Electronic learning- virtual
Z. Morovati; N. Mohammadhasani; Y. Mahdavi Nasab
Abstract
Background and Objectives Learning reading and writing skills in the first grade is crucial and fundamental. It has always been considered highly important for students to learn these skills at an early age. By learning to read in elementary schools, students can accurately and comprehensively read various ...
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Background and Objectives Learning reading and writing skills in the first grade is crucial and fundamental. It has always been considered highly important for students to learn these skills at an early age. By learning to read in elementary schools, students can accurately and comprehensively read various texts, including words, sentences, and simple texts. Strengthening their reading skills enables students to understand and benefit from the information available in books, newspapers, magazines, and other resources, which is essential for effective learning and progress in different subjects. Moreover, learning writing skills is also of great importance in the first grade. With this skill, students can express their thoughts, ideas, and experiences fully and accurately. They can arrange sentences in a logical order, use correct grammar rules, and form paragraphs correctly. This fundamental skill is crucial for written communication in the future and helps students develop strong analytical skills, creativity, and oral communication abilities. Engaging students in the learning process is one of the major challenges faced by teachers. Therefore, the use of an engaging learning method has become a concern for teachers in the field of teaching and learning. This study aimed to investigate the impact of gamification with badges on reading and writing skills as well as academic engagement among first-grade elementary school students.Materials and Methods: The research population consisted of all female first-grade students in Qazvin province during the academic year 2020-2021. A cluster sampling method was used to select the sample from different classes across the city. The sample size included three groups of 25 students each, divided into two experimental groups (gamification with badges and gamification without badges) and one control group. The research design employed a pretest-posttest design with a control group. The research instruments included researcher-developed reading and writing skill tests and the Rio Academic Engagement Questionnaire. The reliability of each measure was calculated using Cronbach's alpha. Descriptive statistics were used to analyze the data, including means and standard deviations, while inferential statistics included Analysis of Covariance and Tukey's post hoc test using SPSS software.Findings: The results of the Analysis of Covariance indicated that the use of gamification had a significant effect on reading skills (F = 6.166, p< 0.003) and writing skills (F = 4.88, p< 0.010), as well as academic engagement (behavioral: F = 134.462, p < 0.000; emotional: F = 43.546, p< 0.000; cognitive: F = 348.598, p< 0.000; and agentic: F = 349.853, p< 0.000). Furthermore, Tukey's post hoc test revealed that the gamification with badges group outperformed the gamification without badges group in three subscales of the academic engagement (behavioral, agentic, and cognitive).Conclusions: The findings of this study demonstrated that the use of gamification had a positive impact on reading and writing skills as well as academic engagement among elementary school students. Some recommendations include utilizing gamification strategies to create interactive, engaging, and lively learning environments, designing gamified learning environments to enhance motivation, participation, collaboration, and engagement; and exploring the effects of gamification (e.g., leaderboard) on increasing students' teamwork abilities.
Electronic learning- virtual
susan mehrzad; zeinab Golzari; Zahra Taleb
Abstract
Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ...
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Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Blended Learning
Sh. Fazli; S.R. Emadi
Abstract
Background and Objectives: Mathematics is one of the basic skills that is considered as as one of the important and fundamental subjects during education, and a significant number of students face challenges in this subject. The teaching and learning of mathematics is not only limited to transferring ...
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Background and Objectives: Mathematics is one of the basic skills that is considered as as one of the important and fundamental subjects during education, and a significant number of students face challenges in this subject. The teaching and learning of mathematics is not only limited to transferring concepts and definitions to students, but the math program is responsible for developing and generalizing concepts, creating motivation, fostering creativity, and applying and creating connections between students' learning. However, it can be seen that the traditional methods of teaching mathematics, despite a long history, have not been able to positively affect the process of learning and teaching mathematics of students. Researchers have sought to find a way to solve the problems of the teaching and learning process so that students can better understand the basic foundations of mathematics. With the advancement of technology and the use of computers in various branches of science, the way was paved for the use of technology in education. Among the applications of this technology, which is receiving more attention every day, is the role it can play in the learning process. With the growth and expansion of the use of computer technology in the learning process, the design of graphic learning environments has become increasingly important, and one of these graphic methods is vector graphics. Drawing can be an effective educational medium in education, because it enables the teacher to present information with different media through sound, text, animation and image. In other words, teaching with the multimedia graphic design method provides the right context to complement the teacher's efforts to attract attention, improve understanding and involve the person in learning. The purpose of this research was to determine the effect of vector graphics on the learning and engagement of students in mathematics.Methods: The research method was an experimental with a pre-test-post-test design with a control group. The statistical population included all fifth-grade female students of the Qahavand district in the academic year of 2020-2021, which was 188. The statistical sample consisted of 30 people (15 subjects in the experimental group and 15 in the control group) who were selected from the female students of the fifth-grade primary school through an available sampling method. The experimental group was trained through Illustrator software during 8 sessions, and the control group received the usual training. The data collected by Reeve's (2013) academic engagement and learning (researcher-made) questionnaires in mathematic. Descriptive statistics indicators such as mean and standard deviation were used to analyze the data, and multivariate covariance analysis was used to check the research hypotheses.Findings: The results showed that teaching with the help of vector graphics had a greater effect on the level of learning and engagement of students in mathematics lessons compared to teaching in the usual way. Based on the results of vector graphics training, it had a positive and significant effect on students' learning (F=9.34, P<0.01) and engagement (F=27.17, P<0.01) of students.Conclusion: The findings of the present study showed that the use of vector graphics teaching method is effective on the level of learning and academic engagement in mathematics. Considering the importance of multimedia patterns in education and the attractiveness of multimedia methods such as graphics for learners, it is suggested that teachers use vector graphics in teaching mathematics. Also, education can increase the quality of education by empowering teachers to use multimedia technologies, and considering multimedia principles in the design of textbooks, and helping students learn better.
Gamification
R. Tohand; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: The gamification approach is one of the newest and most attractive developments in recent years, which has been effective in various fields, including education. This approach attracted the attention of its audience by creating excitement and interaction. Gamification means ...
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Background and Objectives: The gamification approach is one of the newest and most attractive developments in recent years, which has been effective in various fields, including education. This approach attracted the attention of its audience by creating excitement and interaction. Gamification means the application of game elements and components in a non-game situation, which, according to an attractive and predetermined process, considers certain goals. The gamification approach with the effectiveness of the curriculum created a dynamic and interactive environment for the learners and improved their educational and learning status in a suitable context. This research was conducted with the aim of identifying the experiences of experts in connection with the application of the elements of the gamification approach in the higher education curriculum.Methods: This qualitative research was conducted using a phenomenological (descriptive) approach in the year 1401. In this study, a deep question was posed to experts to obtain their experiences, and if necessary, elements of the gamification approach were explained for the interviewees to express their experiences related to them. The participants included experts from across the country who were involved in education, research, the production of electronic content for higher education systems related to gamification. Based on targeted sampling and snowball technique, 18 participants were identified at the national level. The interviews, which lasted for one hour each, continued until theoretical saturation was reached. After conducting and recording the interviews, they were transcribed full. The transcriptions were then reviewed multiple times, comparing the text with the audio, and subsequently subjected to a coding and analysis system.Findings: Based on the experts' experiences, the elements of gamification approach that can be employed in higher education curriculum were as follows: Create excitement (presenting engaging content, using active teaching methods, behavioral cues, competitions and questionnaires, adventure and avoiding repetition), Create partnership and interaction (instructor with learners, utilizing virtual space, through content and among learners), Create competition (group competitions, time constraints, individual competitions, and lottery-based competitions), Create motivation (creative techniques, fostering intrinsic motivation, fostering extrinsic motivation, motivational statements), Provide feedback (appropriate feedback for effort, qualitative feedback, immediate feedback after the test), Scoring (opportunity for remediation, progress bar, irregular scoring, and role determination), Rewarding (giving rewards, types of incentives, designing certificates, and awarding them), Create challenge (by posing questions and using tools), Determining rules and regulations (setting multidimensional goals for the lesson and announcing them at the beginning of the term, drawing a roadmap by the teacher, and sweet penalty) and Leveling (leveling the content and progressing step by step from easy to difficult, from concrete to abstract, from known to unknown).Conclusion: The gamification approach has elements that, by implementing it in the curriculum of higher education, could lead to the attractiveness and dynamism of teaching and facilitate the learning process. Therefore, it is possible to use the experiences of the experts of the gamification approach in the educational process to change the class from a dry and boring teacher-centered atmosphere, go out and use the elements of the gamification approach to move towards inclusiveness and make the learning process attractive, enjoyable and lasting. This approach has paid special attention to the audience and their interests and considered the participation and interaction of learners to put learning in a happy, attractive, active and effective process.
Emerging Technologies
H. Abbasi; E. Zaraii Zavaraki; M. Nili Ahmadabadi
Abstract
Background and Objectives: The current research was conducted with the aim of investigating the use of new Metaverse technology in teaching and learning in order to develop, facilitate and apply it in education. The research problem was how to make real impossibilities possible in teaching and learning ...
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Background and Objectives: The current research was conducted with the aim of investigating the use of new Metaverse technology in teaching and learning in order to develop, facilitate and apply it in education. The research problem was how to make real impossibilities possible in teaching and learning intuitively and the role of metaverse in this field, the success rate of educational research and their scientific and research reasons for using metaverse in education. In the studies, the goals, variables, methods, results and challenges regarding the use of metaverse in education were investigated.Methods: The research was conducted using a systematic review method. The statistical population (research field), the content required to conduct a systematic review, included valid scientific and research articles. The statistical sample was selected using a targeted method and 23 items were selected from among 127 articles. The criteria for entering the research cycle included the full relevance of the article title to the topic of Metaverse, the newness of the publication year, publication between 2020-2023, the validity of the indexed publication and site, the validity and adequacy of the article reference, the use of correct research methods and its relevance to the topic, that was teaching and learning. The criteria for excluding the article from the research process included the lack of subject relevance, the low research rank of the publication, the publication year not being new, the topic being repetitive, languages other than Persian and English. The keywords used were metaverse, teaching and learning in Persian and English, and the articles were searched in reliable domestic and foreign databases.Findings: The research showed that Metaverse was effective in teaching and learning, despite being new and the limited development of its technological dimensions. In response to the questions, the most prominent goals of research related to the use of metaverse in education, providing a clear definition of metaverse, applications of metaverse in education, presenting the model, determining challenges, describing the characteristics and methods of use, legal requirements, analyzing attitudes and the role of artificial intelligence in metaverse were determined. The leading countries in this field were Korea, China, America, Spain, Taiwan, and UAE. The research methods used were survey, descriptive, experimental, content analysis, modeling, and systematic review. The statistical population of most of the studies were students and the variables were general learning, educational content, user satisfaction, and metaverse framework. Also, the main tools used in the selected studies were questionnaires, interviews and tests. The number of experimental studies in education was seven. The main findings of the research included providing a technical framework, improving interaction, creating deep and meaningful learning, increasing motivation, creating creativity, personalized learning, situational training, and creating new educational opportunities. The challenges were related to the nascent nature of the technology, the effect of technical capabilities on the results, technological limitations, ethical issues, health threats, high costs, content production problems, lack of experts, and lack of access to everyone.Conclusion: The emergence of the metaverse should be practically considered from 2021, but its effective capabilities and abilities in education have been confirmed by most studies, and it is predicted that the metaverse would bring a bright future for teaching and learning and can be used to facilitate and accelerate the realization of educational goals. Therefore, to improve the current situation, it is necessary to a) develop instructional design patterns based on metaverse, b) design and present a content production model for Metaverse, c) design, formulate, and standardize the design principles of teaching and learning environments based on metaverse, d) develop the principles and method of implementation, technical development and support of Metaverse, e) design principles and evaluation methods of educational programs based on metaverse, and f) prepare the legal and ethical charter of metaverse educational environments. Among the limitations of the research, we can point out the lack of experimental researcg, the lack of evolution of applied technologies in the metaverse, and the limited range of studies. It is suggested that by using Metaverse technology, education should be transformed from classroom to virtual world and its effect on different dimensions of education and learning should be researched.
Educational computer games
S. Golzar Aziz; Z. Khoshneshin; Y Mahdavinasab; M. Rajabi
Abstract
Background and Objectives: The rapid advance of smart technologies has transformed various aspects of social life and, by its very nature, has significantly changed the nature, timing, and place of learning. Digital educational games, which in turn are one of the manifestations of technological progress ...
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Background and Objectives: The rapid advance of smart technologies has transformed various aspects of social life and, by its very nature, has significantly changed the nature, timing, and place of learning. Digital educational games, which in turn are one of the manifestations of technological progress in the modern era, will become an important part of education in the future. In this direction, educational systems have decided to change their educational methods and are looking for answers to the question of teaching and learning methods and how to prepare learners of the digital generation for life in this culture. In order to improve and make education effective for today's digital learners, one of these methods seems to be the use of educational games as an educational strategy in educational systems, considering the characteristics and possibilities of educational games. The purpose of this research was to investigate the effect of the design and application of ARIAN digital educational game on the motivation and learning of dyslexic students in the second grade of elementary school.Methods: In view of the practical purpose and method of data collection, the present research was conducted quasi-experimentally using pre-tests and post-tests. The statistical population of this research included all students with dysgraphia in the second grade of Baharestan city who studied in the academic year 2017-2018. For this research, firstly, a school in Tehran province in Baharestan city was randomly selected. Then, 32 students who met the conditions of the study were selected among the students with learning disabilities. The following instruments were used in this study: 1. A teacher-made test to investigate the effects of games on learning of dyslexic students 2. Harter's academic motivation questionnaire to measure students' academic motivation 3. Clinical interviews with teachers 4. Spelling disorder test to select a sample of dyslexic Then, according to the pretest, the students were divided into two experimental group and a control group.Findings: After collecting statistical data from the pretest, posttest, and learning and motivation test, the data were analyzed using SPSS statistical software in two parts: descriptive statistics (mean, median, mode, and standard deviation) and inferential statistics (variance and covariance analysis). The results of the covariance analysis of the effect of the pretest on the total academic motivation score show that there was a statistical difference between the mean academic motivation score of the dyslexic students in the experimental group and the control group. The results of the covariance analysis of the effect of the pretest on the total learning score also showed that there was a statistical difference between the average learning score of the dyslexic students in the experimental group and the control group.Conclusion: The results of the research showed that the use of educational game is effective in motivating (P<0. 01) and learning (P<0. 01) students with dysgraphia in the second grade. ARIAN digital educational game was able to significantly increase students' motivation and learning due to its features such as purposefulness and attention to students' needs, providing immediate feedback, providing suitable opportunities for trial and error and turning a negative and stressful atmosphere into an atmosphere full of trust and motivation, using communication channels such as text, speech, image, music and movement in education, the activeness of students in the learning process, the student-centeredness of the teaching and learning process and the use of multiple senses, it was able to significantly increase the motivation and learning of students.
Game-based Education
M. Nazari Dust; M. Bagheri
Abstract
Background and Objectives: The purpose of this research was to investigate the effect of gamification-based test on exam anxiety, interest and learning of mathematics lesson of the sixth grade of elementary school students.Methods: The method used in the current research was quasi-experimental with a ...
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Background and Objectives: The purpose of this research was to investigate the effect of gamification-based test on exam anxiety, interest and learning of mathematics lesson of the sixth grade of elementary school students.Methods: The method used in the current research was quasi-experimental with a pre-test and post-test design with a control group, and was applied in term of puropos. The statistical population in the present study included all the male students of the sixth grade of elementary school in Asadabad in the academic year of 2021-2022. Among these, two classes of 17 students were selected through convinience sampling method and were randomly assigned to two experimental and control groups. During eight training sessions, after the end of each session and the teacher's training in the virtual classroom, the test was conducted normally for the control group, but for the experimental group, the test was conducted as gamification. In this way, questions were designed based on the content and topics that were taught in each session and uploaded to the Kahoot platform. After the end of each session, the teacher provided the link to the students, the students entered Kahoot and answered the questions. While answering the questions, they could see their status compared to other students. Students chose avatars and competed with others in an attractive and multimedia environment. Also, the teacher shared the leader board after the exam in the Shad software and the names of the best ones were recorded. In order to collect data, Abolghasmi et al.'s exam anxiety questionnaire, Nemati's math interest questionnaire and a researcher-made learning test were applied. In order to determine the validity of the form and content of the test, the opinions of 12 subject expert teachers were used. For content validity, CVR indices were used, and these values were checked in each question and they were greater than 0.7; so, the content validity of the test was also confirmed. The reliability of the math learning test in the study was obtained using the Kuder-Richardson method, 0.81, which indicated the appropriate reliability of this test. In order to collect data, Abolghasemi et al.'s test anxiety questionnaire, Nemati's math interest questionnaire, and the researcher's learning test were used. Data were analyzed using analysis of covarianceResults: The results of covariance analysis showed that the experimental intervention could not significantly reduce the exam anxiety, or increase interest in mathematics and the learning rate of experimental group students (P<0.05).Conclusion: According to the results, it can be argued that there is stress and anxiety in the nature of tests and these variables are influenced by various cultural, family and environmental factors, and changing the test process using gamification had no significant effect on the variables of test anxiety, interest in mathematics and learn math. On the other hand, due to lack of internal systems related to gamification, the well-known international system of Kahoot was used, which may be one of the reasons for its lack of effectiveness due to its incompatibility with some cultural components. According to the results of the research, applying the principles of gamification in tests at the elementary level needs to examine different aspects and dimensions that future researches can pay attention to.
Electronic learning- virtual
R. Shahverdi; M. RezaeiZadeh; M. Vahidi-Asl
Abstract
Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in ...
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Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in higher education. Therefore, one of the necessities of online teaching is developing interaction strategies to promote online class interactions. Based on this, the aim of the current research was to identify various methods and tools to create effective interaction between the instructors and students in virtual university classes.Methods: This research was based on the qualitative approach of digital ethnography. Research data was collected using observation. The research community included the university virtual classes, which were selected using criteria-based purposeful sampling of virtual classes in the educational science department. To this end, 16 lessons related to 12 instructors (89 sessions and a total of 120 hours) were observed. In the data collection process, the researcher's role was as a non-participant observer. In addition to being descriptively recorded, the observation data or field notes were also reflected upon (the observer's perception of the situation and people).Findings: The research findings related to various methods and tools for creating interaction were categorized into four sections, including interaction at the beginning of class, during the class, at the end of class, and outside the class. Class preparation, follow-up homework, diagnostic assessment and knowledge review were the most frequently used methods of interaction at the beginning of the class. Regarding interaction during the class, question and answer (questioning), presentation-based learning, providing feedback, using students' opinions, using motivators, managing participation, and role-playing were the most frequently used methods and techniques. Summarizing and planning, evaluation and feedback were included in the end-of-class interaction section, and in relation to out-of-class interaction, providing additional training, sending assignments, discussions, and scientific-research collaborations were the most frequently used methods. The methods and techniques that were mentioned entailed using chat tools, microphone, webcam, screen sharing, status pod, slide, Word file, video, image, survey or poll, WhatsApp, Moodle (including test plugin, assignment, forum, and file).Conclusion: Based on the findings, we cannot expect to improve the quality and quantity of students' learning just by creating interaction. Rather, the effective interactions require compliance with principles and techniques such as the use of reflective questions along with descriptive ones, and awareness and overcoming obstacles to creating effective interactions. Also, the use of various tools and technologies does not necessarily lead to the effectiveness of interactions, but how to use them at the right time is more important. Another noteworthy point is that interactions outside the class (such as Feedback on assignments) are very important along with the interaction inside the virtual class. In addition, sharing experience and knowledge among professors and participating in knowledge-enhancing courses can help them become familiar with the methods and tools for creating interaction in the virtual classroom. Also, it is necessary to create opportunities for professors to practice the methods they have learned and to help them make teaching and interactions more effective by trial and error and receiving feedback.
Preparation and compilation of electronic content
M. S. Mosavi Shafigh,; Z. Khoshneshin; Y. Mahdavi Nasab; M. Mojadam
Abstract
Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is ...
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Background and Objectives: Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is known as an active method, to improve learning ability and motives.Methods: The research was designed based on quasi-experimental method of analysis. Sample of research included 60 students selected randomly from two high schools and the pretest and posttest were administered. Hermann’s standard questionnaire was used to estimate the motivation achievement and a researcher-made questionnaire was used to measure learners’ motivation and learning. The reliability of the questionnaires was estimated by Cronbach's alpha as 0.82 and 0.85. Covariance analysis was used to analyze the data compartments of the pre- post-test scores in experimental groups after the intervention.Findings: It was revealed that there was a significant difference (sig 0.05) in pre- and post-test scores of students’ different levels of learning and motivation. It was also found that experimental teaching method, using concept mapping, to improve students’ cognition skills and their motivation could increase the opportunity of discussion among peers and understanding the content. Concept mapping in different ways of implementation as teacher- or student-based activities could promote the students’ learning level and motivation.Conclusion: Implementation of teacher- and student- made concept mapping enabled students to learn better and improved their motivation and led to the improvement of their learning skills.
Technology-based learning environments
M. Hosseini; S.B. Hosseini; F. Mozaffar
Abstract
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of ...
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Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose.
Electronic learning- virtual
M. Minaeinezhad; Y. Mahdavi Nasab; N. Mohammadhasani
Abstract
in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs ...
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in the learning process of students; one of these technologies is educational multimedia. Among the principles and criteria of multimedia production is the use of educational agent in its design. An educational agent is an animated character that talks and is embedded in educational computer programs and helps to provide multimedia content or students' participation in learning. Although there have been numerous studies with the aim of investigating the effect of the educational agent in education, there has been no research regarding the use of several educational agents with different roles in educational multimedia. In this study, using multimedia with one educational agent and multimedia with three educational agents (each of which has a different role), and the effect of educational agents on learning, retention and academic engagement of students in science course was investigated.Methods: The statistical population of the research included all sixth-grade students in Khorram Abad in the academic year of 2020-2021. Using random sampling method, three classes of 30 students were selected among the sixth-grade classes of Khorram Abad schools and were randomly assigned to experimental groups. The research method was quasi-experimental with a pre-test-post-test design. The research tools included a researcher-made learning test, a retention test, and Rio's academic engagement questionnaire, and the reliability coefficient was calculated as 0.821 using Cronbach's alpha coefficient for the academic engagement questionnaire. The classrooms were taught simultaneously and separately for four sessions using educational multimedia tools developed by the researcher.Findings: The results of covariance analysis showed that there was a significant difference between the experimental science course scores in the groups (F=68.42, P<0.005) and the use of educational agent had a significant effect on learning. The difference in the average scores of the post-test learning of students who were trained with one educational agent (experiment group one) and students who were trained with three educational agents with different roles (experiment group two) was -9.35 and with 95% confidence of using three educational agents was more effective than using an educational agent and led to better learning of science lessons. In the retention variable, the results showed that there was a significant difference between the scores of the experimental groups (1 and 2) and the control group (F=7.6, P<0.05) and the use of an educational agent had an effect on retention compared to not using an educational agent and the presence of an educational agent in the education process led to better retention of information in the memory in the long run. The difference between the average scores of the memory test of the students of experiment group one and the students of experiment group two was -0.928 and there was no significant difference between the use of three educational agents compared to the use of one educational agent. In the variable of academic engagement, there was a significant difference between the grades of groups (F=7.24, P<0.05) and the use of educational agents had a significant effect on academic engagement, and the students of experimental groups 1 and 2 who were trained with educational agents. They had more engagement in academic assignments and tasks. Moreover, according to the results, using three educational agents with different roles was more effective than using one educational agent and caused more active engagement of experimental group 2 in doing the academic assignments of the science course.
Technology-based learning environments
S.R. Emadi; A. Mokhtarisami
Abstract
Background and Objectives: The present age is called the age of communication and the most prominent symbol of that is the media. Today, educators, especially teachers, strive to use a variety of media to improve teaching and learning so that they can provide students with most information in an effective ...
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Background and Objectives: The present age is called the age of communication and the most prominent symbol of that is the media. Today, educators, especially teachers, strive to use a variety of media to improve teaching and learning so that they can provide students with most information in an effective way in the shortest possible time. In many domestic and foreign studies, infographics have been introduced as one of the most effective media in the field of education and researchers in many studies have found that infographics can improve academic performance in normal students and facilitate learning in students with disabilities. In this study, we try to examine the effect of using an infographic in the learning environment based on the Glasersfeld model on the level of motivation, learning, and retention in the fifth grade of the social studies course. This research is practical in terms of purpose.Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with separate experimental and control groups. The sample was comprised of 30 fifth-grade students randomly divided into two groups of 15, i.e., the control group and the experimental group. Researcher-made tests as that were used as the main methodological instruments administered for eliciting data in this study were validated by the comments of the experts in this field, the educational technology professors, and the thesis supervisor. Moreover, the Cronbach alpha and scholars’ assessment methods were employed to measure the reliability of multiple choice tests and open-ended question types, respectively. In addition, to analyze the data collected in the study, both descriptive statistics (that is, mean, standard deviation, skewness, and kurtosis) and inferential statistics (that is, Kolmogorov–Smirnov test, T test, Analysis of Covariance( were used by applying the SPSS software.Findings: The results of this study revealed that the amount of learning and retention of the students who were trained with the help of an infographic in the learning environment based on the Glasersfeld model was statistically significant as compared to that of those students who have not used infographics in the social studies course (p<0.05). But with respect to motivation, since P = 0.87 and F = 0.02, no significant difference was observed between the two groups and the hypothesis was not confirmed (P> 0.05).Conclusion: An effective education is one that can attract the attention of students and keep them involved and active in the learning process. Infographics are tools that provide information in the forms of both text and image, enabling learners to use their full capacity for cognition which actually leads to more and better teaching-learning. An infographic is the visualization of information or ideas that convey complex information to the audience in a way that is too fast and easily comprehensible and, therefore, easily retrievable. Since infographics simplify difficult materials, they are very helpful in learning and memorizing complex and difficult lessons. In the teaching method with infographics in a learning environment based on the Glasersfeld model, conditions are provided for the learners to be involved in education and actively build knowledge and be able to visualize complex and difficult content in a simple, concise, and structured way in their minds.
Mobile learning
N. Saeid; A. Jadidi mohammadabadi
Abstract
Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The ...
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Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The aim of this study was to determine the effect of mobile education on students' learning, concentration and academic satisfaction.
Methods:The present study is applied in terms of purpose and quasi-experimental in terms of method with pre-test- post-test control group. The statistical population includes 56 medical students of Kerman Azad University who were examined through a test in relation to the relevant course content and concentration and among those with lower scores, 44 students were selected. Then, they were randomly divided into two groups of control (n=22) and experimental (n=22). The two groups were also homogenized as much as possible in terms of semester, age, and level of learning and concentration. The educational materials prepared by the experts were weekly sent to the students via whatsApp and short message service (SMS). In this way, an educational video about the mentioned lesson, including theoretical and practical cases, was sent to students in 8 sessions through WhatsApp, and in session 8, students’ problems were questioned and answers were provided through WhatsApp and SMS service. The research instrument included a learning questionnaire in which 35 questions related to the curriculum were prepared and its validity was confirmed by the instructor. Savari and Oraki Concentration Skills Questionnaire (2015) which consists of 13 items and two factors, namely voluntary concentration and involuntary concentration was used. The voluntary concentration subscale consists of 8 items and the non-voluntary concentration subscale consists of 5 items. In order to determine the reliability of the above-mentioned questionnaire, Cronbach's alpha method was used and it was found to be 0.74 for the whole scale and 0.72 for the subscale of voluntary concentration skills and 0.70 for involuntary concentration skills. Moreover, the validity of the aforementioned questionnaire was examined and confirmed using Factor Analysis. The content and face validity of a researcher-made academic satisfaction questionnaire consisting of 11 items was confirmed by the opinion of 10 professors, and its reliability of 0.85 was determined by Cronbach's alpha and 0.82 by retest method. Data collection was performed in two stages before the teaching began and after the termination of teaching the entire content. The experimental group received training in 8 sessions of 2 hours. Descriptive and inferential statistics in the form of tables and figures as well as MANOVA, Analysis of Covariance-Levene’s test and Kolmogorov-Smirnov test were used to analyze the data.
Findings: The results showed that mobile learning has a significant effect on an effect on students' learning, concentration skills and academic satisfaction. This means that mobile learning can increase students' learning, concentration skills and academic satisfaction.
Conclusions: Based on the findings, mobile learning due to its availability, portability and easy access to the content at any time can be a good way to teach different educational topics to students. Mobile learning also allows people to access learning content anytime anywhere. Individuals can also have access to valuable educational materials that enhance their learning quality and academic satisfaction. Due to the high flexibility of this type of education, students can learn according to their circumstances and based on their mental readiness which, in turn, prevents distraction and reduces interfering factors in concentration.
Educational Technology
S. hazrati ghasemgheshlaghi; Y. Mahdavinasab; S. Ghasemtabar
Abstract
Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational ...
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Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational technologies to achieve an advanced system. One of the reasons for the efficiency of advanced educational systems is that they study teaching and learning methods and always use the best and most effective methods. Therefore, it is predicted that using augmented reality as an emerging tool to promote innovation in conventional educational systems can facilitate the achievement of educational goals. On the other hand, multimedia designing principles in the digital educational applicatins is very important and must be considered in augmented reality design. Therefore, the purpose of this study was to compare the use of conversational education style and formal education style in augmented reality on the learning rate of natural science course for eighth-grade high-school students.Method: The statistical population of the study included eighth-grade schools of Alborz province in the academic year 2020 – 2021; and the students of three classes were assigned into two experimental groups and one control group. The research metod was experimental by pre-test-post-test design with a control group. The experiment group was trained by the augmented reality application aids in formal style and another experiment group with augmented reality application in conversational style and a control group with the convetnitonal instruction. The measurement instrument was a experimental science achievement test and its validity was assessed by teachers and educational technology experts.Findings: The results of ANCOVA test showed that there was a significant difference among the scores of the control, conversational education and formal education groups on learning of experimental sciences (F=133.13, p <0.05); and thtat the use of a conversational teaching style compared to the conventional teaching had a significant effect on learning. The difference between the mean scores of the control group and the two groups of conversational education and formal education was significant (p <0.05). The use of both formal and augmented reality teaching styles was more effective as compared to the control group and led to better learning of experimental sciences in eighth-grade high-school students. Also, the difference between the mean scores of the formal education group and the conversational education group was significant (p <0.05); and the use of an augmented reality conversational teaching style was more effective than the formal teaching method and led to better learning of the experimental sciences.Conclusion: According to the collected data and the results of the analyzes, the learning outcomes of the group trained with augmented reality application in the form of formal education were significant with the control group. On the other hand, the results of the comparison of the group that received training from the augmented reality application in the style of dialogue training with the control group were significant. Also, the results of comparing the group that was trained with the augmented reality application in the style of conversational education with the group that were trained with the augmented reality application in the style of formal education were significant and, in general, the use of conversational style was more effective for learning.
e-learning
M. Mohammadi; Z. Khoshneshin; N. Mohammadhasani
Abstract
Background and Objectives: Gamification means the use of elements and mechanics of a game in a non-game environment increasingly used in learning environments as a way to increase student motivation and learning outcomes. While several studies have been conducted to investigate the effectiveness of gamification ...
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Background and Objectives: Gamification means the use of elements and mechanics of a game in a non-game environment increasingly used in learning environments as a way to increase student motivation and learning outcomes. While several studies have been conducted to investigate the effectiveness of gamification in education. But there are blind spots regarding the precise application of gamification elements using new educational tools in various educational fields. In this study, using the educational tools of Kahoot and Mentimeter with focus on the leaderboard, the effect of the elements of competition and has been investigated cooperation on learning and approach motivation of math lesson. Methods: The statistical population of the study included all fourth-grade male students in Divandarreh in the academic year 2020-2021. The study sample was selected using the available sampling method from the classes of the city. consisting of two classes of 20 people and placed in experimental groups. The research method was quasi-experimental with pre-test, post-test design. The research instruments included researcher-made learning tests and Aminifar and SalehSadeghpour motivation questionnaire whose reliability coefficient was calculated with Cronbach's alpha criterion for learning test 0.93 and approach motivation 0.81. The learning environment of the experimental groups was presented simultaneously and separately surveyed for ten sessions using the educational tools of Kahoot and Mentimeter were influenced by gamification’s elements of competition and cooperation. Findings: Mean and standard deviation indexes were used to evaluate descriptive statistics. The difference between the mean pre-test and post-test learning of students who were trained in a gamified environment using Kahoot the competition-based educational tools was 19.45 and in a gamified environment using Mentimeter educational tools based on the cooperation element was 23.9. In the variable of approach motivation, the difference between the mean of pre-test and post-test obtained in the gamified environment using Kahoot educational tools based on the competition element was 4.95 and in the gamified environment using Mentimeter educational tools based on the cooperation element was 8.1. respectively. Based on the results of the Kolmogorov-Smirnov test, the variances were equal and the normality of the data distribution was confirmed. According to the results of the variance homogeneity test, since the significance level is greater than (0.05), the null hypothesis based on variance homogeneity was confirmed and the assumption of variance homogeneity was confirmed at a 95% confidence level. Data analysis by multivariate analysis of covariance (MANOVA) in SPSS statistical package showed that with a significance level of less than 0.05 and a 95% confidence level, there was a significant difference between the use of Kahoot and Mentimeter educational tools based on competition and cooperation gamification’s elements in learning and students' approach motivation. Therefore, the null hypothesis is rejected and the opposite hypothesis is based on the inequality of the average learning rate and approach motivation in a gamified environment with a focus on the leaderboard using the teaching tools of Kahoot and Mentimeter based on the elements of competition and cooperation, was accepted. Conclusion: The results of this study indicated that the application of the Mentimeter educational tool based on cooperation element, compared to Kahoot educational tool based on competition element, has a more significant effect on student's learning and approach motivation in the gamified environment. Therefore, it is better to design gamified learning.
e-learning
M. Masoomifard; , M. Mahmodi; M. Parsa Sirat
Abstract
Background and Objectives: Technological teaching methods in today's world, such as flipped teaching, as an important and integral part of the set of teaching-learning activities, have created unique opportunities for teachers to teach better and use different teaching approaches according to the needs ...
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Background and Objectives: Technological teaching methods in today's world, such as flipped teaching, as an important and integral part of the set of teaching-learning activities, have created unique opportunities for teachers to teach better and use different teaching approaches according to the needs of each student to help them learn more. The purpose of this study was to compare the effect of flipped approach and traditional teaching method on the learning rate and the academic self-efficacy of Persian lessons for the second-grade elementary students.Methods: This is applied research in terms of purpose and a quasi-experimental design with pre-test and post-test in terms of nature. The statistical population included all female students in the second grade of elementary school in district 4 of Tehran in the academic year of 2018-2019. Sampling was done randomly in multi-stage clusters. Two classes were selected as the research sample of the study with 25 students in one class and 35 students in the other. All students were pre-tested and then distributed homogeneously in both classes. In one of the classes, the Persian lessons were taught using flipped instruction (an advanced teaching approach based on information and communication technology), and in the other class, the same lessons were taught utilizing the traditional teaching method (a conventional way of teaching including lectures, questions and answers) and then the post-test was taken. It should be noted that all students who received flipped method had at least one electronic device such as a tablet, cell phone, DVD or CD player and computer at home in order to watch the videos and have classroom feedback the next day. Data collection instruments to assess the level of learning Persian lessons included the researcher-made Academic Achievement Questionnaire for the Persian lessons of the second-grade elementary school. Also, the data collection instrument to measure the students' self-efficacy was the Standard Academic Self-Efficacy Questionnaire (MJSES), the content validity of which was confirmed by twelve educational experts while the reliability of both scales was evaluated and confirmed by the statistical tests.Findings: The results of the analysis of covariance showed that the flipped instruction had a positive effect on the learning rate and self-efficacy of the second grade elementary students in the experimental group; that is the rate of learning and self-efficacy of the students who have learned the Persian lessons of second grade elementary school by the flipped approach, has been higher than the students who have learned the Persian lessons by the traditional teaching method including questions and answers.Conclusions: Using the flipped instruction as a new technological teaching method can strengthen individual learning and increase students' sense of self-efficacy more than the traditional teaching method. Since the learner actively learns by engaging with the content of the lessons before attending the classroom, she/he can participate in the class with more readiness. It means that his or her previous preparation leads to deeper learning and a sense of efficiency. Therefore, using this technological teaching method especially during the corona pandemic while attending the classes is limited is recommended and it should be included at the top of the education agenda in order to deepen students' learning experiences in Persian lessons.
Educational Technology
N. Alebrahim; R. Zarei; N. Shahamat; M. Amirianzadeh
Abstract
Background and Objectives: Different aspects of human societies are evolving at an astonishing rate, and as a result new domains of knowledge are being created that address human beings’ needs; therefore, education must function with greater speed and quality in these arenas. The purpose of this ...
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Background and Objectives: Different aspects of human societies are evolving at an astonishing rate, and as a result new domains of knowledge are being created that address human beings’ needs; therefore, education must function with greater speed and quality in these arenas. The purpose of this study was to identify the components of learning technology in education.Methods: The present study was conducted qualitatively. Statistical population consisted of three groups: a) published studies related to learning technology that have been published in prestigious local and foreign journals, b) specialists in the field of leaning technology, and c) upstream documents of education. The statistical sample of this research was divided into three groups: a) 82 international studies of the last two years and 210 local studies, b) interviewing the 22 experts of learning technology, and ) Upstream documents (Fundamental Transformation Document, National Curriculum, Vision 1404, Comprehensive Scientific Map of the country, General Policy of the Parliament). The data collection instrument included an open-ended interview with the participants. Data analysis was performed based on the content analysis. After extracting the codes, the main categories were extracted using axial coding. Then, by discovering the relationship among the central categories, and selective coding, the central category was identified. To validate the data, methods of feedback to participants, researcher review and stance, alignment with scientific sources and key educational documents were used. The reliability of the findings was also assessed eliciting the experts’ comments.Findings: In the context analysis section, it was indicated that in the backgrounds of 137 concepts, 15 components were the most important components of learning technology. From the interviews that were conducted, 128 concepts and 16 components were the most important factors. The examination of the upstream documents revealed that 156 concepts and 26 components were the most important components of learning technology. As the findings of this study showed, 7 criteria and 26 related indicators were applied to learning technology.Conclusion: The results of this study indicated important points that can provide valuable information for educational administrators in the field of learning technology to take basic steps to improve and enhance the quality and effectiveness of this field by adopting principled policies. By classifying the sub-components, the main components were extracted and the network of themes was drawn. As the findings of this study showed, 7 criteria and 26 related indicators were applied to learning technology. These criteria include system capability, individual empowerment, knowledge sharing, interaction with the environment, learning sharing, financial resources, content production. The system capability component included virtual capability, new capability, space and equipment supply, supply and equipment supply principles. Individual empowerment encompassed attitude, empowerment of individuals towards a collective perspective, readiness for change, and principles of technology use. Knowledge sharing entailed encouraging colleagues and group learning, knowledge acquisition, and leadership model and support. Promoting research and exchange results from the connection of the organization with the environment, learning environment, the field of training and learning work and technology. Learning sharing included continuous learning opportunity, learning sharing and system establishment, core knowledge, e-learning, comprehensive goals, learner role validity, teacher (instructor) authority role validation, and teaching-learning. Financial resources entailed principles of financing. Finally, the content production component was identified, which included content production policies.
e-learning
S. M. Seyedaliyan; K. Salehi
Abstract
Background and Objectives: Knowledge and skill in mathematics are considered as one of the most essential individual skills for living in modern societies. For this reason, mathematics is seen as a major discipline in education. One of the problems in the field of education today is the decrease in students' ...
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Background and Objectives: Knowledge and skill in mathematics are considered as one of the most essential individual skills for living in modern societies. For this reason, mathematics is seen as a major discipline in education. One of the problems in the field of education today is the decrease in students' interest in learning, especially in subjects such as mathematics. Despite its wide range of applications, mathematics and mathematical thinking are considered as complex around the world, and teaching mathematics is often a difficult task. Many students avoid mathematics or show their true ability in mathematics less than usual, so the study of factors affecting the learning of mathematics in recent decades has attracted the attention of many experts and educators. Due to the lack of studies in our country Iran and the importance of educational materials and their effects, making a comparison between traditional teaching method and the method based on the use of technology and teaching aids was necessary to examine its impact on improving the learning of math students in high school. Therefore, the main hypothesis of this study is based on the principle that the use of teaching aids is effective in learning mathematics better.Methods: For this purpose, a study with a quantitative approach, using quasi-experimental method and pre-test-post-test design with a control group was used. The statistical population includes all high school students in Mahdi Shahr city from Semnan province .Thrity-three female students in grade 12 whose field of study was mathematics were selected and assigned randomly into two experimental and controlled groups. Data collection was done using a teacher-made achievement test with validity and reliability considerations. After validation of the intervention protocol, the training program was performed on the experimental group in 12 sessions of 2 hours per week using teaching aids.Findings: Multivariate and univariate analysis of covariance (MANCOVA & ANCOVA) were used to analyze the data. The results showed that teaching mathematics with the help of teaching aids and using information technology had a significant effect on students' learning rate. The groups were almost identical before applying the independent variable, but after the experimental period, there was a significant difference between their scores which could be related to the teaching method (p<0.05). The squared value of the obtained ETA shows that 71% of the variance of the dependent variable is derived from the independent variable. Supplementary studies showed that at the level of individual courses, the difference related to the topics of conic sections and circles is significant (p < 0.01). This means that the post-test scores of conical and circular sections in the experimental group were significantly higher than the control group, which indicates the positive effect of the intervention program. Also, according to the ETA squared scores, it can be said that in the test of conical sections 29% and in the test of circle 66% of the changes are due to the effect of the teaching program with the help of teaching aids and information technology.Conclusions: Overall, the findings showed that teaching with the help of ICTs can improve the learning process and achievement in mathematics by facilitating the transfer of lessons, improving the learning process and its sustainability, enhancing learning motivation, improving the grades and problem-solving skills. This program can be used as a useful and effective intervention for improving the learning of mathematics.
Educational Technology
A. Dana; S. Ghorbani; A. Fathizadan
Abstract
education is increasing among sports researchers. Although the use of written methods is the first step in the influence of technology in physical education, with the advancement of computers and new technologies, the method of media education is fully developed and has created an interaction between ...
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education is increasing among sports researchers. Although the use of written methods is the first step in the influence of technology in physical education, with the advancement of computers and new technologies, the method of media education is fully developed and has created an interaction between learning and bridging the gap between audio education and audio-visual education. Physical education is one of the most important subject matters in the field of education to educate students to be sociable and responsible. As the use of educational technology can increase the participation of students more actively and engage them in this lesson, the aim of this study is to investigate the effects mentioned and the use of technology in the learning and teaching of physical education in schools. Methods: The present study is a qualitative-observational and case study that was conducted through interviews and observation of activities. The statistical population is all students and teachers of Gorgan city in Iran. Three schools were randomly selected from among the selected schools. Eight students were randomly selected from each class. Six teachers from each school were randomly selected to be interviewed. Three methods have been used to collect data for this research: 1) interview with the teacher, 2) interview with students, 3) observation of the classes during the activity. To achieve the objectives of the research, special classifications were made. These classifications are as follows: 1) Observing the quality of physical education (entertainment, activity, progress), and 2) Observing the performance of oneself and others (self-efficacy, motivation and group dynamics). In this study, video cameras were used to record the performance of students to increase motivation and learning physical education among them. Data were collected during two periods of school observation and telephone interview with the teacher a few days after the second observation.Findings: The results showed that students value learning new skills in physical education such as combat (5 people agreed) and entertainment (5 people agreed) and consider it a key component for quality of physical education. More interestingly, the students believed that the use of videotaping for recording their performance increased the success of the lesson. Students also consider the use of technology in physical education as one of the methods for successful physical education. In this regard, teachers find the use of technology in physical education in schools more useful and believed that it affects the emotional and social developments of students. Based on the findings of the present study, it seems that students have considered activeness, being in a group, staying healthy and having fun as the main components of the quality of physical education. Teachers believe that a virtual tutor is a good way to motivate students.Conclusion: Technology should be for the awareness and improvement of the quality of physical education and learning, and the combined use of the two will lead to the growth and improvement of teacher education and student learning. This research can justify and recommend the use of technology in elementary school physical education, which is more focused on increasing the quality of physical education, so the main goal is to develop motor skills. The use of technology in education can help teachers to enhance all aspects of learning (physical, emotional, social and cognitive) in students by using this opportunity.
E-Lerning
Kh. Aliabadi; H. Abbasi
Abstract
Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo ...
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Neo multimedia model and the researcher-made multimedia model on student teachers’ learning in smart board training. To produce multimedia electronic content, various models have been proposed, such as the software development life cycle model and the design and production model of Neo and Neo educational multimedia with a constructivist approach. Methods: The statistical population was 310 students of Farhangian University, Alzahra Campus of Zanjan. Using purposive sampling, 110 students were selected as the sample. Randomly, 55 people were placed in the form of 2 classes in the experimental group of the Neo-Neo model; and 55 people were placed in the form of 2 classes in the experimental group of the designed multimedia model. The research type is applied and a quasi-experimental method with a post-test design has been used. The research instrument was a researcher-made test. The validity was confirmed by the technology experts. To determine the reliability, split-half method was used and a reliability coefficient of 82% was obtained. The training was conducted in two experimental groups of 4 sessions of 90 minutes, and then a post-test was performed. Descriptive statistics and inferential statistics (Independent samples t-test) were used to test the hypothesis. Kolmogorov Smirnov test was used to determine the normal distribution of the data, Also, SPSS 22 software was used to analyze the results. Findings: Dispersion and central indices were used to evaluate descriptive statistics. The average and standard deviation of student teachers’ learning who have been trained using electronic content with Neo and Neo multimedia production model was 8.05±2.26 and the average and standard deviation of student teachers’ learning trained according to the researcher-made multimedia production model was 11.14±1.91. Based on the results of Kolmogorov Smirnov test, the variance was equal and the normality of the data distribution was confirmed. The reliability coefficient was 0.95 and the significance level of the mean comparison test (0.000) was lower than the default value (0.05); so the null hypothesis (equality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was rejected and the opposite assumption (inequality of the average learning rate of student-teachers who have been trained using electronic content based on the Neo and Neo multimedia production model with student-teachers trained based on the researcher-made multimedia production model) was accepted. Also, the value of t = 7.73 was obtained. Conclusion: The results showed that there is a significant difference between the amount of learning of teacher-students trained with Neo and Neo multimedia production model and teacher-students who has been trained with the multimedia production model. The amount of teacher-students’ learning who have been trained by produced electronic content on the basis of researcher-made multimedia model has increased.Therefore, the researcher-made model can reduce the existing shortcomings and limitations. It is suggested to use researcher-made multimedia model in teaching unfamiliar content, direct tutorials and training to novice audiences.
Educational Technology
M. Rostaminezhad; M. mohammadi
Abstract
Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in ...
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Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach. , Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of computer science in Birjand city has been investigated Mathods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68.5% in comparison to the traditional method. Conclusion: The present study shows that computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use) and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.
Educational Technology
V. Salehi; B. Ghanbari
Abstract
Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational ...
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Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, we are witnessing the design and production of this technology and its use in teaching courses and different levels of the educational system. Cognitive load theory, as one of the theories related to information processing, is one of the most effective theories in instructional design and an effective guide for designing multimedia and other instructional materials. The basic premise of this theory is that learners have very limited working memory capacity to process when facing with new information. The purpose of this theory is to predict learning outcomes by considering the capabilities and limitations of human cognitive structure. Cognitive load theory is based on the idea that the design of instructional materials should be based on our knowledge of how the human mind works. Based on this assumption, the various processes of acquiring knowledge and understanding are explained based on the load they place on the human cognitive system (which is an active system with limited information processing capacity). Because this theory links the design features of instructional materials to the principles of human cognitive processing, it can be used in a wide range of learning environments.The present study aimed to compare the effects of Merrill and Gagne's instructional design models on students' cognitive load, learning and instructional efficiency in Science lesson. Methods: The study was quasi-experimental with pretest and posttest design with two experimental and one control groups. The statistical population consisted of all male students of the sixth grade elementary school of Qazvin. The sample including three 30 students’ classes were selected through convenience sampling procedure and the classes randomly assigned to experimental and control groups. The materials and instruments included instructional multimedia contents, learning tests, and cognitive load assessment scale. The first experimental group studied the multimedia based on the Merrill model, the second group studied the multimedia based on the Gagne model and the control group studied non-model multimedia. Data were analyzed by using analysis of covariance (ANCOVA). Findings: The results of the study showed that multimedia based on the Merrill instructional design model compared to multimedia based on Gagne instructional design model and non-model multimedia, has led to less cognitive load, more learning and instructional efficiency. Also, multimedia based on Gagne's instructional design model compared to non-model multimedia led to less cognitive load, more learning and instructional efficiency. Conclusion: One of the concerns of educational designers in the process of designing the content of multimedia educational materials and other learning materials has always been focused on the appropriate selection of instructional design models. Since there are different models for instructional design of learning materials, to choose a suitable model, one should rely on theoretical foundations and the results of research conducted in various theoretical areas, including cognitive load theory. According to the findings of this study, it is suggested that in order to reduce the cognitive load and increase students’ learning, Merrill instructional design model would be used in designing instructional multimedia content.
Emerging Technologies
S.A. FAREGH; M. Jafari Sisi
Abstract
Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional ...
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Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional books and their one-dimensional media. With the spread of new technologies, there are new opportunities for existing teaching and learning methods that can transform the educational structure. Augmented Reality (AR) technology, as a novel paradigm, potentially adds a new feature to the range of traditional student books that not only adds multimedia elements, but also allows interactive engagement with the content of them. Augmented reality, as one of the ways of distance learning, by simulating the real world in the form of animation, virtual objects, three-dimensional images, sound and similar elements makes it possible for the user to interact with the with the experiments of a lesson virtually. This study aims to evaluate the effect of interactive augmented reality based education on the learning and remembering of the content of textbooks. Methods: An experimental study in the pre-test and post-test quasi-experimental framework was performed on two groups of 18 sixth grade elementary school students. For this purpose, two scenarios have been selected from student science book and implemented in an interactive augmented reality application. The control group was trained through traditional teaching method. On the other hand, in addition to the traditional teaching method, the experiment group’s training was reinforced with the AR application. Students' learning and remembering evaluation was carried out through two tests. The validity of tests confirmed by the teachers of science in Education District 2 of Tabriz and their reliability has been calculated through Kuder – Richardson Formula. Findings: The results of analysis of covariance (ANCOVA) showed a significant statistical difference between the control and experimental groups. Also, the learning and remembering in students who were trained in interactive augmented reality were more effective than the other group. Conclusion: According to the results of the experiments, and the comparative review of the theoretical subjects, the use of augmented reality technology has been reported as a useful and effective supplemental tool for textbooks that can, beyond the spatial and temporal constraints, facilitate the training process. Also, the interaction in AR encourages learners to replace the active role with the passive one and to learn the topics with more mental participation. On the other hand, the possibility of repeating augmented reality scenarios in educational topics, regardless of spatial, temporal, and cost-realted constraints, allows users to fix bugs and ambiguities, which are other advantages of using this technology. Finally, by examining these capabilities and the ubiquity of mobile phones in today's world, we can predict the presence of virtual laboratories in mobile smartphones in the near future; which can be useful in deprived areas of the country as a replacement of the lack of minimum facilities.
e-learning
L. Dehyadegari; S. Khajehasani
Abstract
Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the ...
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Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the youth will surely be more aware of the use of science and technology in the future and will show more flexibility in using them. Therefore, in this study, we examine the effect of using virtual social media on students' learning level. Methods: The present study is a cross-sectional descriptive-analytical study conducted at Sirjan University of Technology. Criteria for entering the study include: being a student of Sirjan University of Technology, third semester or higher, undergraduate students, students who have access to virtual social networks and the desire to participate in the study. Criteria for leaving the study include: first and second semester students, students who will be transferred during a study, a party, dropping out of school or expulsion, unwillingness to cooperate, incomplete completion of questionnaires and students who are only at the time of sampling. In the whole academic semester, they only have an internship unit. The samples include 200 students studying at Sirjan University of Technology, who were selected by random sampling from the study population (all students studying at Sirjan University of Technology) (if the necessary conditions for Have entered the study). Data collection tools included a two-part researcher-made questionnaire using social networks. The test questions are based on the Yang Internet Addiction Questionnaire, as users of these networks are Internet users. In order to confirm the validity, the questionnaire was given to several faculty members and its validity was confirmed (formal validity). In order to determine the reliability, it was first provided to 40 students and using the retesting method, the coefficient Its reliability was calculated to be about 88%. Findings: According to the amount of the correlation coefficient of the Taukandal (-0.135), the results of the research show that there is a meaningful and inverse relationship between the use of virtual social networks by Sirjan University students (type of use, duration of use, daily use) and their scientific level. Conclusion: According to the results, in terms of the relationship and consequences of virtual social networks with the promotion of scientific level, it can be said that there is a significant and inverse relationship between the two components of membership time and the use of virtual social networks by students of Sirjan University of Technology. As the use and activity of young people in virtual networks increases, so does their learning and promotion. The well-known components of the "use of virtual networks" variable include the length of membership and the amount of use per day confirming the results that the main research hypothesis shows. In other words, the more students attend and use the space of virtual networks and their membership history than these virtual networks, the learning and promotion of scientific level is significantly affected and reduced. But since the correlation coefficient is the type of membership in virtual social networks and the promotion of scientific level and positive learning, it can be concluded that the relationship between the two is direct. This means that the type of social network can have a direct impact on students' learning.
Electronic learning- virtual
S. M. Jafari; J. Babashahi; N. Eskandary; M. Zandi Nasab
Abstract
Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social ...
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Background and Objectives: Today, with the development of mass communication tools and computers, the penetration and expansion of the Internet in various areas of life is undeniable. One of the most pervasive phenomena that has emerged on the Internet in recent years is the emergence of social media. Social media has affected social and economic life. The spread of social media has attracted the attention of various segments of society, including educational administrators. From the perspective of educational administrators, social media provides unique opportunities for teaching and learning. Social media is a group of Internet-based applications that rely on the basics of Web technology to create and share user-generated content. Social media, in addition to the entertainment aspect, is used to access and disseminate learning information, and their use to achieve educational goals has been studied in detail. One of the applications of social media is learning, in which the learning process takes place through knowledge sharing. With the development of social media, proper and efficient use of it is inevitable. Social media is a good tool for learning. In order to have a better and more advanced society, special attention should be given to the role of learning through social media. One of the issues that promotes the development of learning through social media is the loyalty of users to learning through social media. Therefore, in the present study, the antecedents of learning loyalty through social media have been studied. Methods: The present study is a descriptive study in terms of objective and applied in nature. The data gathering instrument was a questionnaire and the population of this research was the users of the Telegram group of Qom IT Centre. In the current study, convenience sampling was used to collect 364 questionnaires. Data were analyzed using SPSS and LISREL software. Findings: The findings of the study showed that more than 95% of the statistical population were university educated and all the research hypotheses were confirmed. Conclusion: The results of the research show that two indicators for measurement of learning loyalty through social media (behavioral intention to continue using and willingness to recommend to others) are affected by satisfaction, and satisfaction is also affected by self-efficacy of learning and interest to learning through social media. The results also showed that the cognitive disability of the Internet has disadvantages and causes a decrease in self-efficacy and interest in learning through social media. When a person feels the self-efficacy of learning through social media, they find interest and satisfaction in learning through it. Also, the interest in learning through social media leads to the satisfaction of learning through it, and finally, if a person finds satisfaction in learning, they have a behavioral tendency to continue using social media and a tendency to advise others.Through the above, the development of social media as a learning tool is possible, and this brings many benefits, including reducing learning costs, reducing learning time, expanding learning fairly, and improving learning.
