Original Research Paper
Technology-based learning environments
S. Khazaie; R. Nejati; M. Karbasi
Abstract
Background and Objectives: Planning for the success of students in the world is one of the priorities of teaching English in the secondary schools in Asia. The improvement of the English reader's skills to understand the actual needs defined as the +language by representing the events of the world in ...
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Background and Objectives: Planning for the success of students in the world is one of the priorities of teaching English in the secondary schools in Asia. The improvement of the English reader's skills to understand the actual needs defined as the +language by representing the events of the world in language learning milieu based on educational technology is in progress. Although extending the sense in the scenes of serious games is done for easy language learning, the active visual and verbal working memory of students has not been considered as an effective factor in reading. This study endeavored to investigate the allocation of sensory weight in virtual reality games for teaching English reading to Asian students with different working memory abilities.Methods: This quasi-experimental study was conducted by selecting 916 male and female students from secondary schools. Using parallel-group design, students participated in the working memory tests. These Iranian (N = 612) and non-Iranian (Pakistani, N = 204; Iraqi, N= 40, and Kashmiri, N = 64) were studying in the 10th grade of the second year of high school and were enrolled in language institute to learn English in the fall semester of academic year 2022-2023. In order to ensure homogeneity of the participants according to the level of English proficiency, a junior TOEFL test was administered, and students whose English proficiency score was between one standard deviation higher and one standard deviation lower than the mean were selected to take part in the study. The scores of the participants' working memory test were converted into standard scores with a mean of zero and a standard deviation of one. Based on the working memory capacity, the participants were placed in one of the active memory quadrants. Then, they were randomly divided into intact and experimental groups to learn English reading online or through virtual reality games in 14 sessions. In each session, first, the main researcher taught English reading passages to the participants using Skyroom educational software for 30 minutes. Then, online or virtual reality-based activities were provided to students to practice reading skills for 20 minutes. Participants were assessed formatively each session and a score of 0-20 was recorded for each student. The participants expressed their experience of the senses in the course of reading in each session verbally.Findings: The results of the analysis of repeated measures ANCOVA showed that extending the sense in teaching English readers through virtual reality games significantly facilitated students' learning. Adding auditory sense to scenes of virtual reality game significantly improved the reading progress of students who had high verbal working memory capacity. Although psychological and real-life categories were emphasized in the interviews, students with high working memory underlined the sense extension as useful for learning English reading in relation to the surrounding world.Conclusion The findings of this study revealed that extending the sense in virtual reality games is beneficial for learning English reading when it is in line with students' working memory. The correct allocation of the sense in the scenes of virtual reality games results in the use of English reading in the world, namely + language.
Original Research Paper
Education technology - Lifelong learning
R. Shahverdi; M. RezaeiZadeh; M. Vahidi-Asl
Abstract
Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in ...
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Background and Objectives: Student participation dropped significantly in teaching online and has become one of the challenges of virtual teaching. For this reason, having social and communication skills, among other skills, is one of the competencies needed by instructors to teach online courses in higher education. Therefore, one of the necessities of online teaching is developing interaction strategies to promote online class interactions. Based on this, the aim of the current research was to identify various methods and tools to create effective interaction between the instructors and students in virtual university classes.Methods: This research was based on the qualitative approach of digital ethnography. Research data was collected using observation. The research community included the university virtual classes, which were selected using criteria-based purposeful sampling of virtual classes in the educational science department. To this end, 16 lessons related to 12 instructors (89 sessions and a total of 120 hours) were observed. In the data collection process, the researcher's role was as a non-participant observer. In addition to being descriptively recorded, the observation data or field notes were also reflected upon (the observer's perception of the situation and people).Findings: The research findings related to various methods and tools for creating interaction were categorized into four sections, including interaction at the beginning of class, during the class, at the end of class, and outside the class. Class preparation, follow-up homework, diagnostic assessment and knowledge review were the most frequently used methods of interaction at the beginning of the class. Regarding interaction during the class, question and answer (questioning), presentation-based learning, providing feedback, using students' opinions, using motivators, managing participation, and role-playing were the most frequently used methods and techniques. Summarizing and planning, evaluation and feedback were included in the end-of-class interaction section, and in relation to out-of-class interaction, providing additional training, sending assignments, discussions, and scientific-research collaborations were the most frequently used methods. The methods and techniques that were mentioned entailed using chat tools, microphone, webcam, screen sharing, status pod, slide, Word file, video, image, survey or poll, WhatsApp, Moodle (including test plugin, assignment, forum, and file).Conclusion: Based on the findings, we cannot expect to improve the quality and quantity of students' learning just by creating interaction. Rather, the effective interactions require compliance with principles and techniques such as the use of reflective questions along with descriptive ones, and awareness and overcoming obstacles to creating effective interactions. Also, the use of various tools and technologies does not necessarily lead to the effectiveness of interactions, but how to use them at the right time is more important. Another noteworthy point is that interactions outside the class (such as Feedback on assignments) are very important along with the interaction inside the virtual class. In addition, sharing experience and knowledge among professors and participating in knowledge-enhancing courses can help them become familiar with the methods and tools for creating interaction in the virtual classroom. Also, it is necessary to create opportunities for professors to practice the methods they have learned and to help them make teaching and interactions more effective by trial and error and receiving feedback.
Original Research Paper
Electronic learning- virtual
L.S. Hamidian Divkolaei; S. M. Bagheri
Abstract
Background and Objectives: Today, turning to virtual education in schools and universities along with face-to-face training is inevitable. Virtual education has received much attention in recent years in Iran. This becomes even more important and valuable when it comes to teaching practical courses. ...
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Background and Objectives: Today, turning to virtual education in schools and universities along with face-to-face training is inevitable. Virtual education has received much attention in recent years in Iran. This becomes even more important and valuable when it comes to teaching practical courses. Architecture, as a field in which many of its courses are considered practical, would encounter serious challenges in students' learning if the important points in virtual education are not considered. One of the issues that may be overlooked in the field of virtual education is the discussion of learning differences among students. Learning style is a characteristic that determines how students learn and how they prefer to learn, and the teacher also learns to identify and guide the needs of individual students. Failure to pay attention to the differences in students’ learning styles, especially in virtual education, where the teacher does not have much visual and face-to-face communication with students, will sometimes lead to a complete lack of transfer of concepts in education. Traditional classroom-based learning, on the other hand, typically leads to a consistent learning process that does not fit the learners’ different needs, while in targeted web-based learning programs, learning can be implemented properly. The cognition of the differences in learning process among students is one of the important factors in developing and improving education. Examining the different styles of students in learning, can be helpful to improve the quality of education and transfer better learning to students, especially in virtual education.Methods: In this article, we try to know the four divisions of students' learning style, and their performance in different courses of architecture. The present study was conducted on 48 architectural students in their first semester (who has started their studies with virtual education) from different degrees) bachelor and associate degree) in architecture and interior design. Architecture students face different attitudes in various academic years. Because of the impact that cognitive changes have on students' learning styles, it was decided to consider the statistical population among the freshmen in order to reduce the impact of changes in students’ learning styles, so that students' initial learning style is identified. SPSS 23 software was used to analyze the data.Findings: The results showed that the majority of architecture students in the bachelor and associate degree, from the selected community, used the adaptive learning style and the students of the interior design group had convergent learning styles. Studies also showed no significant relationship between degree and students' field of study with their performance. Also, the results of studies demonstrated that students with divergent learning style in the theoretical courses of bachelor’s degree in architecture field, had the best performance (with an average of 20), whereas students with convergent learning style in theoretical-practical courses of bachelor’s degree in architecture earned the lowest performance (with an average of 8.25). According to the results of the studies, it seemed that only in the bachelor’s degree students and in the theoretical-practical course (architectural design 2), there was a significant relationship (sig <0.05).Conclusion: It is suggested that educators be aware of different learning styles at the beginning of each training course in order to consider a specific category for each group of people with a common learning style. By identifying their learning style, learners can use the flexible structure that e-learning allows to achieve the desired learning outcome.
Original Research Paper
E-Lerning
T. Ashrafzade; J. Mesrabadi; B. Yargholi; S. Sheikhalizadeh
Abstract
Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. ...
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Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. The aim of this research is a meta-analysis of the effect of electronic learning on academic performance.Methods: The present study was conducted using meta-analysis method. The corpus of the present study included all valid research published which was available in computer databases that examined the effectiveness of electronic learning on academic performance. The intended data were available in related studies between 1996-2022. For gathering data, Mesrabadi research proposal checklist (2011) was used. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 243 studies were selected as a sample and were entered into the meta-analysis process. Sensitivity analysis, fixed and random effects models, and heterogeneity analysis with CMA software were used for data analysis. From selected studies as a sample, in total, 311 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 294 effect sizes. The value of “fail-safe N” statistic was obtained in 1911, which indicated that after entering this number of non-significant studies, the combined effect size would be non-significant.Findings: The findings indicated that the mean of the total effect of the studies was 0.726 for the fixed effects model and 1.009 for the random effects model; both of them were statistically significant (p<0.001) which indicated a positive and significant relationship between electronic learning and academic performance. As the effect sizes were heterogeneous, gender, type of sample, type of electronic learning, type of course, age, and type of research method were examined as the mediating variables. The results indicated that the effect size of electronic learning on academic performance is higher among the females compared to that of the males, and in preschool students more than others, in mobile-based instruction more than other types, in teaching methods courses more than other courses, and in experimental research more than correlation research. Also, the results of the research showed that the age of the subjects had a very small contribution to explaining the heterogeneity. The results showed that electronic learning had a significant effect on academic performance and based on Cohen's criterion, the effect size of this relationship was found to be high (ES=1/009).Conclusion: Supplying programs to educate the effect of electronic learning on academic performance is a necessity that needs to be considered more than before. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the studies of these two fields be carried out at a higher level in observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, parametric statistics in their design and strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population should be used.
Original Research Paper
Emerging educational technologies
Z. Rashidi; M.R. Nili Ahmadabadi; E. Zaraii Zavaraki; A. Delavar
Abstract
Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the ...
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Background and Objectives: Teachers are considered as one of the most important and vital elements of virtual in-service training, and supporting them is one of the basic elements in the virtual training system. Supporting teachers in the virtual learning environment is one of the key factors in the success and development of the virtual training system that if it is not continuously provided, it will lead to a waste of capital and a lack of motivation to stay in the virtual learning environment. Support for teachers has different areas, among which we can mention instructional support. In virtual in-service teachers training, instructional support has priority over other different areas of support and is more important. Instructional support is one of the main components affecting the effectiveness of virtual training. Dynamic computer-based scaffolding is one form of instructional support that supports learners in a personalized way. The purpose of this research was to investigate the effect of dynamic computer-based scaffolding on the effectiveness of virtual in-service teacher training.Methods: This research was conducted in a quasi-experimental way using a pretest-posttest design with an experimental and a control group. The statistical population of this research consisted of elementary school teachers in the academic year of 1401-1402 who applied to participate in virtual in-service training. A total of 30 elementary school teachers were selected as a sample to participate in the research, who were randomly divided into two groups of 15 people, experimental and control. The tool used in this research was a researcher-made questionnaire for the evaluation of virtual in-service teacher training based on Roderick Sims’s developed model. This model has 11 components including educational objectives, content, design and user interface, interaction, evaluation, support services, outcomes quality, organization, management, educational technology and information and communication technology ethics. The validity of the questionnaire was confirmed by experts. Also, the reliability of the questionnaire was obtained as Cronbach's alpha coefficient of 0.82. The experimental group received dynamic computer-based scaffolding during the virtual in-service training, but the virtual in-service training was presented to the control group in the usual way. Descriptive statistics indices (mean and standard deviation) were used for data analysis, and covariance analysis was used in the inferential statistics section.Findings: The results of the research showed that training through dynamic computer-based scaffolding was of significant impact on the effectiveness of virtual in-service teacher training. Also, dynamic computer-based scaffolding in each of the components of the effectiveness of virtual in-service teacher training, including organization and management, educational technology, educational objectives, content, design and user interface, information and communication technology ethics, interaction with the user interface, evaluation, support services and quality of outcomes had a significant effect.Conclusion: In virtual in-service training, dynamic computer-based scaffolding can provide the help and guidance needed by teachers and lead to mastery in learning and helps teachers to play an active role in training. Regardless of this, the use of web-based tools and technologies is emphasized in the studies as long as they can facilitate the performance of learners in learning, and have an effect on the effectiveness of education. Therefore, considering the benefits of dynamic computer-based scaffolding, it is suggested that those involved in virtual in-service teacher training include the design and development of dynamic computer-based scaffolding in their work agenda.
Original Research Paper
Education technology - Lifelong learning
N. Heidari Shorshjani; F. Nasiri; S. Ghanbari
Abstract
Background and Objectives: Undoubtedly, one of the crucial factors in achieving the goals of education is loyal and committed human resources. In this regard, one of the factors that make the members of the organization dedicate themselves to the organization and remain loyal is the leadership style ...
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Background and Objectives: Undoubtedly, one of the crucial factors in achieving the goals of education is loyal and committed human resources. In this regard, one of the factors that make the members of the organization dedicate themselves to the organization and remain loyal is the leadership style of the managers. Among the leadership styles, the intelligent leadership style has a great influence on teachers' organizational loyalty. This style provides the basis for cooperation, consultation and modeling among teachers and causes them to have a stronger bond with the organization. In this study, the mediating role of organizational knowledge-creation in the relationship between intelligent leadership and organizational loyalty of teachers in Chaharmahal and Bakhtiari province was investigated.Methods: The method was descriptive, a type of correlation study and especially a structural equation modeling. The statistical population included all teachers of the second grade of high schools in Chaharmahal and Bakhtiari province including a total number of 2687, who were selected as a sample via proportional stratified random sampling based on the Cochran formula. To collect data, the researcher-made intelligent leadership questionnaires were used based on Sidanmanlaka's model (2008) including four dimensions of spiritual, emotional, rational and collective leadership as in 22 items on a five-point Likert scale. The researcher-made questionnaire of organizational knowledge-creation was designed based on the model of Nonoka and Takeuchi (2006) enjoying four dimensions of socialization, internalization, externalization, and combination as in 15 items on a five-point Likert scale. Moreover, the organizational loyalty questionnaire of Wells et al. (2011), having two dimensions of attitudinal loyalty and behavioral loyalty including 7 items with a five-point Likert scale, was used. Cronbach's alpha tests and second-order exploratory and confirmatory factor analysis were used to determine the reliability and validity of the questionnaires. Cronbach's alpha of intelligent leadership (95%), organizational knowledge-creation with alpha (90%) and organizational loyalty (94%) were obtained and, the statistical methods used in this research included descriptive and inferential statistics as well as structural equation modeling by the help of SPSS v 21, AMOS v 26 software.Findings: The correlation coefficients between intelligent leadership and organizational loyalty (45%), intelligent leadership and organizational knowledge-creation (48%), and knowledge-creation and organizational loyalty (86%) were obtained. There was a positive and significant relationship between intelligent leadership, organizational loyalty and organizational knowledge-creation at the level of 0.001. Moreover, the effect of smart leadership on teachers' organizational loyalty through organizational knowledge-creation with total effect and coefficient of (45%) with indirect effect and coefficient of (39%) was significant at p=0.001.Conclusion: The results indicated that as the intelligent leadership increases, organizational loyalty increases. In addition, the mediating effect of organizational knowledge-creation causes an increase in organizational loyalty. Considering the effect of intelligent leadership on organizational loyalty through the mediation of organizational knowledge-creation in teachers, it is recommended that the authorities of education organization in Chaharmahal and Bakhtiari province hold training workshops for teachers to familiarize them with four dimensions of rational, emotional, spiritual and collective leadership and, provide conditions for group and collaborative decision-making by establishing and enhancing interaction and cooperation among teachers.
Original Research Paper
Information literacy
F. Fazli nejad; S. Salimi
Abstract
Background and Objectives: The only remaining solution for the continuation of the activity of students during the Covid-19 pandemic was to move towards online education. The role of technology literacy, especially information and communication technology, is fundamental for the realization of online ...
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Background and Objectives: The only remaining solution for the continuation of the activity of students during the Covid-19 pandemic was to move towards online education. The role of technology literacy, especially information and communication technology, is fundamental for the realization of online education for teachers. Modern societies employ information and communication technology as a tool to transform educational systems, support the development of the economy in agriculture, strengthen health and education, and establish a close connection between communities, teachers, and students. Various technological and social developments have affected all aspects of human life. On the one hand, the role of knowledge, skills, abilities, competencies, and personal characteristics that were very prominent in the past centuries has become ineffective.On the other hand, the role of many new sciences has been highlighted. Most of these changes have been caused by new technologies, especially information and communication. The potential of using information and communication technology in different areas of human life has a prominent role in human well-being and the prosperity of society. Improving the literacy of information and communication technologies is one of the main priorities of social, economic, and educational policies in many countries. Nowadays, having information and communication technology literacy can be very effective in enhancing the professional development of teachers. As a result, this research aimed to evaluate the relationship between information and communication technology literacy and teachers' professional development.Methods: The current descriptive study adopted a correlational design. The statistical population under study included 615 elementary school teachers of Khorramshahr in 2021-2022. Using the stratified random sampling method and based on the Krejcie and Morgan’s table, 235 teachers from the community were selected for the final study. The questionnaire was used as a data collection tool. The information and communication technology literacy questionnaire by Katz and McLean (2007) was used. It had 63 items and seven dimensions including describing (4 items), realizing (6 items), evaluating (4 items), managing (7 items), combining (9 items), creating (17 items), and communicating (16 items). Also, Nova professional development questionnaire (2008) was prepared having six dimensions. The dimensions in this questionnaire included educational items (5 items), teamwork (5 items), organizational skills (6 items), professional path development (6 items), interpersonal relationship development (4 items), and communication (4 items). The content validity and reliability of both questionnaires were confirmed based via Cronbach's alpha. Also, inferential statistics (Pearson's correlation coefficient test, stepwise regression, and t-test) were applied using SPSS 21 software.Findings: The results showed a significant relationship between information and communication technology literacy and professional development. Also, skills such as communicating, creating, combining, and evaluating were dimensions capable of predicting the professional development of teachers. Finally, the findings proved that the current status of teachers' information and communication technology literacy and professional development was favorable.Conclusion: This study recommends that education planners and policymakers consider the fields of improving teachers' information and communication technology literacy and put them at the center of in-service programs and training. It is also recommended to design and implement information and communication technology literacy courses for teacher training programs.
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
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
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
Educational Technology - Public education
Z. Gholamzadeh; A. Khamseh
Abstract
Background and Objectives: With the emergence of Industry 4.0 at the beginning of the 21st century and the introduction of technologies related to it such as Internet of Things, virtual reality, augmented reality, big data, automatic robots, etc., many developments took place, the results of which also ...
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Background and Objectives: With the emergence of Industry 4.0 at the beginning of the 21st century and the introduction of technologies related to it such as Internet of Things, virtual reality, augmented reality, big data, automatic robots, etc., many developments took place, the results of which also affected the field of education and gave birth to a concept called education 4.0. Students affected by this concept in the near future should acquire the capacity to learn and develop skills in the real and virtual world and technologies such as virtual reality, augmented reality and cyber-physical technologies and their integration with the classroom become doubly important in these conditions, so that today many schools in the world use this technology to achieve the goals of education 4.0. They consider them essential in their educational programs. Therefore, knowing, choosing appropriate technology and using it in schools can facilitate the path of education and training of students in the field of learning. Since many of the technologies of Industry 4.0 are emerging and are in the stage of increasing growth, it is important to pay attention to the technology transfer process and its first stage, i.e., the selection and acquisition phase. Therefore, the purpose of the current research is to investigate the background of the studies and introduce some of these technologies, explain some of their applications, and identify the factors affecting the selection of the appropriate technology for the acquisition of priority technology in the studied school.Methods: The study adopted a mixed-methods approach (qualitative-quantitative) and at first by searching documents, books and articles, with mata-synthesis method, 13 factors affecting the choice of Industry 4.0 technologies to be used in the school were extracted. The participants of this research included the girls in an educational complex located in Tehran and the time of the research was the academic year of 1400-1401. Also, according to the upcoming requirements in the short-term period of 5 years, as well as by reviewing the articles and opinions of system experts, 5 technologies from the industry 4.0 (Internet of Things, digital twin, virtual reality, augmented reality and automatic robots) were selected and then, using the Fuzzy TOPSIS method, the expert opinion of seven experts, who were selected in a purposeful way for this research, was elicited regarding the priority of choosing selected technologies through the decision matrix questionnaire.Findings: The results of Fuzzy TOPSIS calculations showed that augmented reality technology with a number of 6.836 had the smallest distance from the positive ideal, and by calculating the similarity index and with a final score of 0.522, it had a higher priority among the selected technologies. Moreover, virtual reality technology with a number of 7.654 was the second the option was far from the ideal, and ranked as the second one with a final score of 0.473. Also, Internet of Things technology was ranked as the third one with a final score of 0.459.Conclusion: According to the findings and based on the thirteen main factors affecting the choice of technology, the use of augmented reality in the classroom environment and its integration with education in the studied school can lead to productivity in the use of this technology and the context it provided for the development of learning capacities in students according to the requirements of education 4.0.
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