Motivation et expériences des apprenants universitaires dans l'utilisation de laboratoires virtuels dans un cours de physique

Auteurs-es

DOI :

https://doi.org/10.21432/cjlt28161

Mots-clés :

Laboratoire virtuel , Physique , Motivation , Expérience , Attitude

Résumé

Il devient nécessaire d'examiner l'utilisation et les expériences des apprenants avec les laboratoires virtuels. L'intérêt et la motivation des apprenants à utiliser les laboratoires virtuels sont des facteurs importants pour le succès de ces plateformes. Cette étude a été menée pour analyser l'utilisation des laboratoires virtuels par les apprenants kirghizes dans un cours de physique au niveau universitaire. L'étude a été réalisée au cours de la session de printemps 2019-2020 dans une université d'État du Kirghizistan. L'étude a adopté une approche quantitative, avec 376 participants apprenants kirghizes étudiant au premier cycle universitaire. Les participants ont été répartis en trois groupes : le premier et le deuxième ont utilisé différentes plateformes de laboratoire virtuel, tandis que le troisième groupe a participé à des laboratoires en présentiel. Les données quantitatives ont été recueillies à l'aide d'un questionnaire en ligne comprenant des éléments relatifs aux caractéristiques démographiques, à la motivation et à l'expérience, ainsi qu'aux attitudes à l'égard des laboratoires de physique. Les résultats ont démontré des différences entre les groupes concernant les facteurs de motivation et d'expérience. De plus, les attitudes des apprenants en laboratoire de physique différaient en ce qui concerne les facteurs de genre et de moyenne pondérée cumulative (MPC).

Bibliographies de l'auteur-e

Gülgün Afacan Adanır, Ankara University

Gülgün Afacan Adanır is an instructor at Ankara University Open and Distance Education Faculty.  She gained her PhD from Middle East Technical University (METU) Information Systems in February 2016. Her research interests include distance education, learning analytics, e-government, and technology integration in education.

Azat Akmatbekova , Kyrgyz-Turkish Manas University

Azat Akmatbekova is an academic specialist in the department of Mathematics in Kyrgyz-Turkish Manas University, Kyrgyzstan after receiving her Bachelor of Science in Physics from Kyrgyz Russian Slyavic University, Bishkek, in 2000. Her research interests include physics education, e-learning, and instructional methodologies of STEM education.

Gulshat Muhametjanova , Kyrgyz-Turkish Manas University

Gulshat Muhametjanova is Assistant Professor at Applied Mathematics and Informatics department in Kyrgyz-Turkish Manas University. She received B.S. in Computer Engineering from Kyrgyz-Turkish Manas University in 2004 and a PhD in Computer Education and Instructional Technologies from METU in 2014. Her research interests include technology integration, e-learning, social networking.

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Publié-e

2023-01-21

Numéro

Vol. 48 No. 2 (2022): Printemps

Rubrique

Articles

Licence

© Gülgün Afacan Adanır, Azat Akmatbekova , Gulshat Muhametjanova 2022

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.