Volume 2, Issue 4 (2017)                   IJMPP 2017, 2(4): 347-350 | Back to browse issues page

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Moradi N, Soltani M, Shaterzadeh-Yazdi M, Rahimifar P, Nasrollahi H. The Effect of Using Game Software on Voice Learning in Students Speech Therapy Field. IJMPP. 2 (4) :347-350
URL: http://journals.modares.ac.ir/article-32-5854-en.html
1- Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz Iran.
Abstract:   (885 Views)
Background: This study aimed to assess the influence of video games on voice learning in students of speech therapy.
Methods & Materials: This study was a clinical trial study in which 102 fifth semester students of speech therapy group of Ahvaz Jundishapur University of Medical Sciences took part and were divided into two groups. The first group included 27students who were admitted in the university from 2008and2009 trained in traditional training and the second group (N = 75) who were admitted in 2010, 2011, 2012, and 2013 spent their traditional training plus using the software of Avaz-e-Ma. at the end of each semester. Students' satisfaction of the learning of each group was obtained through using the qualitative scale and the final exam of each group. The relationship between the learning type and the student scores was analyzed using Pearson correlation coefficient and the difference between of both groups were analyzed by independent T-test.
Results: The mean age of the first and the second group were 20.11 ± 3.02 and 20.25 ± 2.12 years old respectively. The mean score of the students who learned by software were 18 ± 0.2 and the students by traditional way was 12 ± 0.2 that was significant difference (P < 0.001). The majority of the students (90%) believed that the use of software has been useful.
Conclusion: The use of educational games in the classroom leads to an increase in the students' grades and the satisfaction of the students with the quality of instruction. Accordingly, using technology in educational system is recommended.
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Received: 2018/01/3 | Accepted: 2018/01/5 | Published: 2017/10/1

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