غنی‌سازی محیط یادگیری مبتنی بر فناوری های سیار و بررسی تأثیر آن بر یادگیری و درگیری‌ تحصیلی دانش‌آموزان در درس شیمی مقالة

خلاصة:

The purpose of the present study was to enrich the learning environment based on mobile technologies and to investigate its impact on learning and academic engagement of second year high school students in chemistry. The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research was made up of all 10th grade students of the second year of high school in the 4th district of Tehran in the academic year of 1401-402, out of which 80 people were randomly selected in the experimental group (20 people) using the available sampling method. and the control group (20 people) were replaced. The participants of the experimental group were taught 6 sessions of 45 minutes (1 session per week) based on the learning environment based on mobile technologies, and the control group were taught in the usual classroom method. To collect data, Rio's standard academic engagement questionnaire (2013) and a researcher-made chemistry test were used. Data were analyzed through multivariate analysis of covariance. The findings showed that the learning environment based on mobile technologies in the chemistry lesson was effective in increasing students' learning and academic engagement. Therefore, according to this finding, we can conclude that if technology is used purposefully and intelligently in the chemistry curriculum, it plays an important role in increasing students' learning and academic involvement. Therefore, it is suggested to use technology-based approaches as an active and innovative educational method in school curriculum. IntroductionOne of the most important factors affecting the learning process is academic engagement. Academic engagement provides a background for the learner to enjoy learning more and increase their enthusiasm for learning (Fombona et al., 2020). Research on the dimensions of this concept shows that it encompasses behavioral, emotional, cognitive, motivational, academic, and social dimensions (Amerstorfer et al, 2021). There are several factors that affect academic engagement, one of the most important of which is enriching the learning environment. In fact, digital learning environments have provided interaction for learners and teachers through technological tools (VanOostveen et al., 2019). Technology-based learning is a learner-centered approach to integrating technology as a cognitive tool for effective learning, communication, interaction, collaboration, and the development of critical thinking skills (Watson et al., 2021). One of the manifestations of technology-based learning is mobile technology, which, like other communication technologies, has found its way into the field of education and learning (Qashou, 2021). In comparison with traditional classrooms, the high flexibility of mobile learning technologies provides favorable conditions for achieving educational goals (Alfalah, 2022). Given the changes that have taken place in technology, the integration of mobile technologies alongside face-to-face classes should be promoted due to the increase in flexibility in education, synchronous and asynchronous communication, and cost reduction.Therefore, the present study was conducted with the aim of enriching the learning environment based on mobile technologies and investigating its impact on the learning and academic engagement of secondary school students in chemistry. In line with the research objectives, the following hypotheses were raised:Enriching the learning environment based on mobile technologies is effective in the learning of students in chemistry. 2. Enriching the learning environment based on mobile technologies is effective in the academic engagement of students in chemistry. MethodologyThis study was a quasi-experimental study with a pretest-posttest control group design. The study population consisted of all high school students in the 10th grade of the second secondary school in the fourth district of Tehran in the academic year 2022-2023. Of these, 80 students were selected by the available sampling method and randomly assigned to the experimental group (20 people) and the control group (20 people).The experimental group received 6 sessions of 45 minutes (1 session per week) of chemistry instruction based on the mobile-based learning environment. The control group received traditional classroom instruction. Data were collected using the Reeve Academic Engagement Questionnaire (2013) and a researcher-designed chemistry learning test.Result: Before comparing the impact of the two instructional methods under study, the assumptions of covariance analysis were examined. Table 1: Results of covariance analysis to investigate the effect of a mobile technology-based learning environment on learningSource of VariationSum of Squares (Effect Size)Significance LevelF IndexDegrees of FreedomTotal Sum of SquaresChange SourcesPretest Effect0.870.00115.512111.431LearningGroup Effect0.460.00145.65110.55EffectError--84.7697.6397.63 Pretest Effect0.920.00101.838198.4509AcademicGroup Effect0.730.00198.201105.1087EngagementError--38.57600.35055200.350552 Based on the results of Table 1, the difference between the two groups under study was significant in the learning variable (F = 45.65, p Table 4: Summary of covariance analysis results of sub-scales of academic engagement in experimental and control groups in the post-test phaseSubscalesTotal Sum of SquaresMean SquaresDegrees of FreedomF IndexSignificance LevelEffect SizeActive Engagement4.384.38183.570.00144.0Behavioral Engagement40.3640.36153.270.00127.0Emotional Engagement43.2943.29155.440.00137.0Cognitive Engagement38.5238.52179.270.00127.0 Based on the results of Table 4, there is a significant difference in the adjusted mean scores of the behavioral, active, cognitive, and emotional engagement subscales between the experimental and control groups in the post-test phase. The adjusted mean scores of these subscales were higher in the experimental group compared to the control group. DiscussionThe results of the first hypothesis of the study indicated that designing a learning environment based on mobile technologies leads to an increase in students' learning in the chemistry course. To explain this finding, it is mentioned that in technology-based learning environments, learners have access to online resources in the real world through personal devices and wireless networks. In such an environment, learners and educators are not restricted to a specific time or place in the classroom and can utilize educational facilities. The features of mobile learning technologies, such as ubiquity, awareness of context, personalization and adaptability, interaction, and immediate feedback, facilitate learning (Karay et al., 2020).The results of the second hypothesis of the study showed that designing a learning environment based on mobile technologies contributes to the development of academic engagement in students in behavioral, active, cognitive, and emotional engagement components. To elaborate on this finding, it is stated that mobile learning technologies provide features and advantages that widely open up the educational system, attract learners in new ways, and make learning experiences more meaningful. This type of technology improves education and provides a richer learning experience; it also has a motivational effect, allowing students to enjoy the learning process and engage well in learning activities (McQuiggan, 2015). It is recommended that teachers and educational professionals incorporate mobile learning technologies, including laboratories and interactive simulations, in teaching various subjects. Furthermore, considering the research results, it is suggested that the integration of innovative technologies in education can increase students' interest in different subjects. It is also recommended to consider content-pedagogical-technological standards in the design of technology-based learning environments.