Mišljenje budućih i diplomiranih učitelja o primeni video-igara u obrazovanju u uslovima društvenih promena

Uzdanica XVIII 2 (2021), (str. 253-271)

AUTOR(I): Nenad J. Stevanović

E-ADRESA: nenadstevan@gmail.com

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DOI: 10.46793/Uzdanica18.II.253S

SAŽETAK:

Rad se bavi problemom primene video-igara u nastavi i učenju u uslovima naglih društvenih promena na početku treće decenije 21. veka. Polazi se od pretpostavke da video-igre danas zauzimaju značajno mesto u iskustvu dece, paralelno sa sve većim prisustvom IKT-a u obrazovanju i učenja na daljinu. U prvom delu rada daje se pregled relevantnih istraživanja koja se bave efektima video-igara u pedagoškoj praksi i efektima po dobrobit dece. U drugom delu rada interpretiraju se rezultati empirijskog istraživanja sa ciljem da se utvrdi mišljenje budućih i diplomiranih učitelja o primeni video-igara u aktuelnoj obrazovnoj praksi. Korišćena je namenski konstruisana skala procene Likertovog tipa sa 26 ajtema. Dobijeni podaci ukazuju da postoji podeljenost među ispitanicima o tome da li, koliko i kako treba primeniti vi- deo-igre u nastavi. Oko trećine ispitanika smatra da video-igre uopšte ne treba uvodi- ti u nastavne sadržaje, dok dve trećine smatra da bi to trebalo uraditi u nekom obliku. Učitelji koji su i sami bili igrači video-igara imaju blago izražen afirmativan stav prema video-igrama i njihovim pozitivnim efektima u obrazovanju. Sa druge strane, njihove, uglavnom starije, kolege koje nisu igrale video-igre smatraju da su one štetne po decu i imaju negativan stav prema ideji da se one primenjuju u nastavi i učenju. Obe grupe ispitanika su u velikoj meri saglasne da video-igre mogu imati negativne efekte po dobrobit dece, naročito kada je reč o pojavi psihološke zavisnosti, narušavanja fizičkog zdravlja i rizika od manipulacije decom. Upoređivanje dobijenih rezultata sa drugim istraživanjima novijeg datuma ukazuje na to da je potrebno dodatno istražiti mogućnosti primene video-igara u obrazovanju, posebno kada je reč o video-igrama koje su osmišljene sa namerom da imaju edukativni karakter.

KLJUČNE REČI:

video-igre, učitelji, IKT u nastavi, dobrobit dece, promene u obrazovanju.

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