Original Research Paper-English Issue
Emerging educational technologies
M. Eftekhari; M. Rahimi
Abstract
Background and Objectives: Educational technology has long been recognized as a powerful tool for enhancing foreign language learning opportunities, with particular relevance for students in under-resourced environments where instructional quality and materials are often limited. Among emerging tools, ...
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Background and Objectives: Educational technology has long been recognized as a powerful tool for enhancing foreign language learning opportunities, with particular relevance for students in under-resourced environments where instructional quality and materials are often limited. Among emerging tools, virtual reality (VR) videos have gained increasing attention for their capacity to create immersive, authentic learning experiences in recent years. Despite the promise of these emerging technologies, little is known about how their pedagogical effectiveness varies among learners with different psychological profiles. One such psychological factor-learned helplessness (LH)- plays a critical role in students’ academic behaviours, motivation, and resilience. Learners with high LH often experience persistent negative expectations about their abilities, reduced perseverance, and diminished engagement, potentially limiting the benefits they receive from technology-enhanced learning environments. Although previous research has explored LH in EFL settings and the equity implications of educational technology, no study to date has examined how teacher-made 360° VR videos influence language learning outcomes across LH levels in a low socioeconomic status (SES). Therefore, the present study was designed to fill this gap by examining the effects of teacher-made 360° VR tours on English achievement among students with different levels of LH in an underprivileged setting.Materials and Methods: The study employed a mixed-methods experimental design. Fifty-eight female 10th-grade students (aged 15-16) from an underprivileged school were randomly assigned to an experimental (n=29) and a control group (n=29). The experimental group used tailored 360° VR tours, made by a Samsung Gear 360 camera, and the control group used ready-made 360 VR videos from YouTube for one academic year. The learning gains were assessed by the English final exam, and the level of LH was evaluated by the EFL-LH scale. Quantitative data were analyzed using a two-way analysis of variance (ANOVA) to compare post-test performance between research groups and participants with different levels of LH. To explore learner perceptions, an open-ended questionnaire was used with a purposive subsample representing both high- and low-LH groups. Qualitative data were analyzed thematically to identify patterns in learners’ perceptions of the VR learning experience. Conclusions: The study highlights the nuanced role of LH in shaping learners’ responses to immersive educational technologies. While teacher-made 360° VR tours have the potential to enhance engagement and learning, their benefits are not equally distributed among all learners. In low-SES contexts, where LH may be more prevalent due to environmental and systemic constraints, simply introducing advanced technologies is not sufficient for ensuring equitable learning outcomes. Effective integration of VR tools requires pedagogical scaffolding, emotional support, and targeted interventions to address LH-related barriers. These findings underscore the need for context-sensitive technology integration frameworks that consider both technological affordances and learners' psychological differences
Original Research Paper
Educational Technology - Artificial Intelligence
A. Mehri; E. Sadipour; F Dortaj
Abstract
and methods of education and learning as a new educational technology. A segment of artificial intelligence includes natural language processors that can produce human-like texts, such as AI chatbots. Due to their abilities to understand human language and answer users' questions, AI chatbots are recognized ...
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and methods of education and learning as a new educational technology. A segment of artificial intelligence includes natural language processors that can produce human-like texts, such as AI chatbots. Due to their abilities to understand human language and answer users' questions, AI chatbots are recognized as important tools for education and learning. However, because the use of AI chatbots in education is still a recent development, there are currently very few studies on the effectiveness of this technology in learning. Accordingly, this research aims to examine the effects of AI chatbot-based blended learning in psychology on self-directed learning, student engagement, and critical thinking disposition among 11th-grade female students majoring at humanities in Zanjan.Methods: This research was applied in purpose and quantitative with regard to the nature of the collected data. It employed a quasi-experimental method with a pre-test and post-test design, involving a control group. The statistical population for this study comprised all 11th-grade female students majoring at humanities in Zanjan. A multi-stage cluster sampling technique was used, wherein one public girl’s high school in Zanjan, specifically Roghani Zanjani School, was selected for the study, and two classes of students were assigned to the experimental and control groups. The sample consisted of 45 participants, divided into 21 in the experimental group and 24 in the control group. Data collection tools included Self-Directed Learning Questionnaire developed by Fisher et al. (2001), Academic Engagement Questionnaire designed by Reeve and Tseng (2011), the Critical Thinking Disposition Questionnaire devised by Ricketts and Rudd (2005). The educational intervention spanned 8 sessions, each lasted 90 minutes, using the Sider software that offers and supports the ChatGPT AI chatbot. Given the multi-dimensional nature of all three dependent variables and the implementation of pre-tests, Multivariate Analysis of Covariance (MANCOVA) was utilized, and the pre-test and post-test data were analyzed via SPSS version 26.Findings: The analysis of the data using statistical measures such as mean and standard deviation showed that the mean scores of the post-test for the experimental group increased in comparison to those of the control group across all three dependent variables when compared to the pre-test. Furthermore, the results from the multivariate analysis of covariance indicated a significant difference in self-directed learning, academic engagement, and critical thinking disposition between the experimental and control groups at the post-test (p < 0.01). Thus, given the higher mean scores of the experimental group in the post-test relative to those in the control group, it can be concluded that the AI chatbot-based blended learning approach in the psychology course proved effective in increasing self-directed learning, academic engagement, and critical thinking among 11th-grade female students majoring at humanities in Zanjan.Conclusion: Drawing on the findings of this research, it can be concluded that the use of AI chatbots in conjunction with the formal psychology curriculum has great potential to enhance self-directed learning, academic engagement, and critical thinking disposition. However, there is a concern that dependence on the AI chatbot could result in diminished academic engagement, with learners potentially accepting the output data without critical evaluation. Therefore, it is recommended that educators and learners utilize AI chatbots as educational complements and learning aids while considering ethical educational implications, stressing the importance of teacher supervision and instructing adolescents in self-regulation. It should also be noted that this study had limitations, including a lack of resources and prior research, restrictions on access to AI chatbots for IPs within Iran, and various hardware and software challenges in installing the AI chatbot software.
Original Research Paper
Electronic learning- virtual
M. Jamalinejad- Halima Jani; F. Khodadadi Azadboni
Abstract
Background and Objectives: Virtual education has increasingly gained importance in recent years, becoming one of the main pillars of educational systems worldwide. This type of education has turned into a necessary solution for continuing the learning process, especially when schools are closed. However, ...
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Background and Objectives: Virtual education has increasingly gained importance in recent years, becoming one of the main pillars of educational systems worldwide. This type of education has turned into a necessary solution for continuing the learning process, especially when schools are closed. However, students often face challenges in understanding physics concepts through traditional methods. Transmitting curriculum content through various virtual education networks requires effective strategies to address these challenges. In this research, the effectiveness of concept maps is examined as one of the generative learning strategies and approaches to improve students' learning levels in conveying abstract physics concepts.Methods: The present research method was a quasi-experimental pre-test / post-test design with a control group. The statistical population of the research included all female students in the 11th grade of regular schools in District 5 of Mashhad Education Department, who were studying during the academic year 2023-2024. Using purposive sampling, 60 students from Samieh High School in Mashhad were selected. These individuals were randomly assigned to one control group and two experimental groups. One experimental group received teacher-generated concept maps, while the second experimental group worked with student-generated concept maps. The control group received instruction through traditional teaching methods. To collect data, a researcher-made academic achievement test was utilized in a pre-test/post-test format. The content and face validity of the test were confirmed by physics teachers and education professors, and its reliability was assessed using the test-retest method. Additionally, independent t-tests and analysis of covariance (ANCOVA) were used for data analysis. To assess the normality of the data distribution, four tests were utilized: Shapiro-Wilk, Kolmogorov-Smirnov, Cramer-von Mises, and Anderson-Darling. The significance levels in these tests were above 0.05, indicating a normal distribution of the data.Findings: The results indicated that the use of concept maps in a virtual environment had a positive and significant impact on students' learning outcomes. The analysis of covariance regarding academic performance revealed a significant difference between the scores of the two groups using different teaching methods: teacher-centered concept mapping and student-centered concept mapping. The independent t-test results showed a high significance level (99%) in academic progress between the control group and the teacher-centered experimental group. The impact of the teacher-constructed concept mapping teaching method was significantly higher than that of the student-constructed concept mapping method (significance level 0.05) and the traditional teaching method (significance level 0.01), with this method achieving the highest scores among students. Additionally, the scores from the student-constructed concept mapping teaching method were significantly higher than those of the traditional teaching method (significance level 0.01). The greatest increase in mean scores was observed in the teacher-centered concept mapping group (74%), followed closely by the student-centered concept mapping group (72%). The traditional teaching method group showed the least increase (59%). These findings clearly highlighted the effectiveness of using concept maps in teaching physics topics for enhancing student performance.Conclusion: In this research, concept maps were utilized as a generative and innovative educational strategy to enhance the sustainable learning levels of students in the topic of magnetism, yielding remarkable results. These maps, leveraging beautiful and comprehensible visual metaphors, facilitated the visualization of concepts, especially in abstract and complex areas such as magnetism and magnetic fields, which can be challenging for students. The findings of this research indicated that students, despite the educational gaps that have emerged, are capable of receiving effective education in virtual environments. The use of well-designed concept maps that include appropriate visual metaphors allows students to easily grasp abstract concepts and achieve deeper learning. It is worth mentioning that this study specifically focused on female students, and the results may not be generalizable to male students. It is recommended to utilize teacher-created concept maps that incorporate beautiful and comprehensible visual metaphors to enhance students' learning levels and address the educational gaps created in virtual settings.
Original Research Paper
Artificial Intelligence
A. Allahkarami
Abstract
Background and Objectives: With the expansion of artificial intelligence in education, interactive tools such as "Replika" have gained attention as an innovative solution for enhancing language skills. These tools, by providing opportunities for interactive conversation and personalizing the learning ...
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Background and Objectives: With the expansion of artificial intelligence in education, interactive tools such as "Replika" have gained attention as an innovative solution for enhancing language skills. These tools, by providing opportunities for interactive conversation and personalizing the learning experience, can help strengthen speaking and listening skills and boost learners' confidence. Furthermore, the role of artificial intelligence in creating a safe, flexible, and non-judgmental environment for language practice is of particular significance, especially for learners who experience anxiety or limitations in traditional language interactions. This study explored the lived experiences of faculty members at Farhangian University regarding their interactive conversations with the artificial intelligence tool, Replika.Methods: This qualitative study employed a descriptive phenomenological approach to deeply explore the lived experiences of faculty members at Farhangian University in Kurdistan province regarding their interactive English conversations with the artificial intelligence application Replika. Fourteen faculty members who had practiced English conversation with Replika for an average of 30 minutes daily over a five-month period participated in the study. Purposeful sampling with maximum variation was used. Data were collected through semi-structured interviews, each lasting 30 to 40 minutes. Data analysis followed Colaizzi’s seven-step method. To enhance the credibility and trustworthiness of the findings, member checking, comprehensive documentation of the research process, and evaluation by two experts in qualitative methodology and language education were used. Moreover, the transferability of the findings was strengthened by including participants from diverse academic disciplines and teaching backgroundsFindings: Data analysis revealed that the lived experiences of Farhangian University faculty members with interactive conversation using the AI Replica were categorized into five main themes: Learning Simulation and Optimization (personalized learning, processing complex concepts, language skill development, explanatory feedback), Psychological Enrichment (self-regulation, cognitive support, socio-emotional support), Trust (self-disclosure, anthropomorphism), Accessibility and Learning Facilitation (widespread access, educational support, personalized learning, educational equity, facilitation of interactions and educational discussions, multimedia and interactive learning environment), and Considerations and Challenges (privacy and security, over-reliance, language processing challenges, information limitations, disregard for individual and cultural differences, technical problems).Conclusion: The research findings indicated that interactive conversation with AI Replica can serve as an innovative tool in the learning process and language skill development. This technology, by providing personalized learning and cognitive and emotional support, can help improve learners' self-regulation. However, challenges such as privacy issues, over-reliance, and language processing limitations present barriers to its widespread use. To optimize the use of this technology, it is suggested that strategies such as using diverse scenarios, setting clear learning goals, focusing on feedback and error correction, utilizing challenging activities like puzzles and cognitive challenges, establishing a regular schedule for continuous conversation, and reviewing learning strategies before use could be beneficial. Adherence to these principles by learners can enhance the effectiveness of this technology in language learning and cognitive skill development. Additionally, further research is necessary to investigate the long-term impacts of this technology on the learning process and educational interactions.
Original Research Paper
Educational Technology - Blended Learning
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.
Original Research Paper
Architecture
malihe taghipour; aliakbar heidari; Khatereh Sajjadi
Abstract
One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant ...
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One of today's social issues is the expansion of behavioral abnormalities in children, which is reflected in aggressive behaviors. Prevention of such behaviors is one of the most important priorities of families and educational institutions. Schools as the first social institution, plays a significant role in promoting social skills and controlling such aggressive behaviors. Accordingly, the study tries to evaluate the impact of the school environment on the reduction of aggressive behaviors in children. Among the spaces in the school, the yard was selected as the most common space, and its spatial-physical characteristics were evaluated in six schools in Shiraz. The research method is descriptive-analytic based on quantitative and qualitative strategies. A semi-structured questionnaire and interview with students and teachers were used. The results indicated that among the various spatial features of the school yard, green area in the yard, as well as the diversity of open and semi-open spaces in the school yard, had the greatest effect on reducing student behavioral disorder.
Original Research Paper
Sociology of Educational Technology
H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani
Abstract
Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, ...
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Background and Objectives: Female-headed households are responsible for providing material and spiritual livelihood for themselves and their family members. These women take care of the household without the regular presence or support of an adult male, and are responsible for managing the family financially, making major and vital decisions. Due to playing a dual role (parents) for their children, these women face problems such as loss of income, raising children, managing household affairs, working outside the home with low wages, etc., and enduring these life problems The reason for their different lifestyles compared to other women has led to the factors in which they have emerged. The aim of this study was to compare psychological hardiness, self-differentiation and psychological burnout in female-headed households and ordinary people in Marvdasht.Methods: The present study was comparative-causal one. The statistical population of this study included female-headed households under the auspices of the Marvdasht Relief Committee. The sample group consisted of 80 people in two groups (40 female-headed households and 40 ordinary women) who were selected using the convenience sampling procedure. Data collection tool to assess the degree of psychological hardiness was the questionnaire of Kubasa et al. The face and content validity have been reported in various appropriate studies. Also, the reliability of this tool was obtained by Cronbach's alpha coefficient. The Differentiation Scale (DSI) was used to measure differentiation and its validity and reliability were confirmed. Women's psychological burnout was also assessed through the Smiths’ questionnaire; its validity and reliability of this questionnaire were evaluated in different demographic groups. Confirmatory factor analysis showed that the questions of each dimension describe the same dimension and the questionnaire has a good internal consistency. The collected data were analyzed at two levels (descriptive statistics and inferential statistics). Mean and standard deviation values were calculated and MANOVA analysis test was run.Findings: According to the age distribution table of statistical sample size, in the group of female-headed households, 35.00% of people were less than 30 years old and 12.5% of people were more than 40 years old. In the group of normal women, 30.00% of women were less than 30 years old and 20.00% of women were more than 40 years old. According to the statistical sample size distribution table, in terms of education, 35.00% of women heads of households were under diploma and 65.00% of them were above diploma and in the group of normal women, 32.5% were under diploma and 67.5% were above diploma. The results showed that there was a significant difference between psychological hardiness and its dimensions in normal and female heads of households. There was no significant difference between self-differentiation and dimensions in ordinary female-headed households. There was a significant difference between normal and female-headed households in terms of psychological burnout and its dimensions. The average psychological hardiness and psychological burnout was higher among female-headed households than those of normal women.Conclusion: The results of this study can be used by relevant organizations with women heads of households and researchers interested in this field.
Original Research Paper
Electronic learning- virtual
susan mehrzad; zeinab Golzari; Zahra Taleb
Abstract
Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 ...
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Abstract: The purpose of this study was to investigate the effect of the use of the interactive book on learning and remembering of students. The statistical population consisted of the students of Imam Hassan Mojtaba (pbuh) Conservatory in the academic year of 1396-97 and among this sample size, 60 subjects (30 in the experimental group and 30 in the control group) were selected by available sampling method. . The research method is semi-experimental with pre-test-posttest design with control and experimental group. To collect information, two researcher-made questionnaires (pre-test and post-test) with appropriate validity and validity of 0/73 and 0/76 have been used. Data analysis has been used central tendency and dispersion at the descriptive level and also in inferential analysis has used covariance test. In addition, the correlation t-test, second post-test scores was compared to the post-test scores which were performed with a one month interval from the first pre test. The results of the findings indicate that the use of the interactive book has a positive effect on students' learning. The use of an interactive book also has a positive impact on student recollection
Original Research Paper
Educational Science
Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari
Abstract
The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population ...
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The purpose of this study was to identify effective dimensions for enhancing the effectiveness of secondary schools in Hormozgan province. The purpose of this research is applied and in terms of information gathering method, a quantitative-qualitative approach has been taken. The statistical population includes experts in the field of school effectiveness. Which in part of Quantitative Research, included a limited number of faculty members in Hormozgan universities in the fields of education, of which 30 were selected as samples. Also In the qualitative section, the sample volume was estimated with a theoretical saturation of 10 people. A targeted sampling was used to select the sample. The Data collection tools were through interviews and questionnaires. For data analysis in the Quantitative section, One sample t test and In the qualitative section, open and axial coding was used. The results led to the identification of six Dimensions from 24 concepts that named them as follows: management and leadership; Belief in collective wisdom; Promoting health, health and safety at school; Empowering staff; Establishment of the teaching and learning system and extracurricular activities.
Original Research Paper
physical education
shida ranjbari; Zynalabedin Fallah; vahid shojaee
Abstract
The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education ...
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The purpose of this study was to a Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model. The present study was descriptive -analytical study that was carried out fieldwork. The statistical population of the study consisted of physical education experts, sports teachers, and education experts in the field of education that had sufficient experience in sport education in the field. Based on a Snowball sampling, 17 individuals were identified as the sample of the study. The research tool was a researcher-made questionnaire with 23 questions that included 23 factors influencing development of ICT in school sports, which were identified based on a comprehensive study of resources. The whole process of analyzing the data was done in SPSS and MicMac software. The present study revealed that some factors, as key independent actors have a significant role in the development of information and communication technology in sports schools. In order to develop information and communication technology in sport schools, comprehensive planning is needed to develop some key independent factors. Planning on the key factors identified in this study can create the ground for the development and promotion of information and communication technology in school sports.
Original Research Paper
Education technology - higher education
Mashallah Salehpour; Ali akbar Ramezani; Seyyed Hossein NaslMousavi; mirsaeid hosseini
Abstract
Background and Objectives: This research aims to present an organizational governance model in higher education based on artificial intelligence, with a case study of Farhangian University, examining the role of artificial intelligence in improving managerial, financial, and educational processes. ...
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Background and Objectives: This research aims to present an organizational governance model in higher education based on artificial intelligence, with a case study of Farhangian University, examining the role of artificial intelligence in improving managerial, financial, and educational processes. Organizational governance, as a set of structures, policies, and processes for guiding and overseeing organizations, can enhance transparency, accountability, and efficiency in higher education institutions through the utilization of artificial intelligence.
Methods: The research method employed a mixed qualitative and quantitative approach. Initially, through two phases of the fuzzy Delphi technique, key components were identified and screened via a survey of 20 experts, including senior managers and faculty members with expertise in management and information technology, using targeted judgmental sampling. Subsequently, structural equation modeling with a partial least squares (PLS) approach was conducted for model validation. In this phase, 360 individuals, including managers, faculty members, and experts from the Farhangian University, were selected based on accessible sampling and the 5Q≤n≤15Q rule. Finally, the DEMATEL method was employed to analyze the impact, influence, and prioritization of the components, executed with a sample of 20 experts and key stakeholders from the university, also through targeted judgmental sampling. Data were collected through questionnaires designed for each phase.
Findings: The findings indicate the development of a comprehensive model with two main dimensions: organizational governance and artificial intelligence technology, which includes 18 key components such as organizational knowledge management, applications of artificial intelligence in education, change management, control and supervision, and transparency and accountability. The DEMATEL analysis revealed that organizational knowledge management and applications of artificial intelligence in education play a central role due to their strong impact, while components like artificial intelligence ethics and technology infrastructure are influenced and require structural support.
Conclusion: The prioritization of components showed that change management, applications of artificial intelligence in education, and inter-organizational collaboration are of higher importance. This model optimizes university processes by integrating artificial intelligence into big data analysis, intelligent decision-making, financial oversight, and personalized education. In conclusion, the proposed model is presented as a practical framework for improving organizational governance at the Farhangian University, which can enhance the quality of management and education and serve as a guide for future research.
Original Research Paper
Educational Technology - Blended Learning
F. Farzin; E. Zaraii Zavaraki; Z. Jamebozorg; M. Vahedi
Abstract
Background and Objectives: Teaching abstract chemistry concepts to students with hearing impairments is one of the fundamental challenges of the educational system. Mental rotation ability, as a core component of spatial thinking, plays a central role in understanding chemistry concepts, and research ...
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Background and Objectives: Teaching abstract chemistry concepts to students with hearing impairments is one of the fundamental challenges of the educational system. Mental rotation ability, as a core component of spatial thinking, plays a central role in understanding chemistry concepts, and research shows that the blended learning approach can help improve learning in students with special needs. In blended learning, students with special educational needs simultaneously benefit from online learning and in-person instruction and can work independently at their own pace. Additionally, this approach allows teachers to act with greater flexibility and dedicate more time to individual interaction with students. Given the lack of comprehensive studies in this field, this research aims to systematically review studies conducted on the impact of blended learning-based educational programs on the mental rotation ability of students with hearing impairments in understanding chemistry concepts.Methods: This research is a systematic review study conducted following the PRISMA guidelines. Article searches were performed in five databases – Scopus, Web of Science, PubMed, ERIC, and Google Scholar – for the period from 2014 to 2025. Inclusion criteria included original research articles related to chemistry education for students with hearing impairments, use of blended learning approach or assistive technologies, and examination of the intervention’s impact on learning or mental rotation. From 172 articles found, after removing duplicates and reviewing titles and abstracts, 37 articles were selected for full-text review, and finally, 11 articles meeting the inclusion criteria were included in the study. The Betten et al., 2014 checklist was used to assess article quality. Data regarding intervention methods, type of technology used, and results were extracted from the articles and analyzed using qualitative content analysis.Findings: Qualitative content analysis of the articles revealed four main themes: Educational Challenges (with three sub-themes: difficulty understanding abstract concepts, communication limitations, and lack of appropriate educational resources, with a total frequency of 18 cases), Technology Benefits (with three sub-themes: improved content accessibility, increased interaction and participation, and opportunity for repetition and practice, with a total frequency of 21 cases), Instructional Design Considerations (with three sub-themes: use of visual elements, language simplification, and immediate feedback provision, with a total frequency of 22 cases), and Educational Needs (with three sub-themes: teacher training, specialized content production, and infrastructure improvement, with a total frequency of 20 cases). Results showed that the blended learning approach helps improve learning through four main mechanisms: creating a multi-sensory learning environment, enabling deep content interaction, providing immediate feedback, and personalizing the learning path. Identified effective technologies included molecular simulation software, virtual reality environments, 3D visualization tools, and new game-based approaches such as block-based games and gamification methods.Conclusion: The results of this study indicate that success in teaching chemistry to students with hearing impairments requires a systematic and multifaceted approach in which new technologies are intelligently integrated with traditional methods. For successful implementation of this approach, investment in three areas is essential: development of technological infrastructure, production of specialized educational content, and continuous teacher training. Recent advances in artificial intelligence, virtual reality, and game-based approaches have created new opportunities for improving education, but their successful implementation requires attention to issues of accessibility, cost, and educational equity. The main limitations of the research included the small number of high-quality studies, limited sample size in some studies, and the geographic concentration of research in specific countries. It is suggested that future studies examine the long-term impact of educational interventions, the role of individual and environmental factors in the success of programs, and analyze the cost-effectiveness of different interventions.
Original Research Paper
Electronic learning- virtual
M. Esmaeili; K. Nazari
Abstract
Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect ...
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Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect academic enthusiasm. Moreover, with the increasing use of social networks among students and their dual role in either facilitating or weakening educational interactions, it has become increasingly necessary to examine how these platforms influence the relationship between life skills and academic enthusiasm. The present study aimed to investigate the mediating role of social networks in the relationship between life skills and academic enthusiasm among upper elementary school students.
Methods: From the perspective of research design, this study was descriptive, and in terms of purpose, it was applied. The research method was descriptive-survey of a correlational type, based on structural equation modeling (SEM). The statistical population consisted of 4,521 upper elementary school students from District 4 of Qom. Using the Krejcie and Morgan table, a sample of 384 students was selected through simple random sampling. To measure life skills, the Babadi and Meshkani Children’s Life Skills Questionnaire (2011) was used, which assesses four components among students: social skills, self-regulation, self-control (self-management), and social responsibility. To assess students’ academic enthusiasm, the Fredricks et al. (2012) Academic Engagement Questionnaire was utilized, which measures three components: behavioral engagement, emotional engagement, and cognitive engagement. To measure the use of social networks among students, the Jahanbani (2018) Social Networks Questionnaire was employed, evaluating three components: level of use, type of use, and level of trust in users. The content and face validity of the questionnaires were confirmed by 10 faculty members from the Department of Educational Sciences and Educational Management. Reliability was assessed in two stages — before and after the main implementation of the study. The Cronbach’s alpha coefficients for all questionnaires were above the 0.70 criterion, indicating acceptable reliability. Data were analyzed using correlation and t-tests, Sobel’s test for mediating effects, path coefficients, and model fit indices within the framework of structural equation modeling (SEM) using SmartPLS software.
Findings: The results showed that social networks play a mediating role in the relationship between life skills and students’ academic enthusiasm. Moreover, life skills had a significant effect on social networks, with a t-value of 7.629 (p < 0.001). Similarly, social networks had a significant effect on academic enthusiasm, with a t-value of 6.26 (p < 0.001).
However, the findings indicated that life skills alone did not have a direct and significant effect on students’ academic enthusiasm at the 95% confidence level (t = 0.535, p > 0.05). Nonetheless, through the enhancement and improvement of social network use, life skills indirectly contributed to an increase in academic enthusiasm.
Conclusion: The findings indicated that life skills indirectly, and social networks directly, influence students’ academic enthusiasm. Accordingly, it can be concluded that teaching life skills, alongside the purposeful and informed use of social networks, can play an effective role in enhancing students’ academic enthusiasm. Moreover, social networks provide a significant pathway for transferring the effects of life skills to academic enthusiasm, and their mediating role is statistically validated.
Original Research Paper
Preparation and compilation of electronic content
Zahra Motamedi Lashtneshaei; Fatane Hassani Jafari; Maryam Larijani
Abstract
Background and Objectives: At present, the introduction of multimedia and the delivery of electronic lessons has created a revolution in the field of teaching and new methods of student participation. The word "multimedia" was introduced from 1950 onwards and an attempt was made to increase ...
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Background and Objectives: At present, the introduction of multimedia and the delivery of electronic lessons has created a revolution in the field of teaching and new methods of student participation. The word "multimedia" was introduced from 1950 onwards and an attempt was made to increase the quality of education by combining multiple media, and these facilities allow progress, balance, creativity and better communication between the user and the software easily. The basis of this method goes back to the theory of cognitive processing. which was widely used with the advent of new computer technologies. Cognitivism has been formed as a part of the contemporary cognitive movement due to dissatisfaction with traditional education. In the theory of cognitive processing, it is assumed that the information processing system in humans has two separate channels (visual/visual and auditory/verbal processing). Each of these channels has a limited capacity. The present study was conducted with the aim of comparing the effect of teaching content produced with Active Inspire software and traditional tools based on the problem-solving model on the successful intelligence of elementary students in the course of experimental sciences in 1400-1401.
Methods: This research is semi-experimental in terms of method and practical in terms of purpose. The statistical population of the research included all the elementary school students of the 2nd district of Karaj city in the number of 1970 students, the sample size of which was 40 students, selected by multi-stage random method and placed in two homogeneous groups of 20 people. The data collection tool for the variable of successful intelligence is the standard questionnaire of Grigorenko and Sternberg (2000), whose validity was evaluated by experts as favorable and its reliability was 0.86. In this research, before teaching, in order to measure the level of basic knowledge of students from two groups of 20 people, control and experimental, and to the experimental group with Active Inspire software and to the control group in a traditional way, two thirds of the contents of the 6th grade experimental science book in 8 sessions. It was taught (in order to measure the successful intelligence of the students by means of Sternberg's standard questionnaire, students were surveyed, then the materials related to analytical intelligence, creative intelligence and practical intelligence of the course of experimental sciences, in two modern methods (Active Inspire software) and traditional methods for education students was given and after the end of the training sessions again by distributing the questionnaire among the subjects, they were surveyed about their successful intelligence) after the end of the training sessions, a post-test of the subjects was carried out. To analyze the data, descriptive statistical methods were used. and inferential statistics such as covariance, independent and dependent t tests were used in statistical software (spss) version 22..
Findings: The results showed that the content produced with multimedia software (Active Inspire) is more effective than the traditional teaching method on successful intelligence with an environmental approach. The results showed that the content produced with multimedia software (Active Inspire) is more effective than the traditional teaching method. The traditional teaching method is effective on the analytical intelligence, creative intelligence and practical intelligence of students in science subjects with environmental approach
Conclusion: From this, it can be concluded that multimedia software (Active Inspire) in comparison with traditional tools based on the model Problem solving can strengthen analytical intelligence, creative intelligence and action intelligence, and generally strengthen the successful intelligence of elementary school students.
