Educational Technology
M. Ghasemi arganeh; S. Pourroostaei Ardakani; A. Mohseni Ezhiyeh; R. Fathabadi
Abstract
Background and Objectives: Pillars of civilization of any society is based on the system and structure of education; and without any doubt health, comprehensiveness and efficiency of the education system of that society depends on the scope, breadth, diversity and quality of comprehensive educational ...
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Background and Objectives: Pillars of civilization of any society is based on the system and structure of education; and without any doubt health, comprehensiveness and efficiency of the education system of that society depends on the scope, breadth, diversity and quality of comprehensive educational programs and educational services that are offered to students in regular schools or special classes. We have often seen students who are very similar in terms of learning ability and talent; but there are many differences in their academic achievement. We see these differences not only in school learning but also in other non-academic activities. This aspect of human behavior is related to the field of motivation. Psychologists often see motivation as a process that is involved in motivating, directing, and sustaining behavior. Motivation is the basis of human behavior and the most important factor of various behaviors and in fact the driving force of human activities and their directing factor. Gamification is currently one of the techniques that can increase motivation. Gamification is a new method that has been translated as ‘playmaking’ in some sources and means the use of playful elements and thoughts in areas that are not the nature of the game. Gamification has been one of the topics discussed in recent years, which can be used to increase efficiency and user interaction. Properly applied gamification in educational environments will lead to better learning of users. This study investigates the impact of gamification on educational motivation for mentally disabled students. Methods: This research utilizes a quasi-experiment research method through which pre andpost-tests are organized for two groups of students, i.e., control and experimental. The reserach population covers all mentally challenged students in Kermanshah Providence in Iran. The experiment sample consists of 32 students selected using a convenience sampling method. They randomly formed two groups of 16 as control and experimental. The experimental group was taught by game-based instructions, whereas the control received ordinary lessons in the classroom. For this, a 20 sessions (ordinary and game-based) course were designed for both groups of students. Harter motivation test was used in this research to collect data from the students. The collected data was analyzed using a one-way analysis of covariance. Findings: In the descriptive statistics section, the studied variables were analyzed using statistical index tables, mean and standard deviation; and in the inferential statistics section, the research hypotheses were analyzed using analysis of covariance. According to the results, game-based education has a positive impact on educational motivation for mentally disabled students and the effect size of the Eta squared in research is 0.49 on the internal motivation and 0.51 is the external motive. Conclusions: According to the findings of the analysis of covariance, gamification-based teaching methods have a positive effect on internal and external academic motivation (p <0.01). It is concluded that motivation plays a key role in learning, specifically if the students with mental disabilities join game-based educational environments.
E-Lerning
F. Hassani Jafari; A. Abbasi
Abstract
Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent ...
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Background and Objectives: Information and communication technology has created significant developments in all aspects of individual and collective life, so that in education it has brought birth and growth of e-learning, virtual and smart school One of the principles of e-learning processes is an independent learning that requires an independent learning training. The aim of this research was to provide students with opportunities to perform more productive interactions and develop their learning skills and to learn independently. The study compares self-regulatory skills and motivation of students in regular and electronic schools in the academic year 2017-2018. The research is applied considering its goal. Materials: The present study consisted of all 12-grade male students of natural sciences in district 4 of Qom City, consisting 1,600 students who were selected based on random sampling method. The number of students was determined based on Morgan Table and 165 people were selected in e-schools and 142 in normal schools. The research instruments are two self-regulatory skills questionnaires which are organized in two parts: motivational beliefs and self-regulated learning strategies. Cognitive strategies consisted of repetition review, expansion strategy, organization strategy and comprehension strategy. Metacognitive strategies included planning, control, monitoring and regulation strategies; and other part, motivational beliefs included self-efficacy, goal orientation, internal evaluation and test anxiety. Hermes motivation questionnaire that differentiates people who need high progress and those who have low progression needs was also used. The results of the study were analyzed by analysis of variance and t-tests. Findings: Considering the first hypothesis, the value of t was equal to 0.289 and the significance level was 0.003, and thus it is concluded that the mean of the academic achievement motivation scores in e-school is higher than normal school. With respect to the second hypothesis, considering that the value of t was 0.161 and the significance level was 0.002, it can be concluded that the average scores of using the cognitive strategies of smart school are higher than normal schools. Considering the third hypothesis, since the value of t is equal to 1.247 and the significance level of 0.000 was reported, it is shown that the average scores of using the metacognitive strategies of e-school are higher than the normal school. Conclusion: using electronic learning tools in schools leads to improved self - regulation skills and motivation in students. E-schools provide good opportunities for self-motivated and active learning and engagement the learning process. The results of this research is in line with the results of other studies that the use of e-learning in schools has a significant effect on metacognitive skills (planning, monitoring, control and comprehension) and cognitive strategies (repetition, review, development and comprehension) in students and plays a great role in academic motivation and academic success. Electronic schools with the acquisition of modern tools of learning technology in deepening and understanding learning resulted in improving the process of information processing, the possibility of repeating and reviewing the learning content, the development of perceptual processes and solving it from various strategies and management of time and control, and planning of learning and learning activities in students.
Educational Technology Psychology
A. Mahmoudabadi; H. Nadimi
Abstract
Preserving the students’ educational motivation and satisfaction of teaching methods has a considerable influence on their educational success. Therefore, finding effective strategies to enhance students’ educational motivation and satisfaction of teaching methods is considered as one of ...
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Preserving the students’ educational motivation and satisfaction of teaching methods has a considerable influence on their educational success. Therefore, finding effective strategies to enhance students’ educational motivation and satisfaction of teaching methods is considered as one of the most important educational priorities. The purpose of this study is to investigate the effect of utilizing the capabilities of caricature on the students’ educational motivation and satisfaction of the teaching methods. The participants were the students of Yazd Payame Noor University. Nineteen students participated in the learning program utilizing caricature through textbook and PowerPoint slides and 18 students took part in the instructional program based on the lecture. The course of “consistency” with the subject of “strength of the metal structures” was taught using the two mentioned approaches. The classes were randomly assigned to these educational programs. The data were collected in the two stages of pretest and posttest using the summarized version of Mac Innerni and Sinclaire standard questionnaire of educational motivation. Moreover, after the treatment, the students were asked several direct questions about their overall satisfaction from the educational programs. The data were analyzed using t-test, Wilcoxon and Mann-Whitney statistical tests. The findings indicated that comparing the two approaches, teaching with utilization of caricature can enhance the students’ educational motivation and satisfaction of the teaching methods.
Technology-based learning environments
Kh. Rashid; A. Zakeri; A. Salahshoori; R. Kord Noughabi
Abstract
The educational motivation plays an important role in the classroom learning. But a careful research in this field has not been done yet in Iran. In this research، we try to study the relations among different factors like individual، family، social، and school with educational motivation. The research ...
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The educational motivation plays an important role in the classroom learning. But a careful research in this field has not been done yet in Iran. In this research، we try to study the relations among different factors like individual، family، social، and school with educational motivation. The research sample included 1015 persons (445 girls & 570 boys) of high school students in Mazandaran province. In this research the samples were selected by a combination sampling( simple & cluster) and completed two questionnaires one of which was Noviki-Streakland and the other was made by the authors The collected data were analyzed by SPSS programs while Pearson correlation coefficient along with regression analysis were utilized. The research results reveal positive significant corrections between student’s motivation and the individual factors، the institutional factors، and، the social factors. Social- economic status of student’s families، however، did not show any significant correlations with motivations; while other family factors were found to be important. We can conclude that the student learning motivation is not a purely internal and psychological phenomenon but is much related to external factors such as social، institutional، and individual factors.
