Educational Technology - Artificial Intelligence
M. Rajabiyan Dehzireh
Abstract
Background and Objectives: In recent decades, artificial intelligence has become increasingly prevalent in our lives and has had a significant impact on various fields including education. In the 21st century, education is undergoing a profound transformation, and at the heart of this revolution is artificial ...
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Background and Objectives: In recent decades, artificial intelligence has become increasingly prevalent in our lives and has had a significant impact on various fields including education. In the 21st century, education is undergoing a profound transformation, and at the heart of this revolution is artificial intelligence. AI is reshaping the way we teach and learn, providing numerous opportunities to enhance the learning experience for both teachers and students. AI-powered educational platforms have the ability to collect and analyze vast amounts of data, allowing them to gain insights into students' strengths, weaknesses, and learning preferences. The purpose of this research was to identify the challenges and capabilities of artificial intelligence in teaching and learning and to propose solutions.Methods: A qualitative phenomenological research approach was employed using an exploratory strategy. The study commenced with a systematic review of relevant literature and articles. After a thorough review of the existing research and the identification of initial indicators, interviews were conducted with experts in the field. The interview data were analyzed using thematic analysis. The population of this study included all experts and faculty members in the fields of educational technology and artificial intelligence. A purposeful sampling method was used to select 15 participants, ensuring theoretical saturation. Semi-structured interviews were used as the data collection tool. The data were coded using an interpretive thematic analysis approach. To ensure the reliability and validity of the data, the criteria of reliability and final validity were employed.Findings: Research findings indicated the identification of 112 basic themes, 29 organizing themes, and 3 overarching themes. In this regard, the challenges and issues associated with artificial intelligence included educational, ethical, legal, and security, social and interactive, technological and infrastructural, cultural, and economic challenges. Based on the research findings, the capabilities of research included improving assessment and evaluation processes and providing feedback, ensuring global access and educational equity, enhancing faculty capabilities in the educational process, teaching various disciplines, content production, instructional design, innovation in the educational process, fostering creativity and thinking, making education interactive, education and support for students with special needs, strengthening scientific skills, encouraging learning, innovating in the delivery of educational services, artificial intelligence as a teaching assistant, and adapting education to individual needs using artificial intelligence. Research findings revealed that the solutions to these challenges included using artificial intelligence as a teaching assistant, reviewing and evaluating data generated by artificial intelligence, developing policies, laws, and protocols in the field of artificial intelligence application, producing, building, and designing artificial intelligence applications, interaction between experts in the field of artificial intelligence in education, developing the necessary hardware and software for artificial intelligence applications, improving performance evaluation methods with artificial intelligence, and promoting a culture and education on how to use artificial intelligence.Conclusion: Creating comprehensive AI literacy programs is essential to ensure that learners and educators can navigate the AI landscape effectively. These programs should not only address technical aspects but also data privacy and ethical considerations. By equipping individuals with the necessary knowledge and skills, institutions can promote the ethical use of AI and mitigate potential risks.
Educational Science
M. Rajabiyan Dehzireh; F. Dortaj; H. Bashirnejad Dastjerdi
Abstract
Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as ...
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Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as the only force with educational authority has ended. Traditional educational classes are no longer very effective because they depend on specific time and place and cannot provide a real and appropriate context for learning. New technologies provide rich resources that can provide an opportunity for learners to grow. Today, one of the effective factors in motivating students is to use information and communication technology in education. In addition, one of the important goals of teaching and learning is to help students learn how to think productively by combining high-level thinking (evaluating ideas) with creative thinking (creating new ideas). Using modern information and communication technologies, students and teachers are aided to learn and improve thinking skills. Augmented reality is one of the new educational technologies that has been recognized by educational researchers. The effectiveness of augmented reality can be extended to other types of technology, such as mobile devices. The use of smartphones has led augmented reality applications to overspread in almost every area of study. The purpose of this study thus was the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students. Methods: The methodology of research was Quasi-experimental, with pretest-posttest and control. The population of the study was all second grade high school students in twelve Tehran city. 60 of them were selected by cluster sampling method and were replaced in two groups (30 person experimental groups and 30 person control groups). The research tools consisted of a perceived motivational atmosphere questionnaire and a high level of thinking by Saramd et al (2011). The experimental group was trained in six sessions of one-hour with educational augmented reality. Data analysis was performed using SPSS24 software and to test the research hypotheses used from multivariate covariance analysis. Findings: The findings of the study showed that the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in the experimental group was significantly higher than of the control group. Also, the effect of educational augmented reality on the component of follow up progress by students in the experimental group was significantly higher than the control group, but on the other components of perceived motivational atmosphere, there was no significant difference between the experimental and control groups. Conclusion: The results showed that augmented educational reality affects the perceived motivational atmosphere and high-level thinking of students and improves the perceived motivational atmosphere and high-level thinking in students. Educational augmented reality also influences one of the components of motivational atmosphere (student follow-up progress). Because the most important advantage of augmented reality is its unique ability to create mixed learning environments using a combination of digital and physical objects, in this way, skills such as critical thinking, problem solving, and communication through shared exercises are easily developed; and with the use of this technology and interaction with it, students' motivation increases. This technology helps students collect, process, and recall information. In addition, it will lead to interesting and joyful learning for students. Using augmented reality in teaching to provide students with teaching materials is one of the best teaching and learning methods; students can solve scientific problems virtually by wearing augmented reality glasses or taking a mobile phone camera on textbooks in the environment. They see the real things and easily understand everything. Therefore, it increases students' motivation and helps them to acquire better skills.
Game-based Education
M. Rajabiyan Dehzireh; F. Dortaj; S. Pourroostaei Ardakani; S. Esmaeili Gojar
Abstract
Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary ...
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Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary era, will be an important part of the future education. To this end, educational systems have decided to change their teaching methods and have thought about how to teach and learn and how to prepare the digital generation to live in this culture. To improve and make education effective for today's digital learners, considering the features and capabilities of educational computer games, it seems that one of these methods is to use educational computer games as an educational strategy in educational systems. The purpose of this study was to investigate the effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. Methods: The research method is Quantitative and semi-experimental method of pre-test-post-test design with control group. The statistical population is all elementary students of Shahriar In the academic year 2017-2016. The sample consisted of 60 students (30 in the control group and 30 in the experimental group) who were selected through targeted sampling. Research tools included Garnefski et al cognitive emotion regulation and Baer et al mindfulness questionnaires. Findings: The research findings show that the use of instructional computergames effects on cognitive emotion regulation and students' mindfulness (p < 0.01). There is a significant difference in the components cognitive emotion regulation and mindfulness between the two groups (experiment and control) (p < 0.01). In positive strategies of cognitive emotion regulation and mindfulness, the moderated mean of the experimental group is more than that of the control group and in negative strategies of cognitive emotion regulation. The moderated mean of the experimental group is less than that of the control group. This shows that the use of instructional computergames effects on the improvement the components of cognitive emotion regulation and mindfulness in students (p < 0.01). Conclusion: Because learners engage in interactions in the educational computer game environment that use working memory cognitive resources for meaningful learning, direct instruction and guidance can play an executive role by providing minor alternatives to compensate for the lack of knowledge-based guidance for the learner by accurately retelling a management example and solving a problem. Of course, educational computer games in certain applications such as navigation tasks, reviewing and processing implicit gestures or processing complex narratives and background information can impose heavy requirements on our cognitive system according to the personal resources needed, here significant player involvement with the game or automating a player's computer skills due to intensive training can help the player solve this problem. During games, especially educational computer games, students gain access to new mental concepts, gain more and better skills, and use positive emotion regulation strategies while playing. The results of the research show that instructional computer games improve the cognitive emotion regulation and Mindfulness in students, it is suggested to use instructional computer games in classrooms.
