نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 استاد ممتاز گروه روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
3 Department of Psychology, Faculty of Psychology and Educational Sciences, Payame Noor University (PNU), Tehran, Iran
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aimed to compare the effects of flipped learning and AI-based instruction on mental rotation in children with dyslexia.
Methods: This study was quasi-experimental. The statistical population consisted of middle school students (grades 7, 8, and 9) in Maragheh during the 2024–2025 academic year. Using convenience sampling and random assignment, 20 students were selected for each group. Data were collected through the Colorado Learning Disabilities Questionnaire and the CogLab software. Data analysis was performed using MANCOVA and LSD post hoc tests in SPSS version 26.
Resuts: The results indicated that, after controlling for the pretest scores, the posttest means scores of mental rotation at 60°, 90°, and 120° significantly differed among the AI-based learning group, the flipped learning group, and the control group. In other words, both AI-based instruction and flipped learning reduced reaction time in the experimental groups compared to the control group. Furthermore, AI-based instruction was more effective than flipped learning in reducing reaction time (p < 0.05).
Conclusion: Given the significant role of flipped learning and AI-based instruction in reducing students' reaction time, it appears that these methods can enhance students' mental rotation ability and help alleviate their learning difficulties. AI-based instruction, with its greater effectiveness, may serve as a more efficient option for improving spatial–cognitive skills in children with dyslexia.
کلیدواژهها [English]
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