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-English Issue
Educational technology- primary school
javad keyhan; Golestan Sheikhloo
Abstract
The present study aimed to conduct a comprehensive meta-analysis of existing research on gamification and examine its long-term effects on the academic performance of elementary school students. In recent decades, gamification has emerged as one of the most innovative instructional strategies, with numerous ...
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The present study aimed to conduct a comprehensive meta-analysis of existing research on gamification and examine its long-term effects on the academic performance of elementary school students. In recent decades, gamification has emerged as one of the most innovative instructional strategies, with numerous educational systems adopting this approach to enhance motivation, engagement, and learning quality among students. Despite the widespread use of game elements in educational settings, a critical question that remains unanswered is the extent of the long-term impact of this strategy on academic outcomes, especially for elementary school students. At this developmental stage, children possess distinct cognitive, emotional, and social characteristics that may influence their responsiveness to gamification differently compared to other age groups. Therefore, the main objective of this study was to systematically evaluate the long-term effectiveness of gamification by synthesizing previous findings and presenting a clear picture of its actual impact on students' academic performance.
This study employed a quantitative meta-analytic method. The statistical population included all national and international peer-reviewed articles, theses, research reports, and empirical studies published over the past 24 years that investigated the long-term effects of gamification on academic performance in elementary school students. Sampling was conducted using a non-random, purposive approach. Based on defined inclusion criteria—such as research design (quasi-experimental or longitudinal), the type of dependent variable (academic performance), and the age group of participants—21 studies were selected for the final analysis. To locate and retrieve relevant studies, keywords such as “gamification,” “academic performance,” “long-term effects,” and “elementary students” were used across reputable national and international databases. Data were extracted using standardized data coding forms developed by Masrabadi and Yadollahi (2016). Statistical analysis was conducted using the Comprehensive Meta-Analysis (CMA) software, focusing on overall effect size, heterogeneity indices, and moderator variables.
Findings revealed that the fixed effect size of gamification on the academic performance of elementary students was 0.472, which is statistically significant and considered moderate in magnitude. This result indicates that gamification, on average, has a positive and meaningful long-term effect on enhancing students’ academic outcomes. Regarding heterogeneity across studies, indices such as Q = 19.14, chi-square = 36.415, and I² = 0% indicated no significant heterogeneity, suggesting a strong convergence of results. However, qualitative analysis identified several influencing factors, including individual differences among students, educational environment conditions, access to technology, teaching styles, and environmental changes during the learning period. Moreover, time, the implementation method of gamification, and the intensity of game element usage were found to play complex and multilayered roles in producing long-term outcomes.
In conclusion, gamification can be seen not merely as an entertaining tool but as an effective and meaningful educational approach capable of improving the long-term academic performance of elementary students. Nevertheless, the effectiveness of this strategy is influenced by various factors and should not be viewed as a one-size-fits-all solution for all educational settings. Therefore, it is recommended that educational policymakers and the Ministry of Education support gamification as a complementary tool for improving learning quality in elementary schools, while considering individual differences, contextual adaptation, and the provision of appropriate technological infrastructure. Additionally, further research focusing on moderator variables and qualitative investigations into students’ lived experiences with gamification could significantly enrich the literature in this field.
Original Research Paper
Artificial Intelligence
Marzieh Keramati nojedeh sadat; milad chabok
Abstract
Background and Objectives: The theory of multiple intelligences proposed by Howard Gardner plays a significant role in the education and learning processes of students. Recognizing the various components of this theory and considering individual differences among students can enhance the teaching and ...
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Background and Objectives: The theory of multiple intelligences proposed by Howard Gardner plays a significant role in the education and learning processes of students. Recognizing the various components of this theory and considering individual differences among students can enhance the teaching and learning process, ultimately leading to improved academic performance. However, the role of the teacher alone is not sufficient; students themselves must also be diligent in their study habits. Therefore, it is essential to focus on various skills, including the adaptation of study and learning strategies among students. This study investigates the relationship between Gardner's multiple intelligences and study and learning strategies, as well as their impact on academic performance, utilizing a perceptron neural networkMethods: This research is applied in purpose and descriptive in nature, specifically correlational. The statistical population consists of 1,737 secondary school students majoring in Experimental Sciences in Baft in the academic year 2023-2024. A random sampling method was employed to select a sample of 159 male students. Data were collected using two questionnaires: the Gardner Multiple Intelligences Questionnaire and the Weinstein Study and Learning Strategies Questionnaire. Additionally, the students' academic performance was assessed. The content and face validity of the questionnaires were determined by five professors from the University of Teacher Education and secondary education teachers. The reliability of the Gardner Multiple Intelligences Questionnaire was confirmed with a Cronbach's alpha coefficient of 0.71, while the reliability of the Study and Learning Strategies Questionnaire was 0.76. Python was used to employ a perceptron neural network for determining the relationships between the variables..Findings: The results indicated that both the neural network model (with a coefficient of determination of 0.97) and the linear regression model (with a coefficient of determination of 0.99) demonstrated a significant positive relationship between the components of Gardner's multiple intelligences and study and learning strategies with academic performance. Both models exhibited high predictive capabilities. Regarding Gardner's multiple intelligences in relation to academic performance, the interpersonal intelligence component exhibited the highest feature importance (15.8), while intrapersonal intelligence showed the lowest feature importance (12.3). In terms of the study and learning strategies variable, the anxiety component had the greatest feature importance (14.8), whereas the main idea selection component had the lowest feature importance (8.8). Compared to other components of multiple intelligences and study and learning strategies, these features had the most significant influence on predicting students' academic performance scores in the model.Conclusion: The application of Gardner's multiple intelligences theory in classrooms offers numerous advantages to the educational system. Educators can create inclusive learning environments that recognize individual skills, including study and learning strategies. By understanding and integrating various intelligences, they can facilitate comprehensive educational development. Moreover, artificial intelligence plays a significant role in education, particularly through applications that predict students' academic performance based on personal information such as socioeconomic status, income, address, and more. These applications can propose and develop artificial neural network models. Consequently, by considering the different types of Gardner's multiple intelligences and the significance of each study and learning strategy, educators can utilize predictive neural network models to understand the impact of various components on students' academic performance. Therefore, it is recommended that schools and educational institutions pay special attention to improving and enhancing these aspects.
Original Research Paper
Emerging educational technologies
Zahra Vazifeh; Shahzad Tahmasebi Boroujeni; Elahe Arabameri
Abstract
Background and Objectives: High-level competitions require exceptional physical and cognitive abilities. Decision-making, as a key cognitive skill, plays a crucial role in sports activities. If this skill improves in any of the players, it will contribute to the success of the team and the group. Accordingly, ...
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Background and Objectives: High-level competitions require exceptional physical and cognitive abilities. Decision-making, as a key cognitive skill, plays a crucial role in sports activities. If this skill improves in any of the players, it will contribute to the success of the team and the group. Accordingly, identifying effective training methods and technologies that can enhance decision-making is essential, as such improvements may indirectly boost athletic performance. These methods should include a variety of exercises along with environmental control. Among emerging technologies, virtual reality (VR) has shown mixed effects on athletes’ performance, while video simulation also presents both strengths and limitations that warrant further exploration. Therefore, the present study aimed to examine the impact of virtual reality and video simulation training on the decision-making abilities of novice basketball players.Methods: Participants included 51 novice female basketball players (mean age: 19.88 ± 0.68 years), who were randomly assigned to three equal groups: virtual reality (VR), video simulation, and a control group. The study consisted of two phases: a pre-test and a post-test. During the tests, participants viewed 10 video clips, each lasting 10 seconds, extracted from critical moments in basketball games involving changes in direction and course. At the 8th second of each clip, an auditory cue was played, and the screen went black for 2 seconds, signaling the participant to respond. At the end of this interval, the same cue indicated the end of the response period, and the next clip was displayed without interruption.Participants were instructed to indicate their predicted directional decision - right, left, forward, or backward — as the next move of the player in the scene. Throughout three training sessions, the VR and video simulation groups each watched 20 specialized clips containing critical scenarios and decision-making situations. The control group, by contrast, watched a regular basketball game for 15 minutes in each session. In the post-test phase, participants were again shown 10 clips similar to the pre-test and asked to make decisions regarding the next move. For statistical analysis, the Wilcoxon signed-rank test was used to compare pre- and post-test results within each group, and the Kruskal–Wallis test was employed to examine differences between the groups.Findings: Indicated that within-group comparisons revealed a significant increase in decision-making scores from pre-test to post-test in both the virtual reality and video simulation groups (P < 0.05). However, no significant change was observed in the control group (p > 0.05). Post-test comparisons between groups revealed that the virtual reality group scored significantly higher than the control group (p = 0.039). However, there were no significant differences between the video simulation group and the control group (p = 1.00), nor between the virtual reality and video simulation groups (p = 0.066).Conclusion: The findings of this study suggest that training with virtual reality and video simulation technologies can significantly enhance decision-making abilities in novice basketball players. Both methods led to improvements compared to the control group; however, virtual reality demonstrated a stronger effect than video simulation, although the difference between the two experimental groups was not statistically significant at the post-test stage. These findings suggest that emerging technologies, especially virtual reality, hold promise as effective tools for training and improving sport-specific cognitive performance.
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
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
H. ziafat; Gh. Azariarani
Abstract
Background and Objective:
Educational data mining, as a modern and interdisciplinary field, plays a crucial role in analyzing learners’ behavior, identifying factors influencing academic success or failure, and supporting educational decision-making. With the growth of e-learning systems and the increasing ...
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Background and Objective:
Educational data mining, as a modern and interdisciplinary field, plays a crucial role in analyzing learners’ behavior, identifying factors influencing academic success or failure, and supporting educational decision-making. With the growth of e-learning systems and the increasing volume of educational data, the need for intelligent methods to extract hidden knowledge from these data has become more pronounced. Although traditional machine learning methods have been widely used in numerous studies, they face limitations in terms of accuracy and generalization capability when dealing with complex, nonlinear, and high-dimensional educational data. In this context, deep learning–based models and artificial neural networks have attracted significant attention due to their strong ability to model complex relationships. The main objective of this study is to develop and evaluate an intelligent hybrid model based on feedforward neural networks, including Artificial Neural Networks ( ANN ), Extreme Learning Machines (ELM), and Multilayer Perceptron (MLP), combined with advanced feature selection methods, in order to identify key variables affecting students’ academic performance and significantly improve the accuracy of academic status prediction.
Research Methodology:
In this study, a comprehensive set of educational data was utilized, including demographic, socio-economic, enrollment-related information, educational records, and students’ academic grades. The data were collected from university educational systems as well as reputable public datasets. After performing necessary preprocessing steps such as data cleaning, handling missing values, and feature normalization, the feature selection process was carried out using three methods: MRMR, Chi-square, and ReliefF. Subsequently, the three neural networks (ANN, ELM, and MLP) were trained using 90% of the data, while the remaining 10% was used for testing and model validation. Finally, the outputs of the networks were integrated into a hybrid model using a majority voting strategy. The performance of the proposed model was evaluated using standard metrics, including accuracy, precision, recall, and the F-measure.
Findings and Contributions:
The experimental results demonstrated that the ReliefF method outperformed the other feature selection techniques in identifying influential features. Using the top 20 features selected by this method, the proposed hybrid model achieved an accuracy of 81.44% and an F-measure of 72.09%. In the evaluation of individual neural networks, the ELM model exhibited the best performance with an accuracy of 82.8%, which was on average 2–4% higher than that of ANN and MLP. Moreover, comparison with traditional machine learning approaches revealed that the hybrid neural network model improved prediction accuracy by more than 7% and classification accuracy by over 4%, indicating the significant superiority of the proposed approach.
Conclusion and Future Work:
The findings of this study indicate that combining feedforward neural networks with appropriate feature selection methods provides an efficient and reliable approach for predicting students’ academic status. The proposed model can serve as an intelligent decision-support tool in educational systems to enable early identification of students at risk of academic failure. Future research may focus on incorporating attention mechanisms, more advanced feature selection techniques, deeper learning models, and larger and more diverse datasets to further enhance the accuracy and generalizability of the model.
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
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
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
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.
