Technology-based learning environments
Z. Cheraghi; H. Omranpour; A. Motaharinejad
Abstract
Background and Objectives: The growing influence of Information and Communication Technology (ICT) has considerably altered educational practices, particularly in language learning contexts. In English for Specific Purposes (ESP) courses, mastering technical vocabulary is a fundamental yet challenging ...
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Background and Objectives: The growing influence of Information and Communication Technology (ICT) has considerably altered educational practices, particularly in language learning contexts. In English for Specific Purposes (ESP) courses, mastering technical vocabulary is a fundamental yet challenging requirement due to the specialized nature of the content and learners’ limited exposure beyond academic settings. Traditional vocabulary instruction methods often provide insufficient repetition and lack flexibility, which can negatively affect retention and long-term learning. In response to these challenges, technology-enhanced learning tools have emerged as effective alternatives for supporting vocabulary development. Digital flashcards, especially when used through online platforms, offer structured repetition, learner autonomy, and increased engagement. However, despite their widespread use, there is limited empirical research examining the effectiveness of digital flashcards implemented at predetermined time intervals in ESP contexts. Therefore, this mixed-methods study aimed to investigate the effects of using ICT-based digital flashcards with spaced repetition on undergraduate ESP learners’ acquisition of technical vocabulary. Additionally, the study explored learners’ perceptions of using Quizlet as a technology-supported instructional tool.Materials and Methods: The study employed a mixed-methods research design integrating quantitative and qualitative data to provide a comprehensive understanding of the research objectives. The participants were 60 undergraduate students enrolled in ESP courses, who were randomly assigned to an experimental group and a control group. Before the instructional intervention, both groups completed a background questionnaire and a technical vocabulary pre-test to ensure comparability in terms of prior knowledge. During the treatment phase, the experimental group learned technical vocabulary through digital flashcards delivered via an online platform at planned and systematic time intervals based on spaced learning principles. In contrast, the control group received conventional vocabulary instruction without the use of digital flashcards or ICT-based tools. Data collection instruments included technical vocabulary pre- and post-tests, post-treatment questionnaires, and semi-structured interviews. Quantitative data were analyzed using paired-samples t-tests to examine within-group changes and an independent-samples t-test on gain scores to compare the magnitude of vocabulary improvement between the two groups. Qualitative interview data were analyzed through content analysis using NVivo software.Findings: The results of the quantitative analysis showed that the experimental group achieved significantly greater vocabulary gains than the control group, as confirmed by an independent-samples t-test on gain scores. These findings indicate that the use of digital flashcards with spaced intervals had a positive and statistically significant effect on ESP learners’ vocabulary acquisition. Learners who experienced repeated and structured exposure to technical terms demonstrated higher levels of retention and recall. Moreover, the results suggested that Quizlet functioned as an effective and reliable ICT-based platform for facilitating vocabulary learning. The qualitative findings further supported the quantitative results, revealing that learners held positive attitudes toward the use of digital flashcards. Participants reported increased motivation, improved engagement, and greater control over their learning process. They also noted that spaced repetition helped reduce cognitive load and made learning complex technical vocabulary more manageable.Background and Objectives: The growing influence of Information and Communication Technology (ICT) has considerably altered educational practices, particularly in language learning contexts. In English for Specific Purposes (ESP) courses, mastering technical vocabulary is a fundamental yet challenging requirement due to the specialized nature of the content and learners’ limited exposure beyond academic settings. Traditional vocabulary instruction methods often provide insufficient repetition and lack flexibility, which can negatively affect retention and long-term learning. In response to these challenges, technology-enhanced learning tools have emerged as effective alternatives for supporting vocabulary development. Digital flashcards, especially when used through online platforms, offer structured repetition, learner autonomy, and increased engagement. However, despite their widespread use, there is limited empirical research examining the effectiveness of digital flashcards implemented at predetermined time intervals in ESP contexts. Therefore, this mixed-methods study aimed to investigate the effects of using ICT-based digital flashcards with spaced repetition on undergraduate ESP learners’ acquisition of technical vocabulary. Additionally, the study explored learners’ perceptions of using Quizlet as a technology-supported instructional tool.Materials and Methods: The study employed a mixed-methods research design integrating quantitative and qualitative data to provide a comprehensive understanding of the research objectives. The participants were 60 undergraduate students enrolled in ESP courses, who were randomly assigned to an experimental group and a control group. Before the instructional intervention, both groups completed a background questionnaire and a technical vocabulary pre-test to ensure comparability in terms of prior knowledge. During the treatment phase, the experimental group learned technical vocabulary through digital flashcards delivered via an online platform at planned and systematic time intervals based on spaced learning principles. In contrast, the control group received conventional vocabulary instruction without the use of digital flashcards or ICT-based tools. Data collection instruments included technical vocabulary pre- and post-tests, post-treatment questionnaires, and semi-structured interviews. Quantitative data were analyzed using paired-samples t-tests to examine within-group changes and an independent-samples t-test on gain scores to compare the magnitude of vocabulary improvement between the two groups. Qualitative interview data were analyzed through content analysis using NVivo software.Findings: The results of the quantitative analysis showed that the experimental group achieved significantly greater vocabulary gains than the control group, as confirmed by an independent-samples t-test on gain scores. These findings indicate that the use of digital flashcards with spaced intervals had a positive and statistically significant effect on ESP learners’ vocabulary acquisition. Learners who experienced repeated and structured exposure to technical terms demonstrated higher levels of retention and recall. Moreover, the results suggested that Quizlet functioned as an effective and reliable ICT-based platform for facilitating vocabulary learning. The qualitative findings further supported the quantitative results, revealing that learners held positive attitudes toward the use of digital flashcards. Participants reported increased motivation, improved engagement, and greater control over their learning process. They also noted that spaced repetition helped reduce cognitive load and made learning complex technical vocabulary more manageable.
Technology-based learning environments
A. Taghizadeh; A. Akbari Balootbangan
Abstract
Background and Objectives: Perceived social support is a critical factor in enhancing academic engagement and satisfaction in online learning environments. However, the mechanisms through which social support influences satisfaction, particularly the mediating role of distinct dimensions of academic ...
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Background and Objectives: Perceived social support is a critical factor in enhancing academic engagement and satisfaction in online learning environments. However, the mechanisms through which social support influences satisfaction, particularly the mediating role of distinct dimensions of academic engagement, remain underexplored. So, the current study seeks to develop and test a structural model that explores how academic engagement, specifically its affective and behavioral components, mediates the relationship between perceived social support and satisfaction among master’s students enrolled in online learning environments within Iranian higher education institutions.Materials and Methods: A total of 391 master's students from several universities in Iran participated in this study through an online survey conducted in April 2024. Participants completed validated Persian versions of three instruments: the Online Social Support Questionnaire, the Online Student Engagement Questionnaire, and the Satisfaction with E-learning Scale. Structural equation modeling (SEM) was employed to assess the fit of the hypothesized structural model. Bootstrapping procedures (5,000 resamples) were subsequently used to test the significance of the indirect (mediating) effects.Findings: The results revealed that social support had a significant positive direct effect on satisfaction (β = 0.37, p < 0.01). Additionally, social support significantly predicted both affective engagement (β = 0.90, p < 0.001) and behavioral engagement (β = 0.92, p < 0.001). Both affective engagement (β = 0.41, p < 0.001) and behavioral engagement (β = 0.25, p < 0.05) positively influenced satisfaction. Mediation analyses confirmed that affective engagement (β = 0.37, 95% CI [0.26, 0.64]) and behavioral engagement (β = 0.23, 95% CI [0.05, 0.57]) partially mediated the relationship between social support and satisfaction, with affective engagement demonstrating a stronger mediating effect. The proposed structural model exhibited good fit to the data (CMIN/df = 3.34, CFI = 0.92, RMSEA = 0.07, SRMR = 0.05). Conclusions: Perceived social support enhances e-learning satisfaction both directly and indirectly through academic engagement. Affective engagement mediates this relationship more strongly than behavioral engagement, highlighting the critical role of emotional connection, particularly in collectivist cultural contexts. To enhance student satisfaction, eLearning environments should be deliberately designed to cultivate supportive interpersonal dynamics and foster meaningful academic engagement alongside active participation.
Technology-based learning environments
M. Keshavarz Turk
Abstract
Background and Objectives: 'Career and Technology' Textbooks have the vital role in education in equipping students with technical skills, creativity, and digital literacy. The review of international studies highlights the rapid pace of technological change driven by digital transformation and new technologies ...
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Background and Objectives: 'Career and Technology' Textbooks have the vital role in education in equipping students with technical skills, creativity, and digital literacy. The review of international studies highlights the rapid pace of technological change driven by digital transformation and new technologies like AI, VR/AR, 3D printing, and IoT. The paper argues that these trends challenge traditional teaching methods and create unprecedented opportunities for personalized and interactive learning. This study, using futures studies methods with a foresight approach—which constitutes a systematic, anticipatory, and analytical process for anticipating future changes and threats—identifies key technological trends and emerging educational opportunities in the 'Career and Technology' course. It aims to align the content of this course with future educational needs and skill requirements.Methods: The research employed a mixed-methods (quantitative-qualitative) exploratory approach. The process was executed in three distinct stages: Step 1: Identifying Technological Trends: A systematic review of academic literature and educational reports was conducted to identify 11 key technological trends with the potential to influence 'Career and Technology' education. Step 2: Prioritizing Trends: A questionnaire was developed to rank the identified trends based on their potential to create opportunities in the next 5-7 years. The survey was sent to 60 experts, with 48 valid responses collected. The data were analyzed using SPSS26 and the Friedman test to rank the trends. Step 3: Identifying and Classifying Opportunities: Semi-structured interviews were conducted with 24 experts (university professors and teachers) to understand the benefits and impacts of the prioritized trends. The interview transcripts were analyzed using qualitative content analysis with ATLAS.ti software.Findings: The Friedman test results (Chi-Square = 392.912, df=10, p<0.000) showed significant differences in the experts' rankings. The top three trends, based on their potential to create future opportunities, were: Artificial Intelligence (AI) (Average Rank: 9.84), Online Learning (Average Rank: 9.64), and Internet of Things (IoT) (Average Rank: 9.40). The qualitative analysis process generated 362 initial codes, which were then synthesized into 44 main themes representing the key opportunities. Key future-oriented opportunities identified include enhancing cognitive activity, blending hard and soft skills, and creating smart workshops, as well as personalizing learning, intelligent assessment, and safe, low-cost simulation. Additionally, updating the role of teachers, designing engaging technology-based content, automating processes, digital collaboration, real-world projects, virtual visits, and AI-assisted entrepreneurship education are highlighted, aligning the 'Career and Technology' course with future needs. Finally, the analysis categorizes the impact of the prioritized technological trends across the four essential domains of teaching and learning: Content Design and Production, Presentation and Teaching, Performance Assessment, and Learning Environment ManagementConclusion: The research affirms that technology is a key driver for transforming the "Career and Technology" course. The coming years should focus on personalized and deep learning (driven by AI) and facilitating safe, practical learning (driven by VR/AR and IoT). These opportunities are crucial for developing the hard and soft skills students need for the future project-based economy. Such comprehensive integration is essential for teaching these courses, equipping students with skills in adaptability, teamwork, and problem-solving, while simultaneously nurturing their ability in creative inquiry, data-driven decision-making, and effective collaboration within smart, technology-enriched environments. These are, in fact, the very competencies that fully align with the future-oriented opportunities identified by experts.
Technology-based learning environments
M. Namdari-Pejman; M. Zandian
Abstract
Background and Objectives: The rapid advancement of digital technologies and the expansion of online learning in the wake of the COVID-19 pandemic have profoundly highlighted the critical role of parents in supporting their children's education within digital environments. Previous studies consistently ...
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Background and Objectives: The rapid advancement of digital technologies and the expansion of online learning in the wake of the COVID-19 pandemic have profoundly highlighted the critical role of parents in supporting their children's education within digital environments. Previous studies consistently show that active parental involvement contributes significantly to improvements in students' academic performance, motivation, and digital literacy. Two key factors identified as influential in this parental engagement are the quality of school-parent communication and parents' self-efficacy in the digital domain. Effective school communication acts as a vital bridge between home and school, helping to mitigate the barriers posed by the digital divide. Concurrently, parental self-efficacy—the belief in one's ability to effectively support a child's online learning—empowers parents, fostering the motivation for constructive supervision and the modeling of positive digital behaviors. Despite this background, research has focused little on an integrated examination of these factors and the mediating role of parental engagement in shaping students' positive digital agency—defined as responsible, ethical, and creative behaviors in virtual spaces. The current study aims to address this gap by testing a conceptual structural model that explores the relationships between school-parent communication, parental self-efficacy, parental digital engagement, and students' positive digital agency. A central objective is to specifically investigate the mediating role of parental digital engagement in transmitting the effects of the two antecedent factors (school communication and self-efficacy) onto the development of positive digital agency. The findings of this research aim to provide empirical evidence to inform educational policy and empower families in the digital age.Methods: This study employed a descriptive-correlational design with a quantitative approach, utilizing covariance-based structural equation modeling (SEM). The target population consisted of parents of elementary school students in Qazvin, Iran, during the 2025-2026 academic year, all of whom had at least one year of experience with their child's digital learning. A multi-stage cluster sampling method was used. After removing incomplete or unsuitable responses, the final sample size comprised 362 participants. Data were collected using four standardized Persian questionnaires: The Parental Self-Efficacy Scale, the School-Parent Communication Scale, the Parental Digital Engagement Scale, and the Students' Positive Digital Agency Scale. Data analysis involved checking preliminary assumptions (e.g., normality), conducting confirmatory factor analysis (CFA) to validate the measurement model, and testing the structural model. The significance of direct and indirect (mediating) effects was assessed using the bootstrap method with 5000 resamples.Findings: The conceptual model demonstrated an acceptable fit with the data (CFI = 0.96, RMSEA = 0.07). All direct paths were statistically significant: school-parent communication to parental digital engagement (β = 0.60), parental self-efficacy to parental digital engagement (β = 0.26), and parental digital engagement to students' positive digital agency (β = 0.53). The analysis of indirect effects confirmed the mediating role of parental digital engagement, indicating it functions as a full mediator in the relationship between the two predictor variables (school communication and parental self-efficacy) and the outcome variable (students' positive digital agency). Overall, the model explained 65% of the variance in parental digital engagement and 28% of the variance in students' positive digital agency.Conclusion: The results underscore the necessity of harmonizing environmental factors (effective school communication) and individual factors (parental self-efficacy) through practical parental digital engagement to foster students' positive digital agency. To cultivate students as responsible and creative digital citizens, schools must strengthen two-way communication channels and actively empower parents. Practical applications of these findings include the design of targeted parent training workshops focused on digital skills and supportive strategies, as well as the integration of digital citizenship education into the core school curriculum. This study's limitations include its specific geographical focus (Qazvin) and reliance on self-reported data. For future research, it is recommended to investigate the role of potential moderating variables, such as socioeconomic status, and to test practical intervention programs on a larger scale to further validate and generalize the proposed model.
Technology-based learning environments
N. Khosrojerdi; R. Mirzaei; S. M. Seyedol Hosseini
Abstract
Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design ...
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Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design and environmental psychology, many academic spaces—such as the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad—lack integration of these principles. This gap manifests in inadequate physical comfort, diminished place attachment, and reduced educational effectiveness. The research underscores the scattered yet substantial scholarly discourse on spatial design, environmental potentials, and learning behavior, while noting the absence of a unified conceptual model. To address this, the study proposes a framework rooted in environmental psychology to guide the architectural design of skill-based higher education centers. The model aspires to be both comprehensive and adaptable, enhancing spatial responsiveness to pedagogical needs. The Faculty of Skills and Entrepreneurship serves as a contextual case study, supporting the framework’s application, validation, and generalization across similar educational environmentsMethods: This study employed a qualitative methodology based on grounded theory, using open, axial, and selective coding through MAXQDA software. Data were gathered via document analysis, surveys, and expert Delphi interviews. The conceptual model was developed and structured using Interpretive Structural Modeling (ISM) to hierarchize key variables.Findings: This study developed a conceptual model specific to the architectural setting of the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad. Expert insights guided the thematic grouping of open and axial coding results into 70 identifiers and 50 attributes. Through Delphi validation, 6 core dimensions and 28 components related to environmental psychology in educational spaces were identified. MAXQDA analysis enabled the graphical visualization of these variables in a hierarchical tree structure. Finally, Interpretive Structural Modeling (ISM) defined the causal relationships among the model’s key dimensions. Using MAXQDA and ISM, the study categorized environmental psychology factors into 4 observable and 20 latent variables.Conclusion: on of variables using the Interpretive Structural Modeling (ISM) method indicated that the emotional and functional dimensions occupy Levels 1 and 2, respectively, while the socio-cultural and meaning-making dimensions were positioned at Level 3. These hierarchical levels reflected the relative degree of influence each dimension exerts on the architectural form.
Technology-based learning environments
F. Dabaghian; H.R. Azemati; B. Ssaleh Sedghpour
Abstract
Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize ...
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Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize and manipulate shapes and images. Education using technologies such as virtual reality, 3D modeling tools, and software can effectively enhance students' spatial thinking. These technologies not only help to provide better spatial concepts and skills, but also affect the ability to analyze, recognize and think to solve problems. SketchUp, as a type of 3D design software, is a powerful tool for creating accurate and realistic models of buildings so that the use of this software in the architectural design education process can help students to strengthen their spatial thinking skills and provide the best design methods. Therefore, this research focuses on the use of SketchUp in architectural design education and its impact on students' spatial abilities.Methods: The present study adopted a quasi-experimental within-group design conducted in three phases: pre-test, SketchUp training, and post-test. The initial step involved assessing the spatial abilities of the students before SketchUp training using a questionnaire consisting of 10 visual questions. The second step consisted of SketchUp training conducted over 21 sessions, each lasting six hours. Training was delivered through instructional videos and practical offline projects. Following the completion of the training, the spatial abilities of the students were reassessed using a post-test questionnaire containing 2 visual questions.The study population included 51 female students from 11th-grade architecture classes in a vocational school during the summer 2022 and summer 2023. A sample of seventeen students was selected using purposive sampling. Data collection utilized a researcher-designed visual Likert-scale questionnaire, validated through expert opinions for content validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.864. Data analysis was performed using paired samples t-test with SPSS version 26, assessing the impact of SketchUp training on students' spatial abilities. This methodology aimed to evaluate the effectiveness of SketchUp training in enhancing spatial thinking skills among high school students studying architecture.Findings: The findings showed that teaching through sketch with test (t=2.286) and (p=0.036) had an effect on students' spatial ability and the difference between the mean scores before and after the test was significant. Also, training had a significant effect on spatial visualization with the test (t=2.814) and (p=0.012) and it had been strengthened during the projects. Commands to COPY (t = 2.63), UNION (t = 3.20) and Commands to SLOPE (t= 3.10) were the most used and effective. Moreover, due to the lack of significant effect (P>0.05), the difference between the mean scores before and after the test was not significant and Sketchup training had no effect on Spatial Perception. In addition, based on the non-significance level of the test (t=1.499) and (P>0.05), teaching with Sketchup software did not result in a difference between the mean scores before and after the test and did not have significant effect on the students' mental rotation.Conclusion: Teaching through Sketchup software has led to a significant improvement in students' spatial ability and spatial visualization. These results show that Sketchup can be an effective tool for teaching spatial and architectural skills. But it had no significant effect on students' spatial Perception and mental rotation. Therefore, to strengthen these skills, the use of other tools and methods and the need for more diverse training programs are recommended.
Technology-based learning environments
Z. Kargar Shouroki; H. Hassani; K. Barzegar Bafrooei
Abstract
Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to ...
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Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to be able to to achieve the goals of the education system, must be equipped with the latest teaching methods and all kinds of teaching methods. In recent years, with the advancement of technology and its effects on the learning environment, the tendency to use multimedia or web-based teaching methods (video, audio and text) has increased. The use of new technologies, computers, the Internet, gamification of education, showing animations by teachers and the integration of audio-visual media, especially the broadcasting of complementary educational animations, have been welcomed by teachers and students. Therefore, the main goal of this research was to investigate the effect of animation-based teaching on creative thinking and academic emotions of the sixth-grade female students in the academic year of 2023-2024.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.
Technology-based learning environments
R. Raisi; K. Fattahi; S.M. Zakeri; S. Daneshmand
Abstract
Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. ...
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Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. The emergence of Neuro-architecture, a growing field that integrates neuroscience principles into architectural design, has gained popularity in optimizing student engagement and learning outcomes. By understanding the neural mechanisms that influence interactions with the built environment, neuro-architecture provides novel avenues for developing learning spaces that support optimal students’ performance. Previous Neuro-architecture research has explored various physical aspects within educational settings, including classroom size, color palettes, lighting, acoustics, and indoor air quality, revealing their impacts on memory, attention, emotional reactions, cognitive abilities, and learning advancement. However, limited attention has been given to stress-induced arousal, as well as the influence of classroom ceiling slope on students' stress levels and cognitive abilities. This study seeks to fill this gap by examining how the classroom ceiling slope relates to students' stress levels and cognitive function. Employing Virtual Reality (VR) simulations, cognitive assessments, and physiological measures, the study aims to answer the research question: How do varying ceiling slope orientations affect physiological responses linked to stress-induced arousal and cognitive function? The findings of this study will enhance the realm of research on learning environments by providing insight into the influence of physical features, such as the slope angle of classroom ceilings, on student wellness and academic performance.Materials and Methods: The research employed a quasi-experimental design to explore the effects of various Ceiling Slope Variations (CSV) on stress-induced arousal and cognitive performance. A total of 18 participants, comprising nine males and nine females, participated in the experiment, selected based on five inclusion criteria established to maintain study consistency and reliability. In the first phase, participants' stress levels were evaluated through the utilization of an Emotibit bio-data logger and Visual Analogue Scales (VAS) test for measuring and mapping psychological responses. This involved monitoring heart rate variability (HRV) and electrodermal activity (EDA) in the surveyed individuals, with the objective of understanding how various ceiling slope orientations affected stress levels. The subsequent phase focused on assessing participants' cognitive abilities by utilizing the N-back test, a well-established task for gauging working memory and attention. The aim was to investigate how different CSV configurations influenced cognitive performance. In the final phase, the relationship between participants' psychological and physiological responses was analyzed using the Analysis of Variance (ANOVA) test. This examination aimed to uncover the connection between stress-induced arousal and cognitive performance in relation to the diverse ceiling slope orientations.Findings: The findings highlight the important role of ceiling slope orientation in impacting stress levels and cognitive performance among students. Specifically, the research emphasizes that a backward-sloping ceiling design, particularly in relation to the class board, is associated with enhanced cognitive abilities, including higher accuracy rates and reduced instances of incorrect answers, compared to traditional classroom layouts. Conversely, the conventional classroom design results in the lowest cognitive performance levels. Furthermore, the study indicates that variations in ceiling slope can also trigger physiological responses in students, such as changes in heart rate and skin conductance, leading to diverse stress levels. The results suggest that integrating a backward sloping ceiling design can significantly alleviate stress levels in the surveyed participants, showcasing the potential benefits of such ceilings in educational environments.Conclusions: This research highlights the critical importance of educational space design in alleviating stress and enhancing cognitive abilities among students. Through the utilization of VR simulations and the assessment of physiological and cognitive reactions, the study offers valuable insights into how variations in ceiling slope can impact stress levels and cognitive performance. The results indicate that integrating a backward sloping ceiling design can play a significant role in reducing stress and boosting cognitive functions in students. These findings underscore the importance of developing educational environments that prioritize neuro-architectural principles to promote optimal learning outcomes and student welfare. It is imperative for educational institutions to take into account these considerations when structuring classrooms, ensuring the creation of spaces that nurture students' cognitive processes and overall well-being.
Technology-based learning environments
M. Zeitounly; M.R. Ghorbani; M.A. Robatjazy
Abstract
Background and Objectives: This study examines the expectations and actual use of technology by Iranian university students for out-of-class English as a Foreign Language (EFL) learning. It explores the factors influencing technology use, barriers encountered, and students' recommendations for enhancing ...
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Background and Objectives: This study examines the expectations and actual use of technology by Iranian university students for out-of-class English as a Foreign Language (EFL) learning. It explores the factors influencing technology use, barriers encountered, and students' recommendations for enhancing technology-driven language learning. The research aims to provide insights into how students adapt to technological barriers in Iran, such as internet filtering, high costs, and low-speed connections. The study is guided by the Technology Acceptance Model (TAM) and Expectation-Disconfirmation Theory (EDT), which posit that satisfaction arises when actual experiences meet or exceed expectations.Materials and Methods: Using a sequential exploratory mixed-methods design, the study consisted of both qualitative and quantitative phases. The qualitative phase involved semi-structured interviews with 24 senior English students (11 males, 13 females), while the quantitative phase included a survey of 48 undergraduate TEFL and English Literature students (7 males, 41 females). The research was conducted during the 2024–2025 academic year.Findings: Students were generally satisfied with their technology use for language learning, as their actual experiences closely aligned with their expectations. Despite infrastructural and political constraints, such as low internet speed, filtering of websites requiring VPNs, and high costs, students demonstrated resilience and resourcefulness in utilizing digital tools for language acquisition. Key factors influencing technology use included time flexibility, accessibility, cost efficiency, and teacher support. However, students reported significant challenges, including lack of teacher guidance and distractions associated with technology use. Quantitative analysis revealed no significant differences between students' expectations and their actual use of technology. Additionally, there were no notable gender-based differences in either expectations or usage patterns, indicating that male and female students face similar challenges and opportunities. These findings align with TAM and EDT, suggesting that students’ satisfaction arises from the alignment between their expectations and actual experiences. Students emphasized the importance of teacher guidance in improving the effectiveness of technology use, highlighting the need for educators to provide direction on selecting appropriate tools and strategies. They proposed practical recommendations, including reducing internet filtering, incorporating gamified learning tools, establishing consistent study routines, and focusing on high-quality resources to optimize their learning experiences.Conclusions: This study underscores the critical role of technology in facilitating out-of-class EFL learning in restrictive contexts like Iran. It highlights students' ability to overcome challenges, leveraging available resources for language acquisition. Policymakers are encouraged to reconsider restrictive measures, such as internet filtering, as students have demonstrated responsible and effective use of technology for educational purposes. Teachers are urged to guide students in utilizing technology more effectively, ensuring personalized and structured learning experiences. Despite its contributions, the study faced limitations, including a small sample size restricted to English-major students at two universities, which may limit the generalizability of findings. Future research should expand to include students from diverse academic disciplines, educational levels, and geographical regions. Incorporating teacher perspectives and conducting comparative studies across different cultural contexts would provide a more comprehensive understanding of technology's role in EFL learning. By addressing barriers and leveraging teacher support, this study highlights how technology can further enhance autonomous learning experiences. Policymakers and educators are encouraged to foster a more supportive environment for technology integration, ensuring equitable and effective access to digital resources for all learners.
Technology-based learning environments
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
Z. Sharei; H. Haji abadi
Abstract
Background and Objectives: Innovation has become one of the key skills of organizations to deal with changes in the external environment. The development of theoretical foundations and requirements of management performance shows that the mechanism of employee innovation should be examined from the perspective ...
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Background and Objectives: Innovation has become one of the key skills of organizations to deal with changes in the external environment. The development of theoretical foundations and requirements of management performance shows that the mechanism of employee innovation should be examined from the perspective of active planning and self-management of employees. Based on the goal-oriented theory, which focuses on initiative and spontaneity, a theoretical basis can be provided to study how to actively manage and promote innovation by employees. Therefore, for the education organization, knowing goal-oriented employees and investigating the effect of this feature on innovative performance can be very important and lay the groundwork for improving innovative performance in this organization. It is worth noting that many studies only focus on the single factor of employee innovation performance while innovative performance requires employees who are creative and whose goals are compatible with the organization's goals. Therefore, the main goal of this research was to investigate the effect of creative personality and goal orientation on innovative performance.Methods: The current research was a part of applied research in terms of its purpose, and in terms of method, it was included in the category of descriptive-correlational research. The statistical population of this research consisted of 500 education workers and teachers from Darmian. The sample size was determined based on Cochran's formula of 217 people, and the questionnaires were distributed in a simple random manner. The data collection tool was the standard goal orientation questionnaire with dimensions of goal learning, proof of performance, and avoidance of performance by Vande (1997), the innovative performance questionnaire by Zhou and George (2001), and Goff's creative personality questionnaire (1979) with a five-point Likert scale. Hypotheses were tested by structural equation modeling method in PLS 3 software and model fit was examined.Findings: The findings showed goal learning orientation, performance proof orientation, and creative personality had a positive and significant effect on innovative performance while the effect of performance avoidance orientation on innovative performance is inverse (T>1.96). Also, the findings showed that goal orientation played a mediating role in the relationship between creative personality and innovative performance (T > 1.96)، but did not moderate this relationship (T < 1.96).Conclusion: When teachers and education staff have a learning goal-oriented approach, they seek to increase their skills and acquire new information about how to do their work and teaching, and they do not need to be rewarded by the organization because of their sense of self-satisfaction and superiority, they seek information to improve the way they do their work. Also, due to the orientation of performance proof, these teachers and staff show interest in learning new ways of doing tasks and welcome learning new skills, which provide the ground for innovative performance of teachers and staff. If learning is only to avoid failure, and teachers and staff turn to learning because their abilities are not questioned، it cannot encourage them to perform innovatively. In the middle education organization and the teachers working in this city, creative personality traits can improve innovative performance, people with creative personalities are not afraid of taking risks and at the same time they only try to do things correctly and meaningfully, this trait is for teachers. It can be very helpful in teaching if they can teach and behave according to the lesson and class environment and create creativity and innovation in students with their innovative performance. So, it can be said that teachers and staff who are creative by using skills acquisition and knowledge exchange and learning new solutions to perform tasks can have an innovative performance, but if they are afraid of asking questions and uncertainties and to avoid the inability to solve problems with other teachers and employees who do not exchange knowledge may not be able to produce innovative performance. According to the obtained results, if the education organization can stimulate and adjust the self-management awareness and goal orientation of teachers and employees through a series of actions, it will play a greater role in improving human resources and achieving sustainable growth.
Technology-based learning environments
M. Jafari; M.S. Ghoraishi khorasgani; P. Samadi
Abstract
Background and Objectives: One of the most important missions of education is the balanced education of researching and creative students with entrepreneurial spirit and thinking. In this regard, the vision and fundamental transformation document of education emphasizes the importance of cultivating ...
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Background and Objectives: One of the most important missions of education is the balanced education of researching and creative students with entrepreneurial spirit and thinking. In this regard, the vision and fundamental transformation document of education emphasizes the importance of cultivating creative and innovative individuals who possess the necessary skills to contribute to science, technology, and entrepreneurship. Based on this importance and emphasis of upstream documents, therefore, schools should play a pivotal role in developing features such as creativity, self-confidence, futurism, risk-taking, and the tendency towards success (entrepreneurial spirit) in students. Promoting entrepreneurial thinking in schools leads to responsibility, increased creativity in achieving goals and discovering new opportunities, and academic and entrepreneurial skills in students. The present research investigated the role of smart and non-smart schools in promoting entrepreneurial thinking among students.Methods: The present study was applied in purpose, quantitative in approach, and comparative causal. The statistical population includes 690 female students from smart and non-smart high schools in Qazvin city. Using the cluster sampling method, 266 students from each group were selected as the research sample. To collect the data, the researchers used a questionnaire consisting of five main components and 20 items. The formal and content validity of the questionnaire was verified by three experts in the field of study. The reliability of the questionnaire was calculated using Cronbach's alpha coefficient and was obtained as 0.779. The data were analyzed using Shapiro-Wilk Test, one-way multivariate of variance test and Levene's test.Findings: The findings indicated that female students in smart schools had higher levels of entrepreneurial thinking in five main components: creative thinking (7.243), independence seeking (6.059), opportunity seeking (7.642), risk-taking (6.473), and internal control locus (5.513) compared to non-smart schools. In general, schools that used modern smart technologies have developed competencies such as creative thinking, independence seeking, opportunity seeking, risk-taking, and internal control locus in students. As a result, students in smart schools felt more successful, motivated, and confident in creating new ideas, ultimately leading to the promotion and emergence of entrepreneurial thinking.Conclusion: Since the entrepreneurial thinking as the basic power of the human mind is one of the main goals of schools and educational centers, therefore schools should be able to provide a suitable platform for the flourishing of characteristics such as; It provided students with creativity, self-confidence, foresight, risk-taking and entrepreneurial spirit. Because, global competition and the need of future jobs for skilled and efficient people show the necessity of creating an entrepreneurial culture in schools. To achieve this goal in the country, it is necessary to raise awareness, promote the culture of entrepreneurship and provide the necessary infrastructure in education. To promote entrepreneurial thinking among students, schools should implement practical teaching methods, team-based and active participation teaching methods, electronic content development of entrepreneurship in multimedia format, periodic feedback on student performance, delegation of school responsibilities, limited options for students, independent problem-solving, and entrepreneurial internships for students.
Technology-based learning environments
M. Ghorbanzadeh; M Golabchi
Abstract
Background and Objectives: Educational technology is divided into three main areas, instrumental, content, and management. The purpose of educational content technology is to create and expand knowledge in order to define educational patterns and methods. The verification of qualitative skills such as ...
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Background and Objectives: Educational technology is divided into three main areas, instrumental, content, and management. The purpose of educational content technology is to create and expand knowledge in order to define educational patterns and methods. The verification of qualitative skills such as architecture can only be done with the help of quantification through the hierarchical definition of design and learning methods. It is necessary to explore patterns and processes in the content technology of structural architecture education, which, while being suitable for teaching students of this field, are compatible with the contemporary content educational technology, which is based on constructivism. These patterns in two general parts, learning processes (and in its subset: education) and structural architecture design processes are separated. These two areas, focusing on the content technology of architecture education, have been considered by many design researchers. Their studies emphasize simulating teaching and architectural design to a research and discovery. This discovery that took place in the form of a cyclical and evolving process, in order to benefit from all the primary generators, included the structure, in improving the architectural concept. A detailed examination of these studies and especially their emphasis on the continuous transformation of the explicit and implicit knowledge of the structure, leads to a detailed understanding of the design process of constructible architecture and the requirements of its learning environment, which is discussed in this article. Therefore, the purpose of this article was to clarify the design process of structural architecture and the requirements of its learning and teaching processes, based on the theory of SCEI, as elements of the content technology of architecture education and for their application in the workshop environments of architecture education.Methods: In this article, firstly, by knowing the theory of structural architecture, the roles of structure in architecture were determined. Then, with the help of the qualitative content analysis method, in the studies of the architectural design process, the main features of structural architecture processes were extracted. In the qualitative content analysis method, first, the unit of analysis should be among the seven main elements, namely, words, themes, characters, paragraphs, items, concepts and symbols should be specified. In this article, the selected analysis unit were words and categories. For this purpose, key words were extracted from the researchers' design opinions and divided in the form of categories in such a way that the semantic content of the researcher's intended design could be specified with the help of a holistic interpretation and from it, in order to know the process of learning, teaching and designing structural architecture. With the help of this method and using a holistic interpretation, first the characteristics of the constructivist learning environment and the learning process in this environment were extracted, and according to the SCEI theory and its strategies, how the education process transformed the explicit and implicit knowledge of the structure. Finally, the design process of structural architecture was refined by focusing on the main known features.Findings: With the help of qualitative content analysis method and then focusing on holistic interpretation, this article identified the characteristics of structural architecture design process and the requirements of its learning environment. Based on the theory of knowledge transformation and especially specifying the role of the teacher in this knowledge transformation, it was determined that in the educational environments of the field of architecture, if there is a constructive teaching and learning process, it can be developed in a continuous cycle with the continuous transformation of tacit knowledge and through the strategies of socialization, externalization, combination and internalization, the structure was explicitly approached to ideation in structural architecture, and in this case, the basical, functional and dramatical roles of the structure would be taken into consideration by the designer. Also, with regard to the parts of the learning process of structural architecture extracted from the article, it was found that the design process in this architecture had six specific stages: Analysis, Initial Conjectures, evaluation, review, Combination, Conjecture. These stages could be defined and identified in the form of an evolving cycle, and in total, they form the process cycle of structural architecture design, which was drawn at the end of the article. The results obtained from the above article would be used in order to update the content technology of architecture education in architecture studios.Conclusion: Improving the content technology of architectural education with the help of exploring the processes of learning, teaching and design of structural architecture, can provide the context for combining structural topics with architectural ideas and lead to the creation of structural architecture that meets the structural requirements and its implicit knowledge along with attention to the beauty and performance of architecture is considered. Architects and especially architecture students, in order to benefit from all the capabilities of the structure, in completing and advancing their concept, need to go through the design process in such a way that it is possible to address the different roles of the structure in the stage of making meaning in the mind and in the form to provide tacit (hidden) knowledge. The roles of the structure in architecture, by separating the implicit and explicit knowledge of the structure and familiarity with the process of their transformation and formation, find the ability to be present in the ideation of architects. Therefore, if in the matter of architectural education and design, during a certain process, attention is paid to the complementary cycle and the transformation of different knowledge into each other; It can be hoped that the final concept will approach the levels of structural architecture. Also, in order to teach such a process, the learning environment must have capabilities that provide the context for the continuous presence of the structure in the learner's ideas. Such environments approach constructivist learning environments and have specific requirements, the most important of which are dynamic and exploratory learning and paying attention to the position of the teacher as a motivation and questioner. A detailed understanding of these requirements in this article and paying attention to the learning and design processes with emphasis on the role of the teacher and the learner, along with the continuous use of implicit and explicit knowledge of structures in architecture, can improve the awareness of the teacher and the learner in order to advance their educational goals and the most important problem of content technology in the current architectural education - the ambiguity in the design and learning processes - could be resolved. In the processes of learning, teaching and design resulting from the article, special emphasis is placed on structured learning environments and the process of discovery and falsification, which is specifically in the form of seven specific stages in the learning process (initial contact, initial reception, supplementary reception, deep reception, control, transmission, awareness, and insight) and continuous transformation of tacit and explicit knowledge of the structure can be seen through four strategies. As a result of focusing on these two processes of learning and teaching, six specific stages in the form of the structural architecture design process (Analysis, Initial Conjectures, evaluation, review, Combination, Conjecture) are defined and verified at the end of the article. The application of the above process in the teaching of introductory courses in architecture improves architectural concepts to structural architecture.
Technology-based learning environments
M. Assarzadegan; M. Khodabakhshian
Abstract
Background and Objectives: Human life and nature are tightly connected as an innate element. Nature is the manifestation of emotions, passion and beauty. For this reason, man always tries to be with it. This type of companionship and coexistence with nature can be well seen in architecture. Biophilic ...
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Background and Objectives: Human life and nature are tightly connected as an innate element. Nature is the manifestation of emotions, passion and beauty. For this reason, man always tries to be with it. This type of companionship and coexistence with nature can be well seen in architecture. Biophilic architecture is one of the new approaches in today's architecture, which follows the design of buildings using elements of nature. Biophilic design is actually an attempt to eliminate the gap between today's architecture and the need of humans to communicate with the natural world and is an innovative approach, which is based on the importance of restoring and maintaining the beneficial experience and use of nature in the built environment. The present research analyzed the hierarchical structure of indicators affecting the user in educational environments designed based on biophilic patterns.Methods: The current research is a descriptive-analytical application, and through a library, it studied the use of 14 biophilic patterns in 8 case examples of nature-related educational environments in a hot and humid climate, which provides the greatest possibility of using nature due to the existing conditions. The four indicators of physiological, psychological, cognitive and socio-spiritual were prioritized based on the opinion of experts and the numbers of ten visual patterns out of 14 biophilic patterns were categorized in these four indicators and then based on the patterns used in each educational environment. Its impact on the user was prioritized in four areas. To select the final indicators for evaluating and prioritizing the studied educational environments, a questionnaire was designed with a Likert scale and was identified and collected using the snowball method. For weighting and prioritizing indicators, pairwise comparisons were used in the form of a 9-hour questionnaire. In this research, in order to meet the qualitative criteria, the Analytical Hierarchy Process (AHP) method was used.Findings: The findings showed that the priority of the indicators in the educational environment is physiological, psychological, cognitive and socio-spiritual respectively, and the most impact on the user, according to the patterns used from the four indicators in the physiological, psychological and cognitive "educational environment of Green and "Barn Klong" had the greatest effect on the user. Examining the patterns used in these samples showed that the educational environment of Kensington generally observed the most biophilic indicators and criteria, and the observation of these indicators in the educational environment of Waterengnia was the lowest.Conclusion: Paying attention to the effect of each of the biophilic patterns on one or more indicators of the four indicators, with the aim of using these patterns in the educational environment, the effect of one of the physiological, psychological, cognitive and social spiritual indicators can be made more visible on the user. The use of target biophilic patterns based on the four indicators improves educational performance in various fields and makes people interested in the educational environment and increases academic progress.
Technology-based learning environments
E. Mirzaei; M. Alinejad; B. Daneshmand
Abstract
Background and Objectives: Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful ...
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Background and Objectives: Electronic learning is one of the characteristics of educational courses in this century. In all training courses, especially in virtual learning environments, interaction can increase the efficiency and effectiveness of the training process. Also, the careful and thoughtful design of various interactions in the virtual learning environment develops existing capacities to strengthen electronic education programs and increases the quality of learning. Therefore, considering the importance of interactions in the virtual learning environment, the present research aimed to explain the elements of the higher education curriculum (goals, content, teaching-learning activities and evaluation methods) based on the types of educational interactions in the virtual learning environment and by providing solutions It helped the teachers to organize effective e-learning courses.Methods: This research was a descriptive and applied study. The statistical population of the research included the faculty members of Shahid Bahnar, Farhangian and Medical Sciences Universities of Kerman; according to Morgan's table, 297 people were selected as the statistical sample using quota sampling method. To collect research data, a researcher-made questionnaire tool was used, and its validity and reliability were determined as 0.86 and 0.92, respectively. To analyze the research data, one-sample t-test, confirmatory factor analysis and structural equations were used, and SPSS23 and AMOS23 software were used. The measurement model was estimated using structural equation modeling.Findings: The results showed that some categories effectively would create and increase educational interactions in the curriculum elements based on the types of interactions in the virtual learning environment. The effective categories in the element of objectives included teachers' attention to educational interactions, paying attention to educational interactions at the ministry level, realism in objectives, and comprehensiveness of objectives. The effective categories in the content element included students' participation in the preparation of electronic content, ease of access to content, use of interactive content, polling of students, a compilation of course content in accordance with the latest scientific findings, preparation of interactive content by professors, Digital Library Update, and interactions between professors. The effective categories in the element of teaching-learning activities included participatory teaching methods, use of social networks, use of tools such as chat rooms, providing feedback, awareness of the need for interaction, encouraging students to seek information from various sources, sharing their previous experiences, networking among students and various information sources, sharing the latest scientific achievements in the field among fellow professors. The effective categories in the element of evaluation methods included process-oriented evaluation, assigning a part of the grade for individual or teamwork and class participation, evaluation of each student's individual work by her classmates, and critique of other students' opinions. Also, the results showed that the elements of the higher education curriculum based on the types of educational interactions in the virtual learning environment were related to each other. The results showed that the factor analysis model had a suitable fit for the design of the desired model and this model could be used in the higher education curriculum to create and increase various types of educational interactions in the virtual learning environment.Conclusion: In general, the results of this research indicated that the creation and increase of educational interactions in electronic education could improve the quality of education. Therefore, it is recommended that designers, faculty members, planners, managers and in general curators use the model proposed in the current research IN E-learning courses.
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.
Technology-based learning environments
L. Palashi; M. Haddad Narafshan; L. Anjomshoa
Abstract
Background and Objectives: Due to the changes in education, online learning has become the predominant mode of instruction. There may be a gap between what students learn in school and what they need to survive in the real world. This is due to the constant change in the world and educational system. This puts ...
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Background and Objectives: Due to the changes in education, online learning has become the predominant mode of instruction. There may be a gap between what students learn in school and what they need to survive in the real world. This is due to the constant change in the world and educational system. This puts schools under a lot of pressure to develop their educational instruction processes in an innovative manner that helps students to acquire and develop the needed life skills. These skills can help individuals in leading a meaningful life. One of these strategies is project-based learning. As the name implies, project-based learning involves students refining and honing their language skills by completing projects in and out of the classroom. To accomplish this, teachers must cultivate a culture of creativity and engagement in the classroom. By sharing their work and reflecting on their processes, students can improve their work. This style of teaching moves away from teacher-centered methods, where students sit passively in a classroom and are rarely given opportunities to express themselves or practice their language skills. The act of inquiry is what engages students in project-based learning. This instructional approach is designed to give students the opportunity to develop knowledge and skills through engaging projects and set around challenges and problems they may face in the real world. The purpose of this study was to compare the impact of technology-integrated and traditional project-based instruction on vocabulary development and social identity of English language learners.Methods: In the current quasi-experimental quantitative study, two intact classes were assigned to traditional and technology-integrated project-based learning. The independent variable in this study was technology integration, and the dependent variables were learners' social identity and vocabulary development. Over 6 months, two groups of 30 learners (15 students in each group) were exposed to two forms of project-based instruction: traditional and technology-integrated. The instruction in both groups was based on doing projects. In the technology-integrated group, the projects were done using technology potentials, and in the traditional group, the projects were done using classroom potentials. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and social identity level.Findings: The results revealed that the learners involved in technology-integrated instruction proved superior compared to the traditional learning group in their English vocabulary and social identity. It showed that projects done in technology-integrated environments surpassed the projects done in traditional learning contexts. The findings suggested that technology-integrated projects were more effective than traditional ones, possibly due to the enticing features of technology that enhance learners' motivation and interest.Conclusion: PBL has been regarded as influential in the development of vocabulary development and social identity of students but integrating projects with the power of technology provides opportunities for more effective vocabulary development and identity construction. Implementing technology in projects in the current study is beneficial to the realm of school health and adds to a growing body of work exploring how technology-integrated projects impact school students’ academic achievements and identity construction. Inspired by the advantageous effects of technology interventions on learners and the paramount significance of becoming emotionally engaged and accountable during the process of learning, we hope the current study contributes to the realization of technology-engaging school pedagogical agents.
Technology-based learning environments
Z. Karami
Abstract
Background and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information ...
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Background and Objectives: In order to solve the problem of education in complex and unstructured domains, Spiro and his colleagues proposed the theory of cognitive flexibility, in which they advocated multiple forms of pedagogical models, analogies, multiple representations, and multiple information displays. Cognitive flexibility is the ability of humans to adapt to cognitive process strategies in order to cope with new and unexpected conditions in the environment, and can help learners gain a deep understanding of complex concepts. In cognitive flexibility, the transfer of information from one situation to another allows the learners to apply the constructed knowledge to solve current problems. Electronic and virtual learning environments have capabilities that can better enhance learners' cognitive flexibility. Multiplicity in content, activities, interaction, and active participation are among the criteria for cognitive flexibility that can be accessed through electronic and virtual learning environments. Therefore, the aim of this study was to provide a framework for designing electronic and virtual learning environments based on the principles and criteria of cognitive flexibility.Methods: This study was qualitative research that was conducted in a Meta-Synthesis method. To collect data, keywords such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility, etc. were selected and articles, theses, and related texts were searched in reliable databases, from 1992 to 2020. Finally, 30 related sources were found. Among these sources, 25 of the most relevant texts related to the research questions were selected. After the detailed study of the texts, according to the research questions, the necessary information was extracted. Findings: The results of the findings in response to the first question of the research were to present the principles and criteria of the theory of cognitive flexibility, and in response to the second question of the research, based on the principles and criteria of the theory of cognitive flexibility, the necessary framework for the design of electronic and virtual learning environments was presented. In this framework, two parts of different forms of learning and different views about learning were proposed and in each part, content dimensions, pedagogical tools, human interactions, and evaluation and criteria related to each dimension were introduced. According to the criteria raised in the dimension of different forms of learning, it can be said that to increase the cognitive flexibility of learners in electronic learning environments, variety of content, variety of methods and activities, variety of interactions and variety of assessment tools were of particular importance. Also, according to the criteria raised in the dimension of different perspectives of learning, we can also conclude that to increase cognitive flexibility in electronic learning environments, the variety of examples, exercises, and examples, the variety of mutual relationships between the concepts, diversity in people's points of view, review, analysis and combination of diverse points of view, diversifying the points of view on the discussed topic were important. The diversity of methods and solutions in the process of problem-solving were highly important. These environments should be prepared in such a way that they could provide the context for the learner's involvement and activity so that the learner could have an active involvement in the learning process and build knowledge that would meet the needs of different situations and could be used to solve real problems.Conclusion: Based on the results of the study, the principles and criteria of cognitive flexibility were extracted and based on those principles and criteria, the necessary framework for designing electronic and virtual learning environments was presented, which can be a guide for planners, designers of electronic and virtual learning environments, teachers, and other educators to strengthen the cognitive flexibility of learners through the design of suitable electronic and virtual learning environments.
Technology-based learning environments
V. Bakhshi khilgavani; K. Aliabadi; M.. R. Nili Ahmadabadi; S. Borzoeian; A. Delavar
Abstract
Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism ...
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Background and Objectives: In recent years, the emergence of information and communication technology has affected the world of education. As some experts believe, the previous methods, models and theories of learning and education are not able to explain learning and education in this era. Connectivism theory is one of the new theories of the digital age that tries to explain learning from a different perspective. The purpose of this research was to explore the elements of a suitable educational model based on connectivism in teaching and learning.Methods: The research was qualitative in terms of paradigm and among the types of qualitative research, it was qualitative content analysis. The research population included original research articles related to connectivism teaching and learning for the last 10 years (from the beginning of 2013 to the end of 2022) available in 4 databases (1) Eric (2) Emerald Insight (3) Springer (4) Science Direct. There were 592 articles, which were reduced to 194 articles after the initial review of the abstract and full text in two stages and the removal of irrelevant items. After organizing the remaining articles and using targeted sampling, 28 of these articles were analyzed, and due to the repetition of the obtained codes and the achievement of theoretical saturation, the analysis of the remaining articles of the studied population was stopped. Free coding with inductive approach was used to analyze the texts.Findings: From the content of the analyzed works, three layers called "theoretical and technological foundations", "principles and assumptions of connectivism" and "learning networks" were extracted as the main components for a connectivism-oriented learning environment. The first layer included 14 theories, approaches, movements and technological developments as sub-components. Each of these theories, movements and approaches with their principles and assumptions had aa direct and an indirect influence on the next layers. The second layer was related to the general and specific principles, characteristics and assumptions about knowledge, learning and network phenomena, and its sub-components contain facts that strongly affected the executive layer of the connectivism-oriented environment, and the learning environment was designed based on this. It distinguished the theory from other theories. In this layer, four sub-components with the titles (1) connectivism principles of Siemens and others (2) connectivism assumptions about learning (3) connectivism assumptions about knowledge (4) features and principles of the network/learning environment were also identified. In the third layer, there were networks, each network had 9 sub-components :(1) types of tasks, actions and learning activities (in 6 overlapping forms of cooperation, interaction, evaluation, communication, involvement and participation) (2) the role of the teacher (3) the role of the student (4) the place of learning (5) the stages/steps of learning (6) the levels of learning (7) the required skills (8) the materials/resources/appendices/media or nodes learning, and (9) building new networks.Conclusion: The results of the research showed that the connectivism-oriented learning environment is an open, non-targeted, chaotic environment that lacks an organized framework and fixed elements. Two theoretical levels and basic assumptions as layers influence the operational environment of connectivism learning. Theories, as the first layer, are the theoretical and technological foundations of connectivism, which dominate the other two layers like an umbrella and determine the assumptions and activities of this environment. The assumptions and principles of connectivism, which are considered as the second layer of this environment, affect the third layer and determine the framework and types of scientific activities of this environment.
Technology-based learning environments
S. Sahebalzamani; A. Naeimi; M. Haddad Narafshan
Abstract
Background and Objectives: As the result of a rapidly evolving, technology-saturated world, individual development has become increasingly noteworthy. This development makes education systems accountable to incorporate 21st-century skills, especially critical thinking skill into their experiential learning ...
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Background and Objectives: As the result of a rapidly evolving, technology-saturated world, individual development has become increasingly noteworthy. This development makes education systems accountable to incorporate 21st-century skills, especially critical thinking skill into their experiential learning curricula. There may be a divergence between what students learn in school and what they experience to get through the real world and to handle the real-life participations conforming to the unpredictable changes in the world and educational systems. This pressurizes educational sectors to improve and expand their educational instruction processes in an innovative and creative design which helps students to acquire experiences and develop the required life skills. To prepare students to be sufficiently constructive in their personal and social life, education should change its focus from merely content and academic development to individual and non-academic development according to different methods and diverse theories. One of these theories is experiential learning. As the name implies, learning by doing involves students acting and honing their language skills in and out of the classroom. To manage this, teachers must cultivate a culture of creativity, problem-solving and engagement in the classroom by the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by observation, experience, reflection, reasoning, or communication as a guide to belief and action. The purpose of this study was to find out the impact of technology-integrated experiential leaning on reading comprehension and critical thinking of English language learners (aged 10) in one of the primary schools in Kerman.Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with experimental and control groups who were chosen randomly. The independent variable in this study was technology-integrated experiential learning, and the dependent variables were learners' critical thinking and reading comprehension. Over four months, two groups of 60 learners (30 students in each group) were exposed to experiential learning in two forms of technology-mediated and traditional classrooms. The instruction in both groups was based on experiential learning theory by Kolb (1984). In the experimental group, the activities were done using technology potentials, and in the control group, the activities were done using classroom potentials. Pre-tests and post-tests were used to measure learners’ improvements in reading comprehension and Naieni’s (2005) questionnaire was acquired to assess learner’s level of critical thinking. Findings: The results of the Shapiro-Wilk test showed that the equality of variances was established, and the normality of the data distribution was confirmed. According to the findings obtained from the homogeneity of variances test, the assumption of homogeneity of variances was also confirmed. The results of covariance analysis showed that there was a significant difference between the post-test scores of reading comprehension in the technology-integrated experimental group and the traditional control group. Therefore, experiential learning based on technology had a significant effect on improving students' reading comprehension (P < 0.01). Because the square of partial Eta, which is equal to (partial ɳ2= 0.81), expressed the tremendous effect of experience on the basis of technology. In addition, there was a significant difference between the average scores of the technology-integrated group and the traditional control group in connection with the post-test of critical thinking. Although both groups improved in the level of critical thinking, but combining experiential learning with technology had a more significant effect on improving critical thinking. Learners in the experimental group (P < 0.01) with the partial square root equal to (partial ɳ2= 0.90) indicated a significant effect.Conclusion: The present research showed that learning by experience through the integration of technology is extremely significant for language learning. Additionally, it highlights the possibility of research and its effectiveness not only for school achievement but also for developing personal skills and critical thinking in primary school students. Even though experiential learning is effective in improving students' comprehension and critical thinking, combining classes with technology through learning management systems is a more effective way to increase students' understanding and critical thinking. It is hoped that the present research play a significant role in helping identify effective educational factors based on experience.
Technology-based learning environments
M. Maneshi; S. A. Tahaei; Sh. Mirshahzadeh
Abstract
Background and Objectives: There is a large gap between education in architecture schools in Iran and modern educational methods in advanced industrial countries. Iran educational methods are still the same as in the past, which unfortunately have not kept pace with the changes of the new era, and this ...
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Background and Objectives: There is a large gap between education in architecture schools in Iran and modern educational methods in advanced industrial countries. Iran educational methods are still the same as in the past, which unfortunately have not kept pace with the changes of the new era, and this can be one of the reasons for the ineffectiveness of architectural education in Iran. The architecture schools need to be changed due to the changes in the educational system and the increasing needs of students to communication and modern technologies. In other words, the pervasiveness of new technologies has affected the educational system and the educational environment must continuously adapt to the improvements and developments of today's world. The most important goal of the educational system is to educate capable and competent individuals and produce extensive knowledge to meet the changing needs of the modern world for life and a growing society. In fact, the educational system must constantly strive to respond to the educational innovations and evolutions and prepare students for a rapidly changing world. The need for change, modernizing and updating the educational spaces is important in parallel with the new educational flow in architecture and urban planning faculties. This research comparatively examined the curriculum, spaces and new educational technologies in the architecture education system in selected universities of the world. The purpose of the research was to identify solutions for reforming the university architecture education system in Iran.Methods: The present study was descriptive, analytical and applied. Content analysis was based on an inductive approach. The research sample was purposefully selected from among the leading architectural schools in the world, which were selected by valid evaluations. The research method was comparative with qualitative approach and based on the stages of George Bereday's comparative Method in education: Description, Interpretation, Juxtaposition and Comparison. The data and documents were collected from library studies, books and articles, web-based information that were categorized and analyzed in tables and charts format and the common qualitative characteristics of the top schools of architecture in the world were determined.Findings: Analyses performed on the samples showed that the use of new educational technologies would play a central role in the curriculum of the educational system and was effective in improving the level of education and learning of students. Also, some of the innovations of this field were recognized in the top universities of the world. Among the most important of these innovations were frequent revisions of the curriculum, working in workshop environments with advanced equipment, holding educational trips, preparing students for the job market, holding lectures and exhibitions with the presence of contemporary architects, working in work environments with real employers and prominent architectural offices.Conclusion: A comparison of the strategies of MIT, Harvard, Rice, Sci-Arc and Cooper Union universities showed that MIT and Harvard offer the most flexible curriculum among the universities, while using a suitable educational environment with advanced and up-to-date architectural equipment and facilities. Rice University increases the creativity of students with the possibility of apprenticeship in the offices of prominent architects and holding classes and courses about current and future architectural issues and challenges. With the approach of creating flexibility and dynamism in the teaching method, Sci-Arc School emphasizes the innovative innovations and creative solutions in architectural design, holding lectures and exhibitions with the presence of world-renowned professors and architects, and emphasizing the interaction between professors and students. Cooper Union School, in addition to providing a suitable educational environment, focuses on the sociability of gathering spaces and increasing social interactions between the general public, students and professors. As a result, the university architecture curriculum must be in line with new developments in the education process. Technology and its advanced tools and critical thinking are considered as essential and vital factors for success in architecture education. It is necessary to take a step towards improving the quality of architecture education by using technologies and making all necessary changes to revise and reorganize the educational system.
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.
Technology-based learning environments
F. Khalvandi; SR. Emadi; MA. Omrani
Abstract
Background and Objectives: Managing the e-learning environment means emphasizing on the design and implementation of those strategies that, on one hand, help to fulfill the mission and goals of the education system, and on the other hand, lead to effective learning. This term refers to a new set of knowledge ...
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Background and Objectives: Managing the e-learning environment means emphasizing on the design and implementation of those strategies that, on one hand, help to fulfill the mission and goals of the education system, and on the other hand, lead to effective learning. This term refers to a new set of knowledge and skills in the field of optimal use of the electronic learning environment advantages and capabilities with a futuristic approach. It aims to prepare the mentality and skill power of learners for the changes and developments that occur as the result of the entry of information and communication technology into the field of education. Since the design and creation of practical and useful models for managing electronic learning environment in education system can play an important role in the realization of educational goals, the current research was conducted with the aim of designing a conceptual model for managing electronic learning environment in schools.Methods: This study was practical by purpose and conducted with a mixed-method approach by means of sequential exploratory design. In a way that by using the qualitative method, firstly the pattern or the research conceptual framework was obtained, and then the desired model was validated by quantitative method. In the qualitative part, the statistical population included university professors of Tehran in the field of educational technology and educational administration. Based on targeted snowball method of sampling and theoretical saturation, 17 people were selected. The data collection tool in the quantitative phase was a semi-structured interview. Participating experts assessed the face and content validity of the quantitative tool and its reliability was calculated by the Holsti’s coefficient as 0.92. In the quantitative part, by census method of sampling, all 114 outstanding teachers, experts and educational technologists of Shahindej Department of Education were selected and finally 103 completed the questionnaires. A researcher-made questionnaire with a 5-point Likert scale was developed including 56 items based on the indicators identified in the qualitative stage. To measure the validity of the questionnaire, in addition to the face and content validity done by experts, the Average Variance Extracted Index (AVE) was used which its value calculated as to be above 0.6. The reliability of the instrument was measured by the two criteria of Cronbach's alpha and composite reliability, which in both criteria, the values were higher than 0.8. Findings: In the qualitative phase, by using the thematic analysis and open, axial and selective coding method of Strauss and Corbin, 4 dimensions, 15 components and 56 indicators were identified and then primary conceptual model of electronic learning environment management was proposed. The four dimensions of model along with their components were “Teaching-learning process" with the components of active learning, teacher's role, learning styles, learning motivation, evaluation methods, "Teaching content" with the components of content suitability, content production, content quality, content presentation, "Curriculum design" with the components of constructivist approach, problem-oriented learning, socialization of learners and "Levels of interactions" with the components of teacher-learner, learner-learner, teacher-parents. Validating the proposed model by using the structural equation modeling method with the help of software (Smart PLS) showed that the proposed model had the required validity.Conclusion: Based on the findings, it can be stated that the management of the electronic learning environment is a holistic approach aiming to identify and design strategies that create active learning among the learners. Creating an integrated and effective management system in the e-learning environment can help to make the e-learning system more efficient and makes its activities transparent. The use of appropriate mechanisms in the management of the electronic learning environment, by specifying the current and desirable state of the electronic education system, helps to reveal the opportunities and challenges that this system faces and to provide a basis for the correction and improvement of the existing trends and the promotion and excellence of the future states of the electronic education system.
Technology-based learning environments
M. Arghiani; M. Saffar; M. Mahvash
Abstract
Background and Objectives: Today, learning various sciences has become one of the basic needs of humans, and there are many obstacles that reduce the speed of learning; among these obstacles, we can mention stress. Stress is a kind of response to emotional or physical changes created in the environment ...
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Background and Objectives: Today, learning various sciences has become one of the basic needs of humans, and there are many obstacles that reduce the speed of learning; among these obstacles, we can mention stress. Stress is a kind of response to emotional or physical changes created in the environment and living conditions of students, which can appear in different ways according to their age, life situation, and personality. If the learning space is designed properly, it can eliminate a lot of stress in students. Reducing stress in students can lead to discovering their hidden talents, increasing self-confidence and making the most of their potential, which will increase learning. Also, various studies have been conducted in western and other countries about the effect of architecture on reducing the stress of users, a limited number of which have been conducted on the effect of the architecture of the educational space on reducing stress with different research methods and approaches, each of which has research problems and flaws in two areas. They are thematic and methodological knowledge. The research showed that various studies have been conducted in the three fields of environmental psychology, psychology and architecture of educational spaces, but no sufficient and accurate studies were found about the interrelationship of these three topics. With quantitative and qualitative approaches, this research aims to deal with the subject in the two scientific fields of psychology (stress, stress theories) and architecture (psychology of the environment of educational spaces, architecture of educational spaces, health and architecture, etc.). The purpose of the present research is to identify the physical factors that are effective in reducing the stress of students in the educational spaces of the school, which is a factor for the scientific progress and improvement of the country and is associated with increasing the productivity of schools. This research aims to evaluate the effect of physical and non-physical dimensions of stress reduction on stress reduction in combined research (description of the survey type and logical reasoning).Methods: With the help of the Delphi method, the experts in the field of architecture were asked to categorize the practical physical factors of stress reduction. Then, the test analysis was done with the help of hierarchical analysis (AHP).Findings: After the complete hierarchical analysis, at first, the main criteria were ranked according to the goal, and then the sub-criteria were ranked in details, and the percentage of importance of each was determined. Among the main criteria, the combination of nature and environment gained the most weight, with a weight of 0.534, so it was the most important among the main criteria. The criteria for modeling nature and the spatial characteristics of the environment were also in the following ranks. A pairwise comparison of the sub-criteria of the integration of nature and the environment and their order of importance was discussed, and it could be seen that the sub-criteria of light with a weight of 0.541 took the first place, and the sub-criteria of plants and natural landscapes and ecosystems were in the following ranks.Conclusion: In designing a conservatory with the approach of reducing stress through biophilic architecture, light is the most critical design factor, and then the plants inside and outside the environment, natural landscapes, and ecosystems should be observed in the design.
Technology-based learning environments
F. Tari; M. Javadipour; R. Hakimzadeh; M. Dehghani
Abstract
Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, ...
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Background and Objectives: Following the outbreak of covid19, e-learning has provided a unique opportunity to face the limitations of face-to-face education and achieve the ideal of education for all. Since teachers are considered as the most important influential factor in the teaching-learning process, the analysis of their successful and unsuccessful educational experiences can give us a deeper understanding of the current situation and provide solutions to achieve the desired situation and strengthen it. Given the vast amount of research conducted on the challenges and problems of teachers in the electronic context, the present study aims to focus specifically on the strengths of teachers' teaching experiences in the new learning environment. Therefore, the purpose of this study is identifying and modeling the importance of successful educational experiences of elementary school teachers in the e-learning environment.Methods: This is a qualitative and phenomenological study. Participants in this study include all elementary school teachers who had the experience of teaching in electronic context (Shad Program) in the academic year 2020-2021. Eighteen teachers among them were selected through purposive sampling and semi-structured interviews were used to collect information until the researcher could achieve theoretical saturation. The findings were analyzed, using Colaizzi's seven-step strategy. In-depth analysis of the interviews resulted in the identification of 7 main categories and 25 related sub-categories. In the next step, the identified key categories entered into the Interpretive Structural Modeling (ISM) software. In this section, first the structure of the communications between the categories was drawn in the form of an interactive network and then the importance of each of them was determined.Findings: The research findings showed that successful educational experiences of elementary school teachers in the e-learning environment in the order of their importance include the development of technological competencies (61 points), progress and modernization of curriculum elements (60 points), paying attention to emotional-psychological needs (53 points), promotion of social skills (51 points), development of scientific education (28 points), paying attention to aspects of biological and physical education (21 points) and strengthening aesthetic capacities (17 points).Conclusion: The results of the present study can be considered as a continuum in which, on the one hand, the development of technological competencies is of the highest importance and, on the other hand, the strengthening of aesthetic capacities is of the least importance. Based on the results obtained, a major overhaul of pre-service and in-service teacher training methods is needed to keep pace with the developments in technology-rich environments. In order to improve the quality of the teaching and learning process in the electronic context, teachers should also pay attention to the specific requirements of this new educational environment and its developmental capacities, and instead of using traditional teaching methods, prioritize their focus on educating students in all areas, encouraging group collaboration and participation in the virtual classroom, fostering students' curiosity and flourishing their individual creativity, strengthening students’ motivation students and paying attention to students’ individual abilities, interests, talents and personal differences of students in the new ecosystem so that they teachers could hope for an effective and active presence of students in their virtual classes.
