مطالعه و بهینه‌کاوی بازی‌های جدی پرورش تفکر انتقادی کارکنان
محورهای موضوعی : فناوری¬های نوین و شبکه¬های اجتماعی و توسعه منابع انسانی
زهره جعفری فر
1
(دانشجوی دکتری آموزش عالی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.)
دکتر بهار بندعلی
2
(استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران. )
مرتضی رضائی‌زاده
3
(استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.)
مجتبی وحیدی اصل
4
(استادیار گروه نرم‌افزار و سیستم‌های اطلاعاتی، دانشکده مهندسی و علوم کامپیوتر، دانشگاه شهید بهشتی، تهران، ایران.)
کلید واژه: تفکر انتقادی, بازی جدی, بهینه‌کاوی, آموزش و بهسازی منابع انسانی,
چکیده مقاله :
رشد سازمان‌ها و ماندن‌شان در محیط رقابتی -به‌خصوص در عصر اقتصاد دانشی-، به توانایی آن‌ها در پرورش کارکنان متفکر نقاد، بستگی دارد. افرادی که بتوانند بین دانش و تجارت ارتباط برقرار کنند، موقعیت‌های مسئله‌آمیز و چالش‌زا را درک کرده و برای مواجهه عملی با آن‌ها، آماده باشند. ایجاد این آمادگی در کارکنان، نیازمند اتخاذ روش های نوآورانه است. فناوری‌های پیشرفته یادگیری از جمله بازی‌های جدی، مسیرهای نوینی را برای پرورش شایستگی‌های تفکر انتقادی گشوده‌اند. برخی بازی‌های جدی تولید و منتشر شده‌اند که به‌طور خاص تفکر انتقادی را پرورش می‌دهند. با مطالعه و بهینه‌کاوی این بازی‌ها به‌عنوان یک ابزار سیستماتیک می‌توان موفقیت آن‌ها در دستیابی به این هدف را ارزیابی کرد. برهمین اساس، پژوهش حاضر با هدف مطالعه و بهینه‌کاوی بازی‌های جدی تفکر انتقادی بر اساس مدل تفکر انتقادی پیتر فاسیونه شامل 6 مؤلفه تفسیر، تحلیل، ارزیابی، استنباط، توضیح و خودتنظیمی، انجام شد. بر اساس نتایج، مؤلفه‌های تفسیر، تحلیل، ارزیابی و استنباط در همه بازی‌های بررسی‌شده، فعالانه محقق می‌شوند. اما مؤلفه‌های «توضیح» و «خودتنظیمی» در بسیاری از بازی‌ها، کمتر مورد توجه قرار گرفته‌اند. این بدان معنا است که هیچ کدام از بازی‌های جدی بررسی شده توسط این تحقیق، توانایی ارتقای تفکر انتقادی کاربران خود را به‌صورت کامل و موثر ندارند چون توجه آن‌ها به اجزا و فرایند تفکر انتقادی، ناقص بوده است. این کاستی را می‌توان ناشی از کم‌توجهی به مدل‌ها و نظریه‌های تفکر انتقادی و عدم دخالت متخصصان این حوزه در فرایند طراحی و توسعه بازی دانست. یافته‌های تحقیق حاضر با استفاده از الگوی تأمل بنیادین اویلین و کورتگن، به بحث و بررسی گذاشته شده‌اند.
The growth and sustainability of organizations in competitive environments depend on their ability to cultivate employees with critical thinking; that is, individuals who can bridge the gap between knowledge and commerce, comprehend challenging situations, and are prepared to confront them practically. Fostering this readiness in employees necessitates the adoption of innovative methods. Advanced learning technologies, such as serious games, have opened up new avenues for developing critical thinking competencies. Some serious games have been designed specifically to cultivate critical thinking. By studying and benchmarking these games as a systematic tool, their success in achieving this aim can be evaluated.
This research was conducted with the objective of studying and benchmarking serious games in the context of critical thinking based on Facione's Critical Thinking (CT) model, which comprises six components: Interpretation, analysis, evaluation, inference, explanation, and self-regulation. According to the findings, the components including interpretation, analysis, evaluation, and inference are actively addressed in all the games examined. Meanwhile, the explanation and self-regulation components have received less attention in many of the games. This observation suggests that none of the serious games investigated in this study fully and effectively enhance CT, as their attention to the elements and processes of critical thinking has been incomplete. This shortcoming may be attributed to the neglect of critical thinking models and theories, as well as the lack of involvement of subject-matter experts in the game design and development process. The research findings have been discussed and analyzed using Evelin and Korthagen’s Core Reflection Model.
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