MUHANDISLIK GEOMETRIYASI VA KOMPYUTER GRAFIKASI FANLARINI O'QITISHDA MULTIMEDIA VA INTERAKTIV TEXNOLOGIYALARNING TA'LIM NATIJALARIGA TA'SIRI: AUDIO VA VIDEOTEXNOLOGIYALAR IXTISOSLIGI MISOLIDA EMPIRIK TADQIQOT
DOI:
https://doi.org/10.5281/zenodo.20238406Keywords:
multimedia ta’lim, muhandislik geometriyasi, kompyuter grafikasi, screencasting, interaktiv ta’lim, fazoviy tasavvur, audio-vizual texnologiyalar, gamifikatsiya. Ключевые слова: мультимедийное образование, инженерная геометрия, компьютерная графика, скринкастингAbstract
Ushbu tadqiqot muhandislik geometriyasi va kompyuter grafikasi fanlarini o’qitishda multimedia va interaktiv
ta’lim texnologiyalaridan foydalanishning o’quv natijalariga ta’sirini empirik jihatdan o’rganadi. Tadqiqotda audio va
videotexnologiyalar ixtisosligidagi 84 nafar talaba ishtirok etib, ikkita guruh — tajriba (n=42) va nazorat (n=42) — tashkil
etildi. Tajriba guruhida screencasting videodarsliklar, animatsion geometrik modellar, interaktiv CAD muhitlari va gamifikatsiyalashgan
topshiriqlar qo’llanildi; nazorat guruhida esa an’anaviy darslik va doskaga asoslangan yondashuv saqlab
qolindi. 14 haftalik eksperiment yakunida pre-test va post-test natijalari, amaliy topshiriqlar baholari va motivatsiya so’rovnomalari
tahlil qilindi. Natijalar tajriba guruhida fazoviy tasavvur ko’rsatkichi 34%, amaliy topshiriqlar sifati 31%, mustaqil
o’qish ulushi 52% ga oshganini ko’rsatdi. Bir xil xatolarni takrorlash esa 42% ga kamaydi. Motivatsiya indeksi tajriba
guruhida 4.3/5.0 ni tashkil etdi. Ushbu natijalar multimedia vositalarning, xususan screencasting va interaktiv 3D modellarning,
muhandislik ta’limida samaradorlikni oshirishda muhim ahamiyat kasb etishini isbotlaydi.
References
O’zbekiston Respublikasi Prezidentining «Oliy ta’lim tizimini 2030-yilgacha rivojlantirish konsepsiyasi
to’g’risida» gi Farmoni. – Toshkent, 2019. https://share.google/Sga123AZhCAd5yxex
Haqberdiyev B.R. va boshqalar. O’quv faoliyati tamoyillarida integrativ va sinergetik yondashuvlar. –
TDIU, 2025.
Ro’ziyev E., Ashirboyev A. Muhandislik grafikasini o’qitish metodikasi. – Ziyouz.com, 2019.
Achilova D.A., Kuchkarov D.F. Raqamli ta’limni joriy etishning amaliy yo’llari. // Ilmiy-amaliy konferensiya
materiallari. – Toshkent, 2022. – B. 45–49.
Tiwari A.S. et al. Designing and evaluating an augmented reality system for an engineering drawing
course (EDINAR). // Smart Learning Environments. – 2024. – Vol. 11. – P. 1–18.
Suhail N. et al. Augmented reality in engineering education: enhancing visualisation. // Frontiers in
Virtual Reality. – 2024. – Vol. 5.
Triviño-Tarradas P. et al. Preliminary results of the impact of 3D-visualization in engineering courses. //
Virtual Reality. – Springer, 2022.
Creswell J.W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. – 5th ed. –
SAGE Publications, 2018.
Sun L. Enhancing learning of engineering graphics through gamification. // ASEE Annual Conference &
Exposition Proceedings. – 2020.
Sola-Guirado R.R. et al. Teaching CAD/CAM/CAE tools with project-based learning in virtual distance
education. // Journal of Engineering Education. – 2022.
Pando Cerra P. et al. Interactive Web-Based Training Tool for CAD in a Virtual Environment. // Computer
Applications in Engineering Education. – 2013. – Vol. 21.
Mayer R.E. Multimedia Learning. – 2nd ed. – Cambridge University Press, 2009.
Paivio A. Mental Representations: A Dual Coding Approach. – Oxford University Press, 1986.
Kravchenko O. et al. Future proofing CAD education through AI-driven e-learning (PALS). // Design
Society. – 2024.
Lampropoulos G. et al. Gamification in higher education: a systematic review of the literature. //
Education Sciences. – 2022. – Vol. 12. – No. 7.
Ismatov B.S., Maxmudov A.A. Kompyuter grafikasi fanini o’qitishda innovatsion metodlar. // Pedagogik
ta’lim. – 2023. – № 4. – B. 88–94.
Chuliyeva G.X. Interfaol ta’lim texnologiyalarining talabalar bilimini o’zlashtirishdagi roli. // Zamonaviy
ta’lim. – 2022. – № 6.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 MUHANDISLIK VA IQTISODIYOT
This work is licensed under a Creative Commons Attribution 4.0 International License.