مربیان ضروری است که بین استفاده از ابزارهای دیجیتال به‌عنوان ابزارکمکی و اطمینان از این‌که دانشجویان مهارت‌های اساسی طراحی را از طریق روش‌های سنتی پیش‌‌می‌‌برند، تعادل ایجاد کنند.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

A Comparative Study of Augmented Reality, Prototyping, and Conventional Teaching Methods in Enhancing Spatial Skills and Problem-Solving Abilities of Architecture Students

نویسندگان English

abbas sedaghati 1
babak motiei 2
Arash mohammadi fallah 3
1 Depatment of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.
2 Depatment of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.
3 Depatment of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran.
چکیده English

Problem-solving skills and spatial intelligence have always been among the most critical abilities required by architects.Finding ways to enhance these skills is essential in the education of architecture students.This applied research,categorized as a quasi-experimental study with a control group,examined the effects of three teaching methods based on augmented reality,experimental prototyping, and conventional methods,comparing their impact on students'' spatial,problem-solving, and cognitive skills.Data were collected using a questionnaire,and after assessing reliability and validity,the data were analyzed using post hoc Scheffe tests.The findings indicate that in the spatial intelligence component,there was no significant difference in mental rotation between students trained with augmented reality and those trained with prototyping;however,there was a significant difference between both groups and the traditional method.The use of augmented reality was more effective than the other two methods in enhancing visual imagery.There was no significant difference in perceptual ability among the three groups.In the problem-solving foundation, students who used the experimental prototyping method, like those who used augmented reality,demonstrated higher abilities compared to the traditional method.This was also observed in cognitive load.This study showed that the use of virtual augmented reality increased the spatial intelligence and problem-solving abilities of architecture students while reducing cognitive load.However,there is still no significant difference compared to the use of prototyping.However,the risk of over-reliance on technology can lead to a lack of practical experience and the development of practical skills.It is essential for educators to balance the use of digital tools as auxiliary tools and ensuring that students acquire fundamental design skills through traditional methods.

کلیدواژه‌ها English

Architecture
Augmented reality
problem solving
Prototyping
spatial skills
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دوره 21، شماره 4
کشاورزی / هنر و معماری
زمستان 1403
صفحه 279-305

  • تاریخ دریافت 06 شهریور 1403
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