Educational Technology
M. Ranjbarfard; M. Zandvakili
Abstract
Background and Objectives: Today, the presence of computers in training classes has been expanded. Therefore, preparing appropriate software and games as well as conducting research to examine their impact on education and their comparison with the traditional teaching method (face-to-face and PowerPoint) ...
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Background and Objectives: Today, the presence of computers in training classes has been expanded. Therefore, preparing appropriate software and games as well as conducting research to examine their impact on education and their comparison with the traditional teaching method (face-to-face and PowerPoint) is essential. However, a game-based and a professional software-based teaching method as compared to the traditional teaching method has not been evaluated from the perspective of the students including various aspects, such as motivation, satisfaction, interaction, pleasure and learning. This study aims at making a comparison between the evaluation of various teaching methods, including game-based , professional software-based , and traditional teaching method. The evaluation of each of these three methods has been conducted from the perspective of the students in one of the courses of the field of Financial Management, using measures such as pleasure and interaction.Methods: First, the theoretical framework and the research hypothesis were determined based on the literature on three teaching methods, including game-based and professional software-based, and traditional teaching methods. The statistical population of this study comprised of 70 individuals who were undergraduate students of the course of technical analysis at the Financial Centre of Iran as well as at the Association of Stock Exchange Brokers. The selection of this course was due to the possibility of running all the three teaching methods in the time period of conducting this research. The evaluation data for each of these teaching methods were gathered, using a separate closed questionnaire (totally 3 questionnaires) with 5-point Likert scale. The questionnaires of the traditional and software teaching methods were distributed after 3 sessions of the classes had passed and the questionnaire of the game-based teaching method was distributed after 14 days of running the game (this was one of the time periods defined in the game). The data were analyzed using descriptive and inferential statistics using SPSS and Excel. The paired t-test was used to analyze the differences in the evaluation of the three teaching methods at the significance level equal to 0.005. The normality of data was tested and confirmed by using Kolmogorov-Smirnov test before running the paired t-test. Findings: In the comparison of professional software-based with the traditional teaching method at the significance level of 0.000 and t= 6.454, it can be said that professional software-based teaching was better. In the comparison of game-based with traditional teaching method at the significance level of 0.000 and t=6.097, it can be said that game-based teaching method was better. In the comparison of professional software-based with game-based teaching method, at the significance level of 0.000 and t=4.861, it can be said that game-based teaching method was better. The mean for game-based teaching method was significantly much higher than that of the other teaching methods. This means that based on their ability, the students were more satisfied with the game-based teaching method; they regarded this method more interactive; they have enjoyed this teaching method more than the others; and this teaching method has increased their motivation, and they have regarded it more effective in their learning.Conclusions: With respect to the significant difference in the evaluation of the game-based teaching method compared with other two teaching methods, it is recommended that the educational institutes, teachers and developers of computer games pay more attention to game-based teaching method and gamification with the teaching objectives. At least, based on the subject and content of the course, besides the traditional method (face-to-face and PowerPoint) which is a common method in teaching, use of a combination of various teaching methods including game-based professional software-based teaching method along with the traditional method can be beneficial and increase the level of satisfaction, learning, motivation, capability, interaction and pleasure of the students. Lack of teaching games relevant to academic courses was one of the main challenges of this research. As a result, it was impossible to study the effect of game elements (such as leaderboards, scores, medals, …) in teaching through game-based method. Due to the impossibility of running educational games related to academic courses in the time period in which the research was being conducted, the spatial scope of the research was limited to two organizations in Tehran province and it was impossible to gather data from other educational institutions and in other classrooms for the other courses.
e-learning
B. Azizinejad; F. Allah Karami
Abstract
Background and Objective:One of the most important issues that has occupied the education of the country today, is how education faces the opportunities and threats resulting from the expansion and development of information and communication technology and accurate and principled planning for its operation ...
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Background and Objective:One of the most important issues that has occupied the education of the country today, is how education faces the opportunities and threats resulting from the expansion and development of information and communication technology and accurate and principled planning for its operation and use. In particular, given the impact of these new technologies on teaching-learning methods and changing the role of teachers, it is necessary to provide grounds for both the Ministry of Education to identify the wealth of the teacher community and the teachers to identify and improve their skills in the application of new educational technologies. The role of information and communication technologies in the learning cycle is very important. The main goal of this research compared the effect of traditional education and ICT- based education on students’ academic enthusiasm in the eighth grade of middle school in Javanrood. Methods:The statistical society includes all eighth-grade students from middle schools in Javanrood in 2017-2018. The research made applied and the Simi statistical method used for achieving the goals. The available method used for choosing the statistical samples. So, one of the schools chose which was with the necessary facilities for performing ICT- based education, and two classes chose as control and examination groups including 27 people by using the random method. The research tool was academic enthusiasm questionnaire including 15 questions in cognitive, behavioral, and emotional subscales by 5 options Likert Scale; first, a pretest was given to each class, and then the examination group educated by the ICT and control group without them. Finally, a post- test was given to each group. The descriptive and inferential statistics used for analyzing the data. Findings: The most important findings show that there was a significant difference on base academic enthusiasm among experimental and control groups. The research results showed that the ICT-based education method has more effectiveness in comparison with the traditional education on the student’s academic enthusiasm. Conclusion: In summary, it can be said that ICT-based education has an effect on students' academic achievement and increases it. It is obvious that if this method is continued regularly and continuously during the training period, it will lead to the comprehensive growth of students, their cooperation and participation, and their mental health. Therefore, it is suggested that this method be used, especially in classes where there are students who are not eager to attend and work in the classroom, and by holding different courses for teachers to teach the, the need to use ICT and male them familiar with its benefits. Various motivational and incentive techniques can even be considered for teachers who use ICT in their teaching to take steps to promote this method. For example, it is suggested that the most active and successful teachers be identified and honored for their use of ICT. School principals are also advised to prioritize equipping schools with ICT and creating a suitable platform for this perspective so that teachers can benefit from the facilities provided in the teaching process. Also they have to provide educational support to teachers and students so that their attitudes towards ICT in learning an detaching process is strengthened.
Electronic learning- virtual
H. Hashemnezhad; S.B. Hosseini; vahid vaziri
Abstract
Architecture includes a wide range of courses from only theoretical courses to only practical ones. Applying distance education for transferring the learning from teacher to student requires deliberation and exact programming. In this research, we have compared the level of learning of students in traditional ...
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Architecture includes a wide range of courses from only theoretical courses to only practical ones. Applying distance education for transferring the learning from teacher to student requires deliberation and exact programming. In this research, we have compared the level of learning of students in traditional education system with that of the students in distance education system in architecture field. For this purpose, students a course arbitrary choose traditional or distance education system for given course materials. Selection of studied course materials among specialized ones considering the level of action of its presentation will be illustrated in the text. This study is a semi-experimental research. The population which has been studied includes the students of architecture in associate and bachelor level program of the University of Mohaggeg in Ardebil during the academic years of 2007-8 and 2006-7. The collected data is the result of the qualitative –quantitative assessment of these students in their academic courses and comparison of their level of learning with one another. The result of this research focuses on the success of distance education system in theory vs. the relative lack of success in practical courses. These conditions, different plan for practical courses in distance education system takes.
Architecture
S.B. Hosseini; S.M. Mofidi Shemirani; H. Maddi
Abstract
The present article is about the need to pay attention to teaching sustainable architecture in Iran and examining its facilities and obstacles. The aim of this training is to gain scientific knowledge about environmental resources, ethical principles, values and skills in line with the goals of ...
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The present article is about the need to pay attention to teaching sustainable architecture in Iran and examining its facilities and obstacles. The aim of this training is to gain scientific knowledge about environmental resources, ethical principles, values and skills in line with the goals of sustainable development and people's participation in decision-making. In the transition from conventional architecture to a sustainable architecture series, architectural education requires a fundamental transformation and also faces numerous and structural obstacles. Problems with educational planning in sustainable architecture include the use of environmental resources, transportation, building materials, the collection and integration of building systems, and multi-purpose uses that are consistent with human values. In Iran, these trainings are in conflict with the habits of society and require the coordination of the management structure. The study of sustainable architecture education in three Iranian universities has shown that despite some shortcomings in this education, students' attitudes have been oriented and sufficient motivation has been created to change performance. The solar architecture, which became popular in the 1970s after the energy crisis, has been hailed by many masters in Iran as part of its curriculum.Send
