Preparation and compilation of electronic content
F. Kadkhodavand; A. Momeni rad
Abstract
Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia ...
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Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia design, the results are not satisfactory. Failure to pay attention to the principles of educational design, individual characteristics of learners, learning processes, and human cognitive structure in many cases leads to ineffective multimedia design and production that prevent learning. One of the influential theories on educational design is cognitive load theory. In poor designs, such as the effect of split attention, where complementary and essential information is not located near each other, it imposes an additional load on the memory and disrupts the processing and learning. As a result of the split attention due to the limited capacity of active memory, it is assumed that if the image and the related text are placed in the vicinity of each other, the cognitive processing of the two contents will be done at the same time and optimal cognitive resources will be consumed. The present study was conducted to investigate the effect of split attention in multimedia on learning and the perceived cognitive load of students with self-regulation moderation.Methods: This research was practical in terms of purpose and in terms of method, it was quasi-experimental research with a pre-test-post-test design with a control group. The statistical population of this research included all the female students of the third-grade primary schools in Hamedan in the academic year 2022-2023. In this research, Rah Noor 1 girls' primary school was selected using the available sampling method. Among 24 third-grade students, 12 were placed in the experimental group and 12 in the control group using random assignment. To determine the level of students' self-regulation, Buford’s (1995) self-regulation questionnaire was used. For education, the researcher made two educational multimedia, which included educational multimedia with the effect of dividing attention and educational multimedia without this effect. A week before the training, the learning pre-test was performed on the students of both groups. The students of both groups completed the PASS (1992) cognitive load (mental effort) scale in the middle and at the end of the training and immediately participated in the learning post-test. In this research, SPSS statistical software was used to provide descriptive statistics (dispersion and centrality indices) and inferential statistics (Kolmogorov-Smirnov tests, ANCOVA, and independent t-test) for data analysis.Findings: The results showed that the control group performed better in the learning tests than the experimental group (split attention effect) and received less cognitive load. However, the findings indicated that self-regulation had no significant moderating role in learning and the perceived cognitive load of students who were under multimedia education with the effect of split attention.Conclusion: If the text and image information are integrated, there is less need to search and process. Therefore, less additional load is imposed on the memory and thus facilitates learning. Self-regulating students do not have the possibility of optimal processing without training appropriate strategies for processing non-optimal designs, because they face two types of additional load imposed on their memory.
Technology-based learning environments
R. Pirouzmand; M. Rostaminezhad; N. Mohammadhasani; M. Ayati
Abstract
Background and Objectives: Recent advances in computer technology, artificial intelligence, and virtual reality technology have enabled instructional designers to create on-screen pedagogical agents in multimedia learning environments. But what is needed is research on how to make pedagogical agents ...
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Background and Objectives: Recent advances in computer technology, artificial intelligence, and virtual reality technology have enabled instructional designers to create on-screen pedagogical agents in multimedia learning environments. But what is needed is research on how to make pedagogical agents more effective in improving learning at the highest possible level for learners. Therefore, what is currently important in the field of research on animated pedagogical agents is increasing the efficiency of pedagogical agents by using supporting strategies. The important point in the priority of choosing among the types of supporting strategies is to pay attention to the individual differences of learners, which determines the necessity of using different types of strategies. Among the individual differences that can affect the learning and processing of learners and need to be considered by designers in educational design is the difference in the cognitive style of learners considering the importance of individual differences in the design of educational content; also, considering the importance of visual attention in the process of receiving and processing educational content, the present research was conducted with the aim of investigating the effect of visual signaling by the animated pedagogical agent on the attention of students with field-dependent cognitive style in a multimedia learning environment.Methods: The current study was applied research and a single-subject quasi-experimental design, and A-B-A design with follow-up was used in it. First, grouped embedded figure test (GEFT) was conducted and three students with field-dependent cognitive style who had the conditions to participate in the experiment were selected. Then, in the baseline stage, the participants were exposed to English grammar training during 8 sessions using multimedia with animated pedagogical agent, and the eye tracking data of the participants were collected at the same time. Afterwards, the participants were exposed to English grammar training for 8 sessions in the test stage using multimedia with animated pedagogical agent along with visual signaling and the desired data were collected according to the previous phase. The stage of returning to the baseline was also done for 8 sessions, like the baseline stage. Descriptive and inferential statistical methods were used for data analysis using SPSS software and visual chart analysis.Findings: The findings of the research showed that, with the addition of visual signaling to the animated pedagogical agent, the attention of the learner with field-dependent cognitive style increased to the educational content (F=42.09, p=0.001). Also, the examination of the visual diagrams in the present study showed, the back and forth of the learners' attention between the content and the pedagogical agent in the intervention situation was effective and targeted.Conclusion: Considering the positive effect of accompanying visual signaling with animated pedagogical agent on the attention of learners with a field-dependent cognitive style, the design of educational multimedia together with animated pedagogical agent with visual signaling can be used as useful educational content for learners with this cognitive style. Also, considering the positive effect of simultaneous visual signaling with verbal and non-verbal cues of the pedagogical agent, on the targeting of the selection process, in learners with cognitive style dependent on the field, it is recommended to use the sum of verbal and non-verbal cues of the pedagogical agent in the design and compilation of multimedia educational contents.
Educational Technology
S. A. Faregh; Y. Saffari; M. Jafari Sisis
Abstract
Background and Objectives: Education is an integral part of human life. At present, the educational books and the one-dimensional media which they contain, such as images, diagrams, tables, and the like play an important/significant role in this domain. Gamification, as a new and potential phenomenon, ...
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Background and Objectives: Education is an integral part of human life. At present, the educational books and the one-dimensional media which they contain, such as images, diagrams, tables, and the like play an important/significant role in this domain. Gamification, as a new and potential phenomenon, adds a new era into the area of educational technologies in which educational concepts are taught to the users through a gamified scenario. Today, the integration of new technologies with existing teaching and learning methods in order to improve the learning process is one of the most important issues that require a comprehensive study. Conflict, meanwhile, is an issue that arises in the individual and group life of any society, and its proper management requires proper teaching and learning. In line with using digital games as a means of gamfication, the present study aimes at examining the effect of this method on the teaching and learning of conflict management and comparing it with the existing (traditional) method.Methods: After studying the findings and the research methods of former studies, an experimental study was conducted in a quasi-pre-and-post-experimental framework on the conflict management of two digital games. For this purpose, 60 female participants were randomly selected varying from 18-to-55-year-old women's community in Tehran and Tabriz. Participants were randomly divided into three equal groups of 20 people among which two groups were experimental and one group was the control and each group was tested with a separate game. The measuring instrument in this study was the Thomas-Kilmann normative questionnaire. The testing process consisted of two standard web games called "The raise" and "The costumer service" which were used as test intervention. The control group was trained by means of traditional education (based on written documents) and the experimental group was trained by means of computer games.Findings: The analysis of covariance of results in SPSS software with the Alpha of 0.05 indicates that computer games have a significant relationship with improving the level of conflict management in individuals. On the other hand, examining the growth charts of individuals’ conflict management level that have been extracted based on the results of the pre-test and post-test questionnaire of Thomas-Kilman shows that in conflict management training, computer games are more effective than academic and traditional education.Conclusions: The findings of the analyses conducted on the results of the experiments in this study showed that the interactive nature of multimedia digital games increases the attractiveness of the educational topics.Therefore, conflict management training, as compared to traditional training, has been able to influence the level of "cooperation", "competition", "adaptability" and "avoidance" of the individuals, both through "The Raise" and "The Customer Service" games, , and it has also been more effective in teaching the conflict management styles. Exploring these issues in a heuristic manner among participants also suggests that educational materials based on traditional and text-based education have not been attractive enough to engage test-takers and have imposed a high cognitive load of comprehension on them. However, the computer games in the experimental groups could attract more attention toward learning and could provide the test-takers with better comprehension of the issues. Finally, it can be concluded that gamification has a positive effect on the process of teaching and learning conflict management.
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.
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.
Educational Technology
A. Mirzaie; Z. Khoshneshin; S. Salimi; S.A. Ghasemtabar
Abstract
Backgrounds and Objectives:The use of concept maps is one of the new educational approaches that is rooted in the constructivist approach. In constructivism, the importance of knowledge is emphasized by relating the learned information to the new one. In this relational view and based on the concept ...
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Backgrounds and Objectives:The use of concept maps is one of the new educational approaches that is rooted in the constructivist approach. In constructivism, the importance of knowledge is emphasized by relating the learned information to the new one. In this relational view and based on the concept map approach, people search between previous and new learning, people make their own schemas or mind maps, and in new learning, these mind maps are extensively revised and reconstructed. Concept map is a tool for showing the relationships between concepts in a coherent and hierarchical way that facilitates meaningful learning, because in this method the concepts are not scattered components but are in the form of a network of relationships to each other. Concept maps are also effective in facilitating creative thinking due to their unique features. The present study describes effectiveness of conceptual map implicated through multimedia on social skills improvement among learners with mental retardation. Teaching on the basis of concept mapping known as an active method to teach social skills for learners with special learning needs (as mental retarded). Methods and Materials: Quasi-experimental research method is used with pretest-posttest instrument. Sample of the study is equal to society includes14 mild mental retarded students (aged 16-14 years). It is a researcher-made questionnaire measures learners with mental retardation social skills improvement included three components as interaction with others, social adaptive behavior and self-control. Questionnaires' Reliability estimated by Cronbach's alpha (0.80). Mann-Whitney U test used to analyses the data, compartments of the pre- post-test scores in experimental group after the intervention. The Wilcoxon Signed rank test with the effect size is also approached to data analyzing Findings: It is revealed that there is a significant difference in pre-test and posttest scores of students in different level of social skills. So implementation of concept mapping plus to using multimedia could enable mentally retarded students as it is suggested to construct their minding's as well improvement of their social skills. Conclusion: Learning to apply a concept map in the form of multimedia can improve the learning of subscales in the social skills subset, adaptive social behavior, improve the learning of social skills in the form of interaction with others, learn social skills in the form of self-control and keep components such as having clean your own desk, discussing your feelings and emotions, reacting appropriately to strangers, separating good and bad habits, and expressing happiness will be effective when you succeed in your control component. Experience of teaching with teacher-made concept map methods in combination with multimedia shows the effect of using active and modern methods in education for meaningful learning in children with mental disabilities, objectifying the teachings of students with mental disabilities with up-to-date and effective educational media such as photos, videos, animations and other educational software, providing educational resources required for social skills appropriate to the appropriate time conditions for children with mental disabilities and drawing maps to communicate between the main and secondary components of concepts related to social skills. Educational groups and organizations are recommended to pay attention to this group of students in developing and improving their learning.
Electronic learning- virtual
T. Esmaelzade; A. Allah Karami; F. Mosavi
Abstract
Background and Objectives:One of the most suitable methods whose main purposes is to teach problem-solving skills is Philosophy is for children. The interest in teaching thinking skills dates back to the late 1960s, when Professor Lippmann was teaching philosophy at Columbia University (New York) and ...
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Background and Objectives:One of the most suitable methods whose main purposes is to teach problem-solving skills is Philosophy is for children. The interest in teaching thinking skills dates back to the late 1960s, when Professor Lippmann was teaching philosophy at Columbia University (New York) and realized that his students lacked the power of judgment and clear reasoning. After a while, he realized that it was too late to strengthen the thinking power of these students. Strengthening these abilities should have been done in their childhood. In other words, when these students were in childhood and adolescence, they had to start a series of special courses in critical thinking or problem solving or any other skill related to formal and non-formal logic. Different educational content can be provided to learners with various tools from books and lectures to the Internet or even computers. Given the importance of philosophical content for children and considering the capacity of new technologies such as multimedia and metamedia, it is possible to use them to provide effective and continuous learning. The purpose of this study was to investigate the effectiveness of multimedia of philosophy for children on K-6 students’ problem solving in Javanroud town. Method and Materials: To attain this aim, researchers used quasi pre-test and post-test experimental method with experimental and control groups. The statistical population included all the sixth grade elementary school students in Javanroud town studying in academic year of 2016-2017. Sixty students were selected through randomized cluster sampling to represent the experimental group (30 students) and control group (30 students). The instruments used in this study was Heppner's problem solving. Both groups were given a pretest, and at the end of the course a posttest was administered. The data were analyzed using descriptive statistics including mean and standard deviation and inferential statistics including covariance analysis. Findings:The findings showed that multimedia of philosophy for children is effective on improving the assertiveness. Conclusion: Other researchers are advised to study the effectiveness of teaching philosophy to children in the context of technology on other important variables in education. It is also suggested that similar research be conducted in other educational levels. The most important limitations of the present study were the limited statistical population to sixth grade elementary school students. Also, the mere use of questionnaires and not using other methods of data collection such as observation and interviews are other limitations of this study.
Electronic learning- virtual
F. Jafarkhani
Abstract
Background and Objectives:To motivate learners to learn, their needs for security, belonging, and respect must be met, and they must be encouraged to make cognitive and developmental choices. In many ways, the only effective way to achieve this goal is to set up an education in which all learners feel ...
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Background and Objectives:To motivate learners to learn, their needs for security, belonging, and respect must be met, and they must be encouraged to make cognitive and developmental choices. In many ways, the only effective way to achieve this goal is to set up an education in which all learners feel somewhat successful. This sense of accomplishment leads to a realistic level of expectation. The feeling of success encourages the urgent need for progress and prepares success for future progress. Any method of ranking that makes learners feel defeated is irrational and destructive and damages their motivation for academic achievement. Thus, there is a need for some kind of evaluation that can help maintain motivation to be aware of the learner's strengths and weaknesses without imposing personal opinion. One of the applications of fuzzy logic is in evaluating educational functions. The expansion of fuzzy collections has extended its applications to other sciences and technologies, as it is widely used today in the fields of control, image processing, medicine, social and economic studies, and intelligence in various fields. The need for systems of measurement and evaluation that could take into account other aspects of growth as well as cognitive aspect, has been one of the challenges in education. Method and Materials: This paper, using fuzzy logic measures, evaluated the performance of the multimedia production course unit for a group of 30 female students randomly selected among Allameh Tabataba’i university students who added the course unit in their sixth semester (50 people). The scoring was implemented using MATLAB software. The results were correlated with the common scoring method by Pearson correlation (0.78), which indicated strong structural validity with the fuzzy method. Findings: The results showed that qualitative variables affecting multimedia production (subject, message design, instructional design and production skill) can be evaluated using fuzzy method possibilities. Therefore, due to the need to enhance operational and practical skills of the students in real life, it is possible to use the fuzzy system capability in instruction and evaluation so that other growth aspects of the learners such as emotional aspect, creativity or production skills will not be ignored. Conclusion: It is suggested that this method be used in the evaluation of other practical courses such as designing learning environments, web-based teaching and other skills required by student-teachers. Especially in environments where the emphasis is on the learner and the students should be aware of the strengths and weaknesses of their learning process. It also provides a platform to define evaluation rules with the consent of learners according to the analysis of their characteristics and needs. In this way, by maintaining motivation, one can hope to continue learning.
