TVET
P. Arianejad; F. Mozafar; M khanmohammadi; B. Saleh sedgh poor
Abstract
Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in ...
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Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in various fields over the years. Currently, in the field of interior architecture, which is a highly demanded area in vocational training, acquiring skills for implementing interior decorations by students in this field and attracting them to the job market depends on the existence of well-equipped workshops, sufficient materials and supplies, and skilled instructors, along with practice and repetition of activities. Given the shortage of some materials, supplies, and equipment, as well as the limited experience of some instructors, using computer simulation technology as an educational complement can resolve the existing issues. For maximum effectiveness, it is essential to validate the simulator model specifically for the practical workshop courses in this field. The aim of this research is to validate the computer-based educational simulator model by examining the relationships among its components.Methods: This study was a type of mixed-methods research conducted through an exploratory hierarchical approach in three phases, including document research and Delphi method, surveys, and correlation studies. The statistical population in the first phase included written and electronic resources in the fields of education, interior architecture education, and computer simulators, as well as specialists, professors, and experts in architecture, interior architecture, and educational technology. In the second and third phases, the statistical population consisted of instructors in the interior architecture field who taught at least one practical course in the 2020-2021 academic year at the 10th, 11th, or 12th grades. A semi-structured interview checklist and a researcher-made questionnaire were the tools used in this research, and the model evaluation was conducted using path analysis.Findings: The findings indicated that the proposed model had good fit (RMSEA = 0.00, GFI = 0.998, CFI = 1.00, x² = 2.011, P-value = 0.570) and all direct paths in the model were significant (P < 0.05). Additionally, all indirect paths of the content realism of educational pedagogy on diverse learning opportunities and experiences through mediating variables such as interaction with students, student evaluation, activity repeatability, instructor supervision, learning environment management, and alignment with students' abilities were significant.Conclusion: The results indicated that the presented model had sufficient validity for designing a computer-based educational simulator for practical courses in the interior architecture field. In the model, among eight variables, the realism of educational content based on pedagogy acted as an independent variable through mediating variables such as interaction with students, student evaluation, learning environment management, instructor supervision, alignment with students' abilities, and activity repeatability, influencing the creation of learning opportunities and experiences as a dependent variable. By examining the relationships among the variables in the model and their effects on each other, it could be concluded that representing workshop activities in a simulation environment and bringing learning experiences closer to what existed in reality increases the likelihood of transferring those learning experiences to real situations. In such an environment, considering the physical and mental abilities of users and adapting the facilities of the environment to their capabilities would enhance the opportunity to utilize the existing learning opportunities and experiences in the environment. Designing exercises based on educational content and various levels of students, along with their repeatability and the role of instructor supervision, would increase the effectiveness of the simulator. Moreover, in an interactive simulation environment where the learning process is managed by the student and evaluation is also one of its features, the student could experience active learning.
E-Lerning
P. Arianejad; F. Mozafar; M. Khanmohammadi; B. Saleh Sedg Poor
Abstract
Background and Objectives: Nowadays, using technology is essential in many areas and has significant results for its users. Education is one of the areas in which the use of technology has increased its effectiveness. Educational simulations are among the potential provided by the educational technology ...
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Background and Objectives: Nowadays, using technology is essential in many areas and has significant results for its users. Education is one of the areas in which the use of technology has increased its effectiveness. Educational simulations are among the potential provided by the educational technology in this area. Simulatoins have provided various learning opportunities and experiences. Additionally, they have positive effects on the improvement of the learning quality. In technical and vocational education where most of the students’ activities practically occur in workshops, educational simulators can be used as supplementary materials for real activities in workshops by reducing the potential risks and also at a lower cost. On the one hand, according to the interior architecture curriculum, a significant part of the activities of the art students are related to the implementation of the interior decorations in indoor spaces which require the provision of the necessary materials, tools, and equipment. The art students should frequently practice workshop activities to gain the necessary skills and efficiency in the labor market. On the other hand, due to the novelty of this field of study in the technical and vocational education system, some of the art teachers may lack the required skills in practical activities and they may even use inappropriate workshop activities, such as lecturing. Therefore, determining the features of the simulators based on the underpinning curriculum can be a prerequisite for creating simulators and reducing the aforementioned challenges. The approach for developing the interior architecture curriculum is competency approach which emphasizes the learners’ job attributes and their learning outcomes. It is worth noting that this approach has three components, including knowledge, skill, and attitude which are interwoven to result in the intended outcomes for individuals. Since the competency approach focuses on the skills required by the job market, the process of learning is purposeful and the learning speed is adjusted according to the learner's characteristics. Computer training simulators, if designed in accordance with the competency approach, can achieve the desired educational goals in the field of interior architecture and serve as a complementary and effective tool for teaching workshop lessons. This complementary tool, along with workshop activities, will pave the way for interior architecture students to enter the labor market. This study intends to identify the features of computer training simulations in interior architecture education with a competency-based approach from the experts’ perspectives.Methods: Exploratory mixed methods design (Qualitative-Quantitative) was applied using Delphi Survey. In the first stage, semi-structured interviews were conducted with experts from architecture and educational technology areas and data were analyzed through open coding and axial coding techniques. Accordingly, using goal-content table, the researcher-made questionnaire was created. Then, the questionnaire was filled out by the experts in two stages, (exploratory and confirmatory). Snowball sampling was applied for selecting participants in which the sample size up to the theoretical saturation was 10 individuals at the interview stage and in the stage of filling out the questionnaire it was 26 individuals.Findings: After analyzing the data, Q factor analysis was conducted to extract the factors. Accordingly, the features of computer simulators in interior architecture education with the competency approach from the experts’ perspective include: realism based on content and pedagogical standards, capability of practice, repetition, user –friendly environment, visualization of content, various learning and assessment opportunities, interactiveness of environment and learning management, adaptation of content to educational goals and the values of professional ethics.Conclusion: By observing the content and pedagogical standards in simulation environments which are very similar to the workshop environment, it is possible to increase the competencies of students of interior architecture. The effectiveness of practice, repetition, and tendency of the art students for doing exercises could be increased through the duplicability of the activities along with the provision of the required attractiveness. The visualization of the concepts, particularly in the cases having complexities in the implementation processes, increases the student’s perception of those concepts. By increasing the simulation capabilities, different learning opportunities provide more possibilities for art students. In addition to creating conditions for monitoring what students have learned, predicting assessment opportunities provides them with the possibility of self -assessment. Also, the interactivity of the simulator and the management of the learning process by the art students are the characteristics of the environments in which active learning takes place and causes the coordination of the learning process with the speed of student's progress. Laying emphasis on the ethical values and integrating them with the components of competency can strengthen the educational objectives in designing the activities.
Learning Environment
S. Bitaraf; M. Kameli; B. Saleh sedg poor
Abstract
Background and Objectives: Due to the spatial-content development in domains of knowledge, it is necessary to pay attention to the new approaches to education by emphasizing opportunities and limitations. Therefore, in this paper providing an appropriate educational model compatible with an affordance-based ...
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Background and Objectives: Due to the spatial-content development in domains of knowledge, it is necessary to pay attention to the new approaches to education by emphasizing opportunities and limitations. Therefore, in this paper providing an appropriate educational model compatible with an affordance-based approach (including environment features and physical, cultural, behavioral and perceptual characteristics of users) at different levels of teaching the design of residential complexes is desired. The research studies conducted in this regard can be examined in two subjects: teaching residential architecture and affordances. In this regard, the purpose of this paper is studying the basics of teaching architecture, with two approaches including the affordances and the optimal relationship between environment and human being in the residential space and providing an operational model in educational planning of the course in designing the residential architecture. In fact, the analysis of the basic criteria for the design of residential complexes in the field of architecture education with a focus on improving the quality of these spaces based on the dimensions of sustainability are considered in this study. Methods: This research is applied in terms of purpose, descriptive in terms of data collection, and its type is causal-comparative. In the first phase of the research, the effective components of architectural education in the design of residential complexes were studied and collected in a qualitative and descriptive manner with the help of library and field resources and unstructured interviews with experts.Research instruments at this stage were a researcher-made questionnaire extracted from a primary model and an interview with the experts which included the following 6 components: 1- Environmental factors 2- Individual factors 3- Educational planning 4- PCK of education 5- PCK of teacher, and 6- Internal and external factors. The research was conducted in two stages with the aim of increasing the face validity (approval of the questionnaire by the experts) and the reliability of the research. The statistical population included experts and specialists in two groups of university lecturers and those involved in the design of residential architecture. The sampling method has been selected purposefully due to maintaining the principle of comprehensiveness and respecting the diversity of the community. In the second stage of the research, the variables were discovered using factor analysis tools in order to perform computational and statistical studies of the research for the purpose of explanation and prediction Then, the factors identified as affecting the residential architecture education were ranked. Findings: Theobtained results are descriptive statistics of respondents of both sexes holding master's and doctoral degrees and working as faculty members, university lecturers and those involved in residential architecture in three age ranges of less than 40 years, between 40 to 60 years and 60 years and above. The findings showed that among all the aforementioned six components that affect the architecture education, PCK of education, and environmental factors have the most significant impact. Conclusion: Based on the research studies conducted and the statistical results obtained, a comprehensive and operational model was developed for the educational planning of the residential architecture design course. In this pattern, TPCK and environmental components (including the design of light, the design of color, territory-oriented behaviour, ventilation, environmental equipment, security and respect for the environment) were introduced as the most effective components in residential architecture education. Also, based on the emphasis laid on the teacher-student interaction and the guidance role of the instructor and the facilitating role of the teacher in the type of the teaching method, an important feature of this model is the centrality of the aforementioned components in three dimensions of the instructor (teacher), the learner (student) and the environment.
Educational Technology Psychology
B. SalehSedghpour; M.S. Taher Tolou Del; S. A. Sadat
Abstract
Background and Objectives: Happiness is the highest level of positive emotion. Happiness is neurologically activated by a rapid decrease in nerve firing rate. Getting rid of physical pain, getting rid of worries, solving difficult problems, and winning an anxiety-provoking competition are examples of ...
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Background and Objectives: Happiness is the highest level of positive emotion. Happiness is neurologically activated by a rapid decrease in nerve firing rate. Getting rid of physical pain, getting rid of worries, solving difficult problems, and winning an anxiety-provoking competition are examples of a pattern of reduced neurological arousal of happiness. Avoiding stressors and avoiding accelerating change is not possible. In such a situation, people can prepare themselves to effectively deal with stressful life situations that have already provided the possibility of well-being, mental and physical health. Therefore, recognizing the factors that lead to the well-being and mental health of individuals is of particular importance. Since the main purpose of mental well-being is to help all people achieve a fuller, happier life and to prevent mood, emotional and behavioral disorders, prevention of mental illness in order to create a healthy society is one of the main tasks of educational systems. Happiness is one of the most important and influential variables in human life. Happiness is a kind of meaning of life or one of its givers. The effect of happiness on life satisfaction is significant. The purpose of this study is to rebuild, validate, and standardize of the Argyle, Martin, and Crass land’s Oxford happiness scale (OHI). The scale consists of 29 items in terms of five areas of life satisfaction, self-esteem, well-being, mind satisfaction, and positive mood that have been made available to the participants. Methods: The research method is descriptive-survey based on R factor analysis. The statistical population of the study was 200 students of architecture in four universities in Tehran, selected by simple random sampling method. Findings: The results of this study indicate that in the Oxford happiness scale, argyle has five factors; self-respect, life satisfaction, mind satisfaction, well-being and positive mood, while in this study, the factors of hope, life satisfaction, well-being, positive mood and aesthetic sense have come to light and there are two differences: “the aesthetic sense” that is unique to the field of architecture and “the hope” is specific to for Iranian. Conclusion: Finally, a comparative study of research in Oxford questionnaire between 1999 and 2007 was conducted with a 95% and 96% fitness index ratio in 2019.
educational psychology
H.R. Azemati; B. Saleh Sedghpoor; Z. Aminifar
Abstract
Lack of physical activity is one of the main concerns about children's public health. Physical environment is one of the variables that seems to affect the level of physical activity. The Purpose of this study was to construct and validate competency scale for evaluating physical features promoting the ...
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Lack of physical activity is one of the main concerns about children's public health. Physical environment is one of the variables that seems to affect the level of physical activity. The Purpose of this study was to construct and validate competency scale for evaluating physical features promoting the physical activity of children in the school yard. The statistical population of the study was children aged 8 to 11 years old in Tehran. Sampling was done in a multi-stage cluster sampling, and 120 selected children participated voluntarily in the selected areas. The method applied in this research was descriptive-correlation. Content validity of the questionnaire was confirmed by an expert university panel, its face validity was confirmed by a group of children and construct validity was evaluated using the confirmatory factor analysis. Based on exploratory factor analysis with varimax rotation, 21 items were divided into 3 factors. Total variance of these factors explained% 53.858 variance of physical features. According to experts, the resulting agents were called "environment attraction", "community spaces" and "play development". The findings of this study identify the most important physical variables that affect physical activity in the school yard, so it can be used to design the school yard.
