Technology of Education Journal (TEJ)

Original Research Paper Electronic learning- virtual

Identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT

N. Naderi; M.J. Mahdian; Z. Tanha

Volume 19, Issue 2 , April 2025, Pages 317-334

https://doi.org/10.22061/tej.2025.11235.3124

Abstract

Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread ... Read More Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread of the Corona Virus and the need for social distancing, this training has become one of the popular and necessary methods in many educational institutions. On the other hand, the SWOT matrix is a strategic tool used to identify strengths, weaknesses, opportunities and threats in an organization. In schools, this matrix can lead to improving the educational and management processes to formulate effective strategies to improve performance and productivity by identifying and analyzing internal and external factors. Using the SWOT matrix in schools can help administrators and teachers to identify the school's internal strengths and weaknesses and to examine external opportunities and threats. The current research was conducted with the aim of identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT.Methods: This research was applied in terms of its purpose and in terms of approach, it was a type of mixed-methods study of exploratory type. The statistical population consisted of 36 experts and experts in the field of educational sciences and educational management of universities in Lorestan province, and to determine the sample size, 14 people were selected via the purposeful sampling method and using the theoretical saturation method. A semi-structured interview was used to collect the data. To calculate the validity of the quanitative part, Kendall's coefficient of agreement was used with a value of (0.759) and for the reliability of the qualitative part, the recoding method was used with a value of (0.92). According to the obtained results, the interview tool has adequate validity and reliability.Findings: According to the obtained results, taking into account internal organizational factors (strengths and weaknesses) and external organizational factors (opportunities and threats), the SWOT matrix after the end of the third stage of the Delphi method and establishing an agreement among the respondents of 38 codes or indicators for internal organizational factors (strengths of 19 codes and weaknesses of 19 codes) and 20 codes or indicators for external factors (opportunities 10 codes and threats 10 codes) were approved by experts and prepared for evaluation in the form of SWOT method. Also, in determining the strategic position of the combined education system, an offensive strategy and 14 strategies along with their priority and the interpretive structural model of combined education strategies were presented.Conclusion: Identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT and using these results would make mutual relations in educational spaces more favorable and ultimately increase the quality of education.

Original Research Paper Emerging educational technologies

Validition of computer training simulator model of executive workshops of interior architecture

P. Arianejad; F. Mozafar; M. khanmohammadi; B. Saleh sedgh poor

Volume 19, Issue 2 , April 2025, Pages 335-354

https://doi.org/10.22061/tej.2025.10990.3085

Abstract

Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in ... Read More Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in various fields over the years. Currently, in the field of interior architecture, which is a highly demanded area in vocational training, acquiring skills for implementing interior decorations by students in this field and attracting them to the job market depends on the existence of well-equipped workshops, sufficient materials and supplies, and skilled instructors, along with practice and repetition of activities. Given the shortage of some materials, supplies, and equipment, as well as the limited experience of some instructors, using computer simulation technology as an educational complement can resolve the existing issues. For maximum effectiveness, it is essential to validate the simulator model specifically for the practical workshop courses in this field. The aim of this research is to validate the computer-based educational simulator model by examining the relationships among its components.Methods: This study was a type of mixed-methods research conducted through an exploratory hierarchical approach in three phases, including document research and Delphi method, surveys, and correlation studies. The statistical population in the first phase included written and electronic resources in the fields of education, interior architecture education, and computer simulators, as well as specialists, professors, and experts in architecture, interior architecture, and educational technology. In the second and third phases, the statistical population consisted of instructors in the interior architecture field who taught at least one practical course in the 2020-2021 academic year at the 10th, 11th, or 12th grades. A semi-structured interview checklist and a researcher-made questionnaire were the tools used in this research, and the model evaluation was conducted using path analysis.Findings: The findings indicated that the proposed model had good fit (RMSEA = 0.00, GFI = 0.998, CFI = 1.00, x² = 2.011, P-value = 0.570) and all direct paths in the model were significant (P < 0.05). Additionally, all indirect paths of the content realism of educational pedagogy on diverse learning opportunities and experiences through mediating variables such as interaction with students, student evaluation, activity repeatability, instructor supervision, learning environment management, and alignment with students' abilities were significant.Conclusion: The results indicated that the presented model had sufficient validity for designing a computer-based educational simulator for practical courses in the interior architecture field. In the model, among eight variables, the realism of educational content based on pedagogy acted as an independent variable through mediating variables such as interaction with students, student evaluation, learning environment management, instructor supervision, alignment with students' abilities, and activity repeatability, influencing the creation of learning opportunities and experiences as a dependent variable. By examining the relationships among the variables in the model and their effects on each other, it could be concluded that representing workshop activities in a simulation environment and bringing learning experiences closer to what existed in reality increases the likelihood of transferring those learning experiences to real situations. In such an environment, considering the physical and mental abilities of users and adapting the facilities of the environment to their capabilities would enhance the opportunity to utilize the existing learning opportunities and experiences in the environment. Designing exercises based on educational content and various levels of students, along with their repeatability and the role of instructor supervision, would increase the effectiveness of the simulator. Moreover, in an interactive simulation environment where the learning process is managed by the student and evaluation is also one of its features, the student could experience active learning.

Original Research Paper Educational technology- primary school

Meta-Analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (Studies published in 2011-2023).

R. Pasha; E. Zaraii Zavaraki; P. Sharifi Daramad; E. Sadipoor

Volume 19, Issue 2 , April 2025, Pages 355-376

https://doi.org/10.22061/tej.2025.10291.2991

Abstract

Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical ... Read More Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical reasoning and using mathematical methods. This problem can reduce their self-confidence and academic motivation and will ultimately have a negative effect on their academic progress in mathematics. The present study was conducted with the aim of meta-analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (studies published in 2011-2023).Methods: The method used in this research was meta-analysis and the socio-statistics of the research included all the research documents published in the period of 2011-2023. In order to screen and sample the collected documents, the input criteria included subject appropriateness, the appropriateness of the type of research method (experimental and semi-experimental studies), the precise expression of method coordinates, the report of statistical findings and the scope of the research (Iran), and the output criteria included research related to the epidemiology of the disorder. Mathematical learning, case, review, relational and descriptive research, failure to report statistical information needed to calculate the effect size, similar research and research lacked methodological adequacy. Based on this, 49 research documents were included as valid research documents in the meta-analysis process and the data was converted into an effect size index by using CMA software and using Hunter and Schmidt's approach (credibility test)Findings: The average effect size of the combined effect in the random model of educational interventions on the math academic performance of students with math learning disorder was found to be 0.687. This point estimate obtained based on Cohen's interpretative system showed the strong and high level of effectiveness of the existing educational interventions on the academic performance of students with math learning disorders. Also, the analysis of moderating variables revealed that the heterogeneity of the effect size in research studies was related to the variables of statistical population type, gender of the subject, educational level, geographical location, year of conducting the research, intervention strategy and type of educational interventionConclusion: The existing educational intervention methods focusing on metacognitive strategies and game-based and multimedia methods play an effective role in improving the mathematical performance of students with mathematical learning disorders and it is necessary to implement the interventions needed by this group of students from the third grade of elementary education. to be executed later. According to the findings of this research, it is suggested that in the macro-policy-making process of the education of students with learning disabilities, the category of metacognition and the use of metacognitive learning strategies should be given the necessary attention, and at the same time, educational interventions towards the purposeful use of games in its various forms of movement to be computerized and multimedia driven. Also, it is suggested that educational interventions should be implemented from the third grade of elementary education onwards, and among them, groups with special needs, such as mentally and physically disabled children, as well as hearing and vision impaired students, should be taken into consideration.

Original Research Paper Learning Environment

The principles of designing educational open spaces for 3-6-year-old boys and girls based on the hexagon model of creativity

R. S. Tabatabaei Yeganeh; M. Shafaei; F. Mozaffar; B. Ssaleh Sedghpour

Volume 19, Issue 2 , April 2025, Pages 377-388

https://doi.org/10.22061/tej.2024.9458.2849

Abstract

Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space ... Read More Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space is an important example of the physical environment effective on morale. One of the factors that has not been paid attention to in the research done on creativity is the discussion of gender differences. Gender differences start from the fetal period and create significant differences, especially in the brain and subsequently in the development of learning and creativity. The present study examined the effect of the physical environment of children's educational open spaces, such as kindergartens and preschool centers, on the creative development of girls and boys aged between 3-6 in Tehran. There is a wide literature about the design of open space in schools and it has been discussed from different perspectives, but attention to the issue of gender differences in this field is scarce in Iran. The purpose of this research was to establish and improve the quality of open spaces in educational environments in order to strengthen the role of these spaces in line with the growth of creativity of 3-6-year-old children considering gender differences. Also, the main hypothesis of the research was that the principles of designing open educational spaces by creating diversity in architectural systems (physical and functional) would have different effects on the creativity of young girls and boys.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.

Original Research Paper Educational Technology - Artificial Intelligence

The functions of artificial intelligence technologies in higher education learning system: Aligning with the global evolution of learning

L. Namdarian; M.R. Armanfar; H.R. Khedmatgozar

Volume 19, Issue 2 , April 2025, Pages 389-412

https://doi.org/10.22061/tej.2025.11335.3135

Abstract

Background and Objectives: One of the most significant recent developments is the emergence of educational technologies and the integration of artificial intelligence (AI) into learning systems, particularly in higher education. AI has the potential to fundamentally transform the processes of teaching, ... Read More Background and Objectives: One of the most significant recent developments is the emergence of educational technologies and the integration of artificial intelligence (AI) into learning systems, particularly in higher education. AI has the potential to fundamentally transform the processes of teaching, learning, and knowledge acquisition, providing innovative solutions for improving the performance of learning systems. This research explores the key outcomes and new opportunities arising from the integration of AI technologies into higher education.Methods: This study utilizes a systematic literature review of relevant academic papers to first identify the AI technologies used in learning, and then analyze their impacts and functions in higher education learning systems. The research was conducted in two main steps. The first step analyzes four major learning theories, including constructivism, connectivism, personalized learning, and transformative learning. Based on these theories, a set of AI technologies aligned with the principles of each theory were identified and introduced. In the second step, this research used thematic analysis to categorize the various functions of these technologies in higher education.Findings: According to the results, AI technologies in learning systems include: Adaptive Learning Systems (ALS), which analyze learning data to adaptively adjust educational content for each student; Intelligent Tutoring Systems (ITS), which use intelligent algorithms to act as personal tutors for students; Learning Analytics (LA), which analyze students' learning data to enhance educational processes; AI-based Content Production and Management Systems (CPMS), which automatically produce and manage educational content; Plagiarism Detection and Citation Analysis Systems (PD&CA), which enable the evaluation of the authenticity and accuracy of research; Exploratory Learning Environments (ELEs), which allow students to engage in practical, exploratory learning experiences; and Intelligent Assistive Systems (IAS) for disabled students, which assist students with special needs in gaining better access to education. Some of the key functions of these technologies include personalized learning, which improves the learning experience by tailoring educational content to each student's needs; real-time and personalized feedback, which allows students to quickly view their performance and adjust their learning paths; automating assessments and improving teaching strategies and curricula, where AI helps optimize class assessments and course design; automatic and intelligent content creation and management; support for research and innovation, where AI tools help researchers analyze research data and achieve new findings; the creation of interactive virtual environments and immersive simulations that enable practical learning experiences in virtual settings; and making education accessible for all and supporting students with disabilities, where AI assistive technologies make education more accessible for all students, including those with disabilities.Conclusion: The results of this study show that integrating AI into higher education learning systems can lead to improved educational processes, personalized learning, enhanced access to education for all students, and increased efficiency in the management and production of educational content. However, the successful implementation of these technologies requires attention to challenges and considerations, including maintaining human interaction in education, data privacy and ethics, and teaching new skills to both faculty and students. Therefore, policymakers and higher education administrators must plan in such a way that, in addition to utilizing the opportunities presented by AI, they also ensure the preservation of the human aspects of education and focus on sustainable learning and the personal development of students. Furthermore, it is necessary to strengthen technological infrastructure and foster a culture of embracing digital innovations in universities to fully utilize AI's potential. Finally, more research is needed to evaluate the long-term impacts of these technologies on the quality of education and the development of students' skills.

Original Research Paper Technology-based learning environments

The effectiveness of animation-based teaching on creative thinking and academic emotions of sixth- grade female students

Z. Kargar Shouroki; H. Hassani; K. Barzegar Bafrooei

Volume 19, Issue 2 , April 2025, Pages 413-430

https://doi.org/10.22061/tej.2025.11471.3155

Abstract

Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to ... Read More Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to be able to to achieve the goals of the education system, must be equipped with the latest teaching methods and all kinds of teaching methods. In recent years, with the advancement of technology and its effects on the learning environment, the tendency to use multimedia or web-based teaching methods (video, audio and text) has increased. The use of new technologies, computers, the Internet, gamification of education, showing animations by teachers and the integration of audio-visual media, especially the broadcasting of complementary educational animations, have been welcomed by teachers and students. Therefore, the main goal of this research was to investigate the effect of animation-based teaching on creative thinking and academic emotions of the sixth-grade female students in the academic year of 2023-2024.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.

Original Research Paper Information literacy

Investigating differences in executive functions and media literacy based on the level of social networks use

Z. Samimi; A. Mohammadi Dadkan

Volume 19, Issue 2 , April 2025, Pages 431-440

https://doi.org/10.22061/tej.2025.11174.3111

Abstract

Background and Objectives: Nowadays, one of the major concerns in the field of mental health and education is the excessive use of virtual social networks among adolescents. This phenomenon, due to the expansion of communication technologies and the widespread availability of digital tools, has become ... Read More Background and Objectives: Nowadays, one of the major concerns in the field of mental health and education is the excessive use of virtual social networks among adolescents. This phenomenon, due to the expansion of communication technologies and the widespread availability of digital tools, has become an inseparable part of teenagers’ daily lives. Excessive use of these networks can have various impacts on different psychological, social, and academic dimensions. Therefore, identifying the factors associated with the level of social network use is highly important for researchers in psychology, education, and media studies. In this regard, previous research has indicated that cognitive skills such as executive functions—including abilities like self-management, planning, problem-solving, and behavioral inhibition—and also media literacy skills as an important tool for interacting critically and intelligently with media content, can influence the extent of social network use. Accordingly, the present study aimed to investigate the differences in executive functions and media literacy based on the level of social network use among students.Methods: The research method was descriptive and causal-comparative. The statistical population consisted of 2,400 male students in the first year of middle school in Khash during the academic year 2023-2024. Out of this population, 100 students with low use of social networks and 100 students with high use of social networks were selected using available sampling and online participation as the research sample. To collect data, the study used Social Network Addiction Questionnaire developed by Khajeh Ahmadi et al. (2017), the Philosophical Media Literacy Questionnaire (2014), and Barkley Deficits in Executive Functioning Scale (2011). Data analysis was performed using descriptive statistics indicators such as mean, standard deviation, frequency, and frequency percentage, as well as inferential statistics including multivariate analysis of variance (MANOVA), while respecting its assumptions such as normal distribution of scores and homogeneity of variance-covariance matrices. The significance level was set at 0.05, and analyses were conducted using SPSS version 27.Findings: The findings indicated that there was no significant difference between the two groups in terms of age and gender. To ensure matching between the groups, chi-square test for gender and independent t-test for age were conducted. The results showed that the chi-square test was not significant for gender (p=0.86) and the t-test was not significant for age (p=0.73), confirming that the groups were homogeneous with regard to these demographic variables. Furthermore, the inferential analysis revealed a significant difference in executive functions and all its components (including time self-management, self-organization/ problem-solving, self-control/inhibition, self-motivation, and emotion self-regulation) between students with low and high use of social networks. Similarly, a significant difference was found considering media literacy and all its components (including message comprehension, message purposes, message selection, critical view of messages, and critical analysis of messages) between the two groups. Students with lower use of social networks demonstrated higher executive functions and media literacy compared to the students with higher use of social networks.Conclusion: Based on the findings of this study, it can be concluded that students with different levels of social network use exhibit different cognitive statuses and media literacy skills. Specifically, excessive use of virtual social networks is associated with negative consequences in cognitive and media literacy domains. These findings highlight the importance of focusing on training cognitive skills and enhancing media literacy among students to reduce the adverse effects of excessive social network use. Therefore, it is recommended to develop and implement educational programs aimed at improving executive functions and media literacy in students so that their use of social networks can be directed toward more positive and constructive outcomes while minimizing potential harms. Such programs could include workshops, practical activities, and innovative teaching strategies integrated into school curricula. The results of this study can serve as a foundation for designing educational and psychological interventions to promote mental health and cognitive empowerment among adolescents.

Original Research Paper E-Lerning

Validating of digital natives’ assessment preferred teaching style scale

M. Iziy; Kh. Aliabadi; M.R Nili Ahmadabadi; Ali Delavar

Volume 19, Issue 2 , April 2025, Pages 441-454

https://doi.org/10.22061/tej.2025.11209.3115

Abstract

Background and Objectives: Today, instruction and learning in old models are not responsive for the learners of the current generation; many studies claim that this generation has different characteristics. According to the distinctive characteristics of this generation, the educational system must respond ... Read More Background and Objectives: Today, instruction and learning in old models are not responsive for the learners of the current generation; many studies claim that this generation has different characteristics. According to the distinctive characteristics of this generation, the educational system must respond to their needs. Therefore, the current research aimed to identify the preferred teaching style of digital natives and construct and validate a scale to measure it.Methods: To achieve the goal of the research, a mixed exploratory design research of instrumental development type was used. In the first stage, 15 students with the characteristics of digital natives in Birjand University, who were identified through the Digital Native Assessment Scale, were given standardized open-ended questions and were interviewed in depth with general guide approach. Interview documents were analyzed using interpretational analysis. In the second step, the results of the first step were organized in the form of a scale to measure the preferred teaching style of digital natives. Then, the designed tool was implemented using the descriptive-survey research method and selecting a sample of 348 students with a combined method (stratified and cluster sampling) from the community of 11,368 students of Birjand University.Findings: In the first stage, fourteen categories including attention, class atmosphere, goals, prefer image over text, thriving on instant gratification, interaction, motivation, technology integration in teaching, preferred content, multitasking, presentation method, teaching time, teamwork and evaluation were discovered. Based on the results of this stage, the scale was designed and implemented. The results of exploratory factor analysis with the analysis of the main components led to the identification of 31 items with high factor load in 7 components. This questionnaire explained 60.13% of the changes in the preferred teaching style of digital natives in the present research population. The reliability of the total questionnaire was 0.92 and all seven components had the desired reliability.Conclusion: The study showed that the new generation of learners considered the informal atmosphere and moderation in behavior as part of the requirements of the classroom atmosphere. They prefer real examples and expressions of related or unrelated funny recollections to be attractive activities in attracting attention. Digital native learners prefer professors to express their standards and expectations clearly at the beginning of the semester and believe that this will regulate the student's behavior with the professor expectations and standards. They also emphasize the 70% preference of images over text in presentations. They do not like the teaching method of speech. Using music, PowerPoint, searching through mobile phone and showing movies are the preferred technologies of this generation. They prefer quick feedback, especially on social networks. They prefer face-to-face interaction with professors over other types of interaction. They are against teaching according to the syllabus of the lesson and prefer professors to emphasize on practical material by presenting examples. They are comfortable with multitasking (doing several tasks at the same time) in class, especially if these activities are mobile based. They prefer that the duration of teaching is one hour or less and its timing is adjusted according to the needs of the students. In the end, it is suggested that professors, university lecturers, and instructional designers, while paying attention to generational differences and taking into account the instructional preferences of the new generation, take steps to improve learning and increase the motivation of learners and adapt their approach to the instructional needs of the new generation.

Original Research Paper Blended Learning

Investigating the effect of students’ visual attention on their learning rate: by modulating learning style and personality

S. Veisikhani; F. Amin

Volume 19, Issue 2 , April 2025, Pages 455-474

https://doi.org/10.22061/tej.2025.10616.3034

Abstract

Background and Objectives: Learning is the most important goal of any educational system, which is influenced by many factors such as the type of thinking, educational content, learning style, learner's motivation and interest, personality traits, suitable environment, family factors, society, and the ... Read More Background and Objectives: Learning is the most important goal of any educational system, which is influenced by many factors such as the type of thinking, educational content, learning style, learner's motivation and interest, personality traits, suitable environment, family factors, society, and the quality of the instructor. Monitoring learners' visual attention with the help of eye tracking technology provides information about how they interact with various forms and educational content, as well as how they learn. In general, it can be said that whenever we need information that shows human cognitive processes during various activities, observing eye movements along with other data that are referred to as objective measurement tools can open the way for our research. This research aims to investigate the effect of a number of factors such as the type of educational content (visual or written), learning style (visual or reading/writing), personality type (extrovert or introvert) and visual attention (fixation duration and fixation count), on increasing or reducing the learning rate of management students, designed in the electronic learning space.Methods: This research employed a pre-experimental approach to examine the topic. The study's statistical population consisted of management students at various levels in Tehran's state universities. Through simple non-probability voluntary sampling, 44 students were selected and randomly assigned to two experimental groups: recipients of visual and written educational content. Inclusion criteria were enrollment in management programs and willingness to participate. Data was collected using four online questionnaires (course exam, Goldberg's Big Five personality traits, VARK learning styles, demographics), and a Tobii fixed eye-tracking device in a laboratory setting. Inferential statistics like independent samples t-tests and Pearson correlation were used for data analysis and hypothesis testing. Moderation and mediation roles were assessed using Andrew Hayes' PROCESS macro.In order to ensure the validity of the test and the eye tracking device, the four steps of explaining the purpose of the test, calibration, performing the main test and also getting feedback from the participants after the test were done. Also, in order to establish the validity and reliability of the test, the subjects participated in the test without prior knowledge and knowledge about the subject of education. On the other hand, VARK's learning styles questionnaires and Goldberg's 5 big personality factors had the required validity and reliability due to their standard nature, and the test questions also had internal validity, form and content, and its reliability was based on the Coder-Richardson method, number 0.7627 was reported, which indicates its proper reliability.Findings: People with a visual learning style would learn better with visual content and would have more attention (concentration), while people with a reading-writing learning style would concentrate and learn better when working with textual and written content. Also, the learning rate of extroverted people increased in written content and introverted people in visual content. But their visual attention may increase or decrease. On the other hand, the mediation relationships, visual attention, in the relationship between the type of educational content and the learning rate, were not statistically confirmed.Conclusion: Based on the findings of the research, people with visual learning style or introversion learned more when faced with visual educational content. Also, as regards people with reading/writing learning style or extroversion characteristic, their learning improved when faced with written educational content. It should be noted that the extent of learning in the face of an electronic educational content was not a function of visual attention, and it is likely that it depends on other factors such as what was found in this research, i.e. personality traits or learning style of people, how the person acts and how to learn. Of course, more attention and focus on educational issues may lead to more learning, but the problem is that in all people, this attention is not visual attention and it does not happen by seeing, and it can be different from one person to another.

Original Research Paper Electronic learning- virtual

Identification of innovative solutions to enhance the effectiveness of feedback in virtual learning management systems

H. Taghipour; E. Jafari; M. Rezaeizadeh

Volume 19, Issue 2 , April 2025, Pages 475-493

https://doi.org/10.22061/tej.2025.11228.3119

Abstract

Background and Objectives: Feedback is one of the most important factors in predicting, promoting, and improving the learning process, and its effective presentation, especially in virtual education management systems, requires the use of precise scientific and practical solutions. Feedback in virtual ... Read More Background and Objectives: Feedback is one of the most important factors in predicting, promoting, and improving the learning process, and its effective presentation, especially in virtual education management systems, requires the use of precise scientific and practical solutions. Feedback in virtual environments not only affects students’ learning, but also can increase the level of motivation, interaction, and self-regulation of the learners. However, challenges such as learners' inattention to feedback, lack of emotional and educational interactions, and lack of personalization of feedback have reduced its effectiveness in e-learning systems. Therefore, the present study aimed to identify and examine effective feedback solutions in virtual education management systems.Methods: This research is applied in terms of purpose and qualitative in terms of methodology with a thematic analysis approach. The data collection tool was a semi-structured interview, and the framework of interview questions was developed based on an initial conceptual model, which was extracted based on theoretical foundations. The data were organized and analyzed in three stages (basic themes, organizing themes, and overarching themes) using MaxQDA software. After extracting the concepts, they were classified into components and categories.The population of the present study consisted of all experts in the fields of information technology management and e-learning. The research sample consisted of 10 of these experts who were selected based on a purposive and criterion-based sampling method. The inclusion criteria for sampling included education in related fields (such as information technology management and information technology engineering) and practical experience in designing and working with virtual education management systems. The interviews continued until theoretical saturation was reached; This means that after interviewing 10 people, no new codes were identified compared to previous interviews. This point was considered as the theoretical saturation point, which indicates the adequacy of sample diversity. In order to validate the findings, the member check method and Cohen's Kappa index were used. Two interviews were randomly selected and the coded concepts were presented to the participants for confirmation. Also, the level of agreement between the two coders was calculated based on Cohen's Kappa index, which was 0.78, indicating high coding validity.Findings: The research findings showed that effective feedback solutions in virtual learning management systems were classified into 52 subcomponents, 11 components, and 3 main categories. These categories included educational, implementation, and technical solutions, each of which played an important role in improving the quality of feedback in e-learning. Technical solutions included such concepts as visualizing feedback, diversifying assessment technologies, using diverse feedback sources, automating the feedback process, and utilizing natural language processing tools that help optimize the quality of feedback in virtual learning environments. Educational solutions emphasized feedback management, providing personalized feedback, diversifying assessment methods, and optimizing resource and content management to increase learner engagement and understanding of the feedback received. Also, implementation solutions included using continuous data to improve feedback processes, analyzing feedback accurately, and tracking feedback provided to learners, which played an important role in increasing the effectiveness of educational feedback.Conclusion: In addition to the educational field, those involved in virtual learning management systems should use a variety of solutions in the technical and administrative dimensions to provide effective feedback. In the educational field, personalizing feedback and using modern assessment methods are essential; in the technical field, utilizing new technologies, artificial intelligence, and automating feedback is important; and in the administrative field, continuous data analysis and feedback tracking should be considered. Therefore, a one-dimensional approach to feedback is not efficient, and to achieve the desired effectiveness, all these dimensions must be considered simultaneously.

Original Research Paper Educational Technology - Public education

TPACK-Based framework for middle school science education

S. M. Seyyedkalan; N. Gashmardi

Volume 19, Issue 2 , April 2025, Pages 495-518

https://doi.org/10.22061/tej.2025.11658.3178

Abstract

Background and Objectives: Science learning in the classroom, which involves cognitive and practical activities, requires teachers’ creativity when designing technology-based science learning units. In this context, teachers' professional skills are crucial concerning both their mastery of subject ... Read More Background and Objectives: Science learning in the classroom, which involves cognitive and practical activities, requires teachers’ creativity when designing technology-based science learning units. In this context, teachers' professional skills are crucial concerning both their mastery of subject matter and their ability to integrate Information and Communication Technologies (ICT). Therefore, science teachers should have a solid understanding of integrating ICT into teaching. Various models have been proposed in this area, including the Technological Pedagogical Science Knowledge (TPASK) framework for science teachers. Thus, this study aimed to design, develop and validate a suitable framework for the effective teaching of science in lower secondary schools based on the TPASK approach.Methods: This study was exploratory in terms of purpose and was applied and developmental. This was a mixed-methods study. The study was conducted in two phases. In the qualitative section, a descriptive-naturalistic approach was adopted, specifically using the case study strategy. To identify the components of the model, a thematic analysis method based on the Attride-Stirling method was employed. Thus, semi-structured exploratory interviews were conducted, and the opinions and viewpoints of individuals who had extensive experience in implementing the science curriculum and were familiar with the existing space and conditions were elicited to obtain information and model categories; therefore, the target population consisted of middle school science instructional leaders and distinguished science teachers, and purposive sampling was used to select them, and 17 semi-structured interviews were conducted until theoretical saturation was reached. The number of participants in this study could not be predicted from the outset. To ensure the reliability of the qualitative data, two methods of re-coding by a second coder and re-coding by the primary coder were used. The inter-coder reliability coefficient was found to be 0.79, while the re-coding reliability coefficient was 0.77, indicating a satisfactory level of agreement. The efficiency of the obtained model was also confirmed through questioning and searching by colleagues and participants involved in the study. In the quantitative phase, which was conducted using a survey method, a five-point Likert scale questionnaire was developed to validate the model, and the instrument’s face and content validity were assessed by six experts and faculty members. Subsequently, the questionnaire was distributed among 50 individuals, including curriculum specialists, reference educators in science education, IT trainers, educational group leaders, and experts in science education, using purposeful sampling. After data collection, the results were analyzed using SPSS version 27 and Structural Equation Modeling (SEM) with a Partial Least Squares approach (PLS3).Findings: Based on the results obtained from the qualitative data analysis using thematic analysis, 169 primary codes (basic themes), 22 subcategories (organizing themes) and five overarching themes related to the model of science education science in lower secondary schools based on the TPASK approach were identified. The quantitative results also indicated that in this model, all observed variables bear a factor value higher than 0.50 over their corresponding latent variable, with significant relationships among them. Cronbach's alpha and composite reliability coefficients for all variables in the model were over 0.70, indicating that the scale's internal consistency was satisfactory. The average variance extracted was more than 0.5 for all constructs in the model, confirming the model’s convergent validity. The coefficient of determination (R²) was deemed acceptable for all model constructs, and the Goodness-of-Fit (GOF) of the structural model was confirmed. The Q² criterion also indicated adequate predictive power of the model concerning the endogenous constructs of the research. The t-values of all model pathways were reported to be greater than 1.96, and the GOF index was obtained at an intense level. Based on the results of structural equation modeling using the partial least squares method, the findings confirmed the positive and significant relationships among the designed pathways within the model. In addition, the one-sample t-test demonstrated the appropriateness of the current status of the components.Conclusion: The themes introduced in this model included a deep understanding of educational technologies and their connection with pedagogical principles, providing science teachers with tools to deliver more engaging scientific content and enhancing students’ scientific and practical skills. Furthermore, it could help teachers understand and apply the interrelationships between technology, pedagogy, and content in their teaching methods, which ultimately would lead to improved teaching quality and may empower students to learn science more effectively. From a practical perspective, the TPASK framework can be considered a strategic tool for curriculum designers in science education. Incorporating a free-choice lesson to allow flexibility for teachers and students can be a practical approach to apply technology in order to determine content and the teaching-learning process in science education.

Original Research Paper Educational Technology

Fuzzy cognition map of the antecedents of competency-based education: a tool for personalizing teaching and learning

A. Nazarpouri; E. Kohneshin

Volume 19, Issue 2 , April 2025, Pages 519-530

https://doi.org/10.22061/tej.2025.11170.3110

Abstract

Background and Objectives: The main goal of competency-based education is to give every student an equal opportunity to master the necessary skills and become a successful adult. In competency-based education, the focus is on personalized learning and it allows students to learn at their own pace, time, ... Read More Background and Objectives: The main goal of competency-based education is to give every student an equal opportunity to master the necessary skills and become a successful adult. In competency-based education, the focus is on personalized learning and it allows students to learn at their own pace, time, and understanding, and after demonstrating mastery of concepts and skills, go to higher levels of learning. This research was done with the aim of identifying and presenting a fuzzy recognition map of the antecedents of competency-based education as a tool for personalizing education.Methods: The statistical population includes experts in the field of planning and educational technology in education in LORESTAN, using the purposeful sampling method and based on the principle of theoretical adequacy, a total of 25 people were examined as a research sample. In the qualitative part, by conducting semi-structured interviews with experts, and conducting content analysis using MAXQDA software, the 8 components were identified and extracted as prerequisites of competency-based education. Finally, in the second (quantitative) phase, the fuzzy Delphi technique was used in order to verifying the extracted components as well as to prioritize them.Findings: The results of prioritizing the antecedents of competency-based education showed that personal learning paths are the most important key factor for the success of the alignment program. Also, the components of "student as the main driver", "differentiation of learning and curriculum" and "flexibility of the educational environment" were placed in the second, third and fourth priorities, respectively.Conclusion: Considering that personal learning paths are the most important key factor for the success of the alignment program. Therefore, in order to implement competency-based training programs, it was suggested that students be allowed to progress at their own pace based on their individual abilities and previous knowledge. Also, the student should be considered as the main driver and the students should be empowered to have more control over the speed and direction of their learning.

Original Research Paper Educational Technology - Blended Learning

The effect of integrated gymnastics and mathematics instruction on students’ achievement motivation, and learning

N. Bigdelomehr,; F. Hatami; G. Lotfi Hossein Abad

Volume 19, Issue 2 , April 2025, Pages 531-544

https://doi.org/10.22061/tej.2025.11599.3177

Abstract

Background and Objectives: While integrated learning is widely recognized as an effective approach for enhancing student learning and motivation, there is a notable gap in research especially with regard to examining the impact of combining distinct physical activities, such as gymnastics, with specialized ... Read More Background and Objectives: While integrated learning is widely recognized as an effective approach for enhancing student learning and motivation, there is a notable gap in research especially with regard to examining the impact of combining distinct physical activities, such as gymnastics, with specialized subject content like mathematics. Prior studies have largely focused on the general benefits of integrated instruction, often overlooking the precise and purposeful effects of specific physical activities on particular academic subjects. Addressing this research gap, the current study aimed to determine the influence of integrating gymnastics exercises with mathematical concepts on the achievement motivation, and mathematics learning of male fifth-grade elementary school students. Given the critical importance of mathematics in both academic and practical life, and the persistent challenges in fostering deep comprehension and motivation within this subject, this study sought to propose a novel and effective educational modelMethods: The present study employed an applied, quasi-experimental design utilizing a pre-test/post-test control group methodology. Thirty male fifth-grade elementary students were randomly assigned to either an experimental group or a control group, with 15 participants in each. Data were collected using a mathematics achievement motivation questionnaire and a standardized mathematics test, administered to both groups before and after the intervention. The experimental group participated in five one-hour sessions of integrated instruction, which incorporated gymnastics exercises relevant to mathematical concepts, while the control group received their conventional mathematics instruction. The collected data in this research were subsequently analyzed using a one-way Analysis of Covariance (ANCOVA).Findings: Results from the one-way Analysis of Covariance (ANCOVA) indicated that the group effect was significant for both achievement motivation and mathematics learning (P≤0.05). This signified that, after controlling for pre-test scores, there was a statistically significant difference in terms of mathematics achievement motivation and mathematics learning between the experimental and control groups. A comparison of the adjusted means revealed that the experimental group demonstrated significantly better performance than the control group in terms of both variables. These findings clearly indicated that the integrated instruction of gymnastics exercises and mathematics had a positive impact on students' achievement motivation and their learning of mathematical concepts.Conclusion: The present study unequivocally demonstrates that integrated gymnastics and mathematics instruction significantly enhances students' achievement motivation and mathematics learning. These findings are in line with broader integrated learning approaches and underscore the critical importance of incorporating targeted physical activities to deepen the comprehension of abstract concepts, such as those found in mathematics. In contrast to previous research that primarily focused on general physical activity integration across various subjects, this study highlights that the purposeful and specific integration of an activity like gymnastics can yield substantial improvements in learning and motivation within a specialized domain like mathematics. In light of these findings, it is recommended that educational policymakers consider incorporating this innovative and effective integrated approach into elementary school curricula. Such integration has the potential to elevate students’ motivation and optimize their learning outcomes. Furthermore, this study can serve as a foundational model for designing and implementing similar integrated educational programs across other subject areas, and thereby, enriches the overall learning experience.

Original Research Paper Blended Learning

The effect of architecture and urbanism faculties’ environment on the social learning of architecture students (Case Studies: Imam Khomeini International University and Tabriz Islamic Art University)

Y. Gorji Mahlabani; P. Jafari

Volume 19, Issue 2 , April 2025, Pages 545-560

https://doi.org/10.22061/tej.2025.11522.3158

Abstract

Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field ... Read More Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field is improved due to the establishment of social interactions. Peer learning is dominant in design education from two perspectives; first, architecture is important because of its theoretical and practical nature and the teaching of skills such as creative and critical thinking, teamwork, etc. Second, professional activities in this field are social, so students need to learn how to establish appropriate social interactions in the university. Spatial layout theory examines the relationship between the architectural body and the social interactions of that space to evaluate the impact of space on social relations. This study investigated the effect of space on students' learning through social interactions and, accordingly, introduced an optimal structure for architectural students' social learning.Methods: This research examined the impact of space on social interactions and investigated the level of student learning based on existing interactions using both analytical and survey methods. The first section described the components of spatial syntax, social interactions, and learning. Then, with the help of specialized spatial syntax software (Depth Map), the influence of various spatial arrangements was analyzed. Subsequently, using a questionnaire, the study explored learning and the level of social interactions in two different faculties: the Faculty of Architecture and Urbanism in the International Imam Khomeini University and the Islamic Art University in Tabriz. These two faculties differ in physical and geometric characteristics and serve different functions.Findings: The spatial analysis of the two faculties was titled as follows. Based on the numerical data obtained from this analysis, the level of connectivity and interaction in the Faculty of Architecture and Urbanism in the Islamic Art University of Tabriz was higher than that in the Faculty of Architecture and Urbanism in the International Imam Khomeini University. The connectivity in the two axial plans and the visual field indicated in that at the International Imam Khomeini University, due to spatial limitations, movement was concentrated in the entrance area and staircases of the building, which also limited the visual field. In contrast, in the Islamic Art University of Tabriz, due to its relatively spacious environment, movement was distributed throughout the entire faculty, and there was a satisfactory level of visual field. According to the questionnaire results, the total mean of social interactions in the International Imam Khomeini University was lower than that of the Islamic Art University of Tabriz, with a ratio of 4.83 to 7.72.Conclusion: The research results indicated that two factors, communication and connectivity, would enhance permeability and spatial intelligibility, and contribute to the improvement of social interactions. Physical, architectural, aesthetic, security, perceptual, and functional elements impacted the level of experiential learning, risk-taking, conversation, and interaction in the external environment, collectively leading to the enhancement of social learning quality for students. Therefore, an optimal design of the educational architectural environment that encompasses these aspects is necessary for promoting social learning.

Original Research Paper Educational Technology - Augmented Reality

Virtual reality and sports motivation

V. Javani; M. Alemi

Volume 19, Issue 2 , April 2025, Pages 561-573

https://doi.org/10.22061/tej.2025.11247.3123

Abstract

Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational ... Read More Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational experiences. However, research on the impact of this technology on motivation and enjoyment in sports activities, especially in Iran, is still in its early stages. This study aims to investigate the effect of virtual reality on increasing motivation and enjoyment in sports activities. Its main objective is to evaluate the role of using virtual reality in improving the sports experience and increasing individuals' participation in sports activities from professional to beginner levels.Methods: This study employed a mixed-methods approach, incorporating both quantitative and qualitative methodologies. The statistical population comprised residents of Tabriz aged between 18 and 40 years, categorized into three groups: 1) professional athletes, 2) individuals who exercise irregularly, and 3) individuals who do not exercise at all. Purposive sampling was utilized to select a total of 60 participants (20 from each group). In the quantitative phase, participants were randomly assigned to either an experimental group (exercising with virtual reality) or a control group (exercising without virtual reality). Standard questionnaires measuring motivation, enjoyment, and athletic performance were completed by participants both before and after the intervention period. For the qualitative phase, semi-structured interviews were conducted with 30 participants (10 from each group). The interviews focused on experiences, attitudes, and challenges related to the use of virtual reality in physical activities. These interviews explored participants' perspectives on incorporating virtual reality technology into their exercise routines.Findings: The results of this study demonstrated that virtual reality technology had a significant impact on sports performance, motivation, and enjoyment derived from sports activities. In the quantitative section, the experimental group that used virtual reality showed significant improvement in sports performance, motivation, and sports enjoyment compared to the control group. Qualitative analysis also confirmed the positive experiences of using virtual reality. Participants reported that virtual reality increased focus and led to greater mental and physical engagement in sports activities. They also experienced more pleasure and excitement during exercise. However, challenges were also identified. Some participants complained of physical discomfort such as dizziness and nausea when using virtual reality. Additionally, resistance to change and unfamiliarity with this new technology were considered as significant barriers.Conclusion: Virtual reality technology possesses considerable potential for enhancing the sports experience. By creating attractive and entertaining virtual environments, this technology can increase motivation, enjoyment, and sports performance. Virtual reality has the capability to transform ordinary exercises into exciting experiences and encourage participation in sports activities. However, to fully harness this potential, it is essential to address technical and physiological challenges. Moreover, attention to the needs of professional athletes and gradual integration of virtual reality into training programs is of paramount importance. Ultimately, with continuous technological improvements, virtual reality can serve as an effective tool for promoting health and sports performance in society. The findings of this study underscore the promising role of virtual reality in revolutionizing sports activities and potentially increasing overall physical activity levels across different segments of the population. As the technology continues to evolve, further research and development in this field will be crucial to maximize the benefits and minimize the drawbacks of integrating virtual reality into sports and exercise routines.Methods: This study employed a mixed-method approach, utilizing both quantitative and qualitative research methods. The target population included residents of Tabriz city, divided into three groups: professional athletes, individuals with irregular sports activities, and those without any sports involvement. Purposive sampling was used, and 60 participants (20 from each group) were selected. In the quantitative part, participants were randomly assigned to either the experimental group (exercising with VR) or the control group (exercising without VR). Participants completed standardized questionnaires before and after the intervention period to assess their motivation, enjoyment, and sports performance. For the qualitative component, semi-structured interviews were conducted with 30 participants (10 from each group). These interviews focused on the participants' experiences, attitudes, and challenges related to the use of VR in sports activities.Findings: The results of this research indicated that VR technology has a significant impact on sports performance, motivation, and enjoyment in sports activities. In the quantitative phase, the experimental group that used VR showed significant improvements in sports performance, motivation, and sports enjoyment compared to the control group. The qualitative analysis also confirmed the positive experiences of using VR. Participants reported that VR increased their focus, and mental and physical engagement in sports activities. They also experienced greater enjoyment and excitement during their exercise. However, some challenges were also identified. Some participants complained of physical discomfort, such as dizziness and nausea, when using VR. Additionally, resistance to change and unfamiliarity with this new technology were considered important barriers.Conclusion: Virtual reality technology has significant potential for enhancing the sports experience. By creating immersive and engaging virtual environments, this technology can increase motivation, enjoyment, and sports performance. VR can transform ordinary training routines into exciting experiences, thereby encouraging greater participation in sports activities. However, to fully capitalize on this potential, addressing the technical and physiological challenges is essential. Additionally, considering the needs of professional athletes and gradually integrating VR into training programs is of importance. Ultimately, with continued improvements in the technology, VR can serve as an effective tool for improving overall health and sports performance in the community. Future research should focus on optimizing VR protocols for different sports and skill levels, as well as investigating the potential of VR in injury rehabilitation and para-sports. As the technology continues to evolve, VR has the potential to democratize access to high-quality sports training and contribute significantly to public health initiatives aimed at increasing physical activity.

Representation the characteristics of the successful Professors in the virtual education in Iran’s higher education system from the viewpoint of students and professors, a phenomenological study

Volume 11, Issue 3 , July 2017, , Pages 235-255

https://doi.org/10.22061/tej.2017.683

Abstract

Professors and trainers are the main pillars of the teaching-learning process who play an undeniable role in improving the quality of the educational system. The present study was conducted to identify the characteristics of successful instructors of virtual education. For this purpose, phenomenological ... Read More

The Structural Model of National Knowledge Creation Processes: An Interpretative Structural Modeling Approach

Volume 13, Issue 2 , April 2019, , Pages 386-400

https://doi.org/10.22061/jte.2018.3235.1846

Abstract

and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based ... Read More and organizations, each of which in turn is moving toward becoming a foundational science because incompatibility with global developments leads to failure. So organizations need to have the flexibility to change their structure, goals, strategies, and vision. One of the tools used to create a knowledge-based organization is to create the process of knowledge creation to gain a competitive advantage. As a result creation of the concept of the process of creating national knowledge will is not out of the reach. Today, countries need management of knowledge resources and, in particular, the knowledge creation for knowledge development. There are lots of studies in the field of organizational knowledge creation and so various models have been developed for this purpose. But, the important point is that the creation of knowledge has so far been at the organizational level and in some cases cross-organization and among the subset of a parent organization. The innovation of this article is identifying the process of knowledge creation at the national level. Methods: For this purpose, based on the literature review and analyzing the research gap, using the Delphi method and a survey of experts, possible processes at the national knowledge creation has been addressed. The panel of experts includes seven professors and experts in the field of knowledge management, who are both theoretically and experimentally familiar with this concept. Findings: The results of Delphi technique show that the processes of socialization, externalization, combination, culture creation, application, and internalization can be referred to as the processes of national knowledge creation. Using interpretive structural modeling, it was revealed that the processes of socialization, internalization and externalization are at level 1, the processes of culture and combination are in the second level and the process of application is at the third level of the model. Conclusion: The results of the National Knowledge Creation Model indicate that socialization, externalization, and internalization are the cornerstones of the model. This means that in order to successfully implement the creation of knowledge at the national level, one must first invest in these issues. According to the results obtained it is clearly seen that the processes of combination and culture making are independent dimensions and planning for combining knowledge among different organizations and organizational programming for culture building at organizational level can be done independent of other processes. It should be noted that the identification of the structures of the process of creating the national knowledge process has been achieved based on theoretical foundations and receiving the opinions and of a limited number of academic and experimental experts. Therefore, the scope for future research is the application of factor analysis method, path analysis and structural equation modeling approach to test the research model to examine the validity of the obtained model.

Investigating Effective Factors of Branding Strategies in E-Learning based Universities

Volume 11, Issue 2 , April 2017, , Pages 133-148

https://doi.org/10.22061/tej.2017.633

Abstract

This study examines the factors contributing to the development of branding strategies in e-learning based universities. The purpose of this paper is to identify factors contributing to the development of branding strategies in a virtual university in Tehran. In this paper, the factors wich affecting ... Read More

Identifying the process of national knowledge creation and learning and evaluating its impact on gross domestic product, considering the mediating role of national intelligencee

Volume 14, Issue 2 , April 2020, , Pages 477-492

https://doi.org/10.22061/jte.2018.4334.2049

Abstract

Background and Objectives: The economic growth of a country depends on several factors, among which the role of knowledge is undeniable. Many studies have shown that countries' GDP is often affected by the country's knowledge infrastructure. A knowledge-based economy is an economy that is directly based ... Read More Background and Objectives: The economic growth of a country depends on several factors, among which the role of knowledge is undeniable. Many studies have shown that countries' GDP is often affected by the country's knowledge infrastructure. A knowledge-based economy is an economy that is directly based on the production, distribution and consumption of knowledge, and investment in knowledge and knowledge-based industries is given special attention. In this economy, where a significant share of GDP is from knowledge-based and knowledge-creating activities, knowledge generates more production than traditional factors such as labor and capital, and the value of many software and biotechnology companies arises from non-physical capitals, i.e. their knowledge and scientific privileges. Accordingly, knowledge creation is an essential weapon in today's world and without a continuous process of knowledge creation, any society is doomed to destruction. Knowledge creation and learning is the creation of new knowledge, or the replacement and improvement of the existing knowledge through social relations and organizational partnerships. The creation and application of knowledge has a major role in increasing wealth in a knowledge-based economy. The problem is that knowledge creation and learning has not been investigated at the national level yet. Methods: By applying qualitative-quantitative methods, based on Delphi technique, the procedure of identifying and explaining the processes of national knowledge creation and learning has been discussed first. Then by using exploratory and confirmatory factor analysis, a significant t-value of more than 1.96, between the identified dimensions and the variable national knowledge creation and learning, was obtained that was acceptable. Findings: Additionally, the impact of the process of national knowledge creation and learning on GDP was measured through conducting a survey and using a questionnaire, while taking the mediating role of national intelligence into account by using Sobel test. It was found that by including the mediating variable of national intelligence, the standardized beta for the relationship between national knowledge creation and learning, and gross domestic product was reduced from 0.80 to 0.18, but it is significant. Conclusion: Therefore, the variable national intelligence plays the role of a partial mediator; in other words, while the impact of national knowledge creation and learning, as the main variable, is maintained, the mediating role of national intelligence also affects GDP. This research had some limitations. One of these limitations was the stereotyped thinking about the process of knowledge creation. In this study, only one dimension of knowledge management, namely ‘knowledge creation’ was used. While we can pay attention to all the processes of the knowledge management cycle in society, instead of just thinking about the creation of knowledge at the national level, in order to promote national performance. Based on this, it is suggested that other researchers consider other dimensions of the knowledge management cycle and go one step further. Researchers can also examine the existing challenges and potential barriers to the national knowledge creation process or the requirements for knowledge creation at the national level. Alternatively, researchers can study international knowledge creation processes by considering cultural differences and provide solutions to increase the likelihood of knowledge creation globally. It is suggested that future researchers make a comparative study of the national knowledge creation model with other models of measuring intellectual capital in the world and examine the strengths and weaknesses of each model and prioritize these models based on their applicability in similar countries. It is also suggested that researchers use fuzzy logic theory to make relative measurements of each of the constructs of the national knowledge creation process and conduct field and academic research in this regard. As another suggestion, researchers can conduct this research on a specific industry and compare its results with the results of this study.

The relationship between engagement and achievement in online English classes after Covid-19 outbreak in Iran

Volume 15, Issue 4 , October 2021, , Pages 623-634

https://doi.org/10.22061/tej.2021.7757.2571

Abstract

Background and Objectives: In the past decades, online education as a variety of distance education has drawn the attention of administrators, instructors and students. Amid Covid-19 pandemic, online education has become an inevitable necessity. Students’ engagement in such classes may influence ... Read More Background and Objectives: In the past decades, online education as a variety of distance education has drawn the attention of administrators, instructors and students. Amid Covid-19 pandemic, online education has become an inevitable necessity. Students’ engagement in such classes may influence learning and achievement. Engagement refers to the efforts put forward by the students in the process of learning. Educators believe that the components of engagement are interaction between students, content of the course, classmates and instructors in order to gain desired achievement (good scores and academic satisfaction). They also hold that engagement is a prerequisite and a factor for enduring learning. There is research evidence that student engagement is a strong predictor of achievement. A profile of students’ achievement and engagement is presented. In the present study, the relationship between engagement and achievement in online classes was examined.Methods: The study was a correlational one designed to answer the research question through the Online Student Engagement Scale developed by Dixon and a researcher-made achievement test. The questionnaire includes four dimensions and 19 items on a seven-point Likert scale developed in 2015. The dimensions are: skills, emotions, engagement and performance. The researcher could not locate any record of this scale in Iranian scientific journals. Hence, he had to translate it into Persian. Back translation was done by a university professor. The questionnaire had been adapted with Google Form and delivered to 297 students of general English courses through a university LMS in 2020. The students were required to fill out the forms on a seven-point bases. Two-hundred and six students returned the questionnaire, 22 of which had to be discarded because there were traces of inattention in the forms, e.g., some of the students had chosen a certain or every other one option for all items. There were clearly discernable patterns in these 22 forms. The remaining 184 responses and their corresponding test scores were put to statistical analysis. The questionnaire was posted to the students through the LMS. The second instrument of this study was a test of reading comprehension developed by the researcher. The test was developed on the basis of theories of reading. However, to establish its content and theoretical validity it was submitted to a panel of five instructors of English. The test included 40 items. It was administered as the final exam through the university LMS.Findings: The results analyzed through one-sample t-test revealed that students’ achievement and engagement level is satisfactory. Quantile regression showed that there was a significant relationship between engagement and achievement of high achievers. However, bivariate correlation could not locate any statistically significant relationship between engagement and achievement of average students. The findings are in contrast with research findings in other countries. Different explanations may account for this contrast, e.g., online education for the participants of this study was not optional. Hence, the students might not be motivated for learning. They might lack necessary skills and instruments for this mode of education. As a consequence, they might have developed some sort of stress resulting in lack of academic satisfaction, self-esteem, and underestimation. However, students’ level of engagement perception was satisfactory. It needs to be stated that no report of a similar research was located in Iran.Conclusions: The present study aimed at finding the relationship between engagement and achievement in online English classes. The theory of engagement holds true for high achievers but not for average or low achievers. In order to assess students’ engagement, a self-report questionnaire was used. Researchers are well aware of the fact that this method of data collection is open to measurement error.

Original Research Paper-English Issue

Teacher-made 360-degree VR Tours for Foreign Language Learning: Insights into Learned Helplessness in a Low Socioeconomic Status Context

M. Eftekhari; M. Rahimi

Articles in Press, Accepted Manuscript, Available Online from 10 February 2026

https://doi.org/10.22061/tej.2026.12814.3342

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, ... Read More 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

The effect of educational technology usage on writing skills in 6th grade students

G. Azamtaheri; N. Soolmaz

Articles in Press, Accepted Manuscript, Available Online from 17 February 2026

https://doi.org/10.22061/tej.2025.11439.3148

Abstract

Background and Objectives: Writing skill as a way of exchanging information, expressing thoughts, feelings and communication is clearly compared to the past. This skill, as one of the basic skills in students' academic courses, plays a very important role in the transfer of their thoughts and ideas. ... Read More Background and Objectives: Writing skill as a way of exchanging information, expressing thoughts, feelings and communication is clearly compared to the past. This skill, as one of the basic skills in students' academic courses, plays a very important role in the transfer of their thoughts and ideas. Writing skill has a great impact both on the academic world and the professional life of students. The use of educational technology in improving writing skill in elementary school as an important issue is of particular importance due to the impact of technologies on teaching and learning process. Also, teaching writing skill in elementary school is the basis for the development of this skill in future academic courses. Therefore, the present study was conducted with the aim of investigating the effect of using educational technology on the writing skill of 6th-grade students.Methods: The present research method was semi-experimental with pre-test and post-test and control and experimental groups. The statistical population of research included the 6th- grade students in the schools of the 14th district in Tehran in academic year of 2023-2024, of which 60 students were selected via simple random sampling and were randomly divided into two groups of 30 students, experimental and control. The reliability of the researcher-made test was obtained 0.82 through Cronbach's alpha coefficient. Then, the pre-test of writing skill was administered in both groups. In the next stage, the experimental group received four 90-minute sessions of training on the use of educational technology in writing, and the control group did not receive any training with educational technology. Finally, the writing skill test was administered as a post-test for both groups. Data analysis was conducted using SPSS (Version 26) software and covariance analysis methods.Findings: The findings of research showed that the use of educational technology was effective for the selection of writing topics, paragraph writing, and ability to produce coherent writing by observing the components, with educational technology coefficients of 86, 82 and 85, respectively. It means integration of educational technology not only cultivated students' ability to generate creative and relevant writing topics, but also strengthened their paragraphing and organizational skills. The interactive and engaging nature of the technology-driven environment encouraged students to develop inventive titles and equipped them with strategies to organize ideas and structure responses within a narrative framework. Furthermore, this structured approach facilitated an increased awareness among students of the logical flow required in writing, enhancing their overall coherence and creativity. In other words, findings showed that the use of educational technology in teaching writing had a direct relationship with development of students' writing skill, and using this method can be useful as an efficient tool to increase students' writing progress. With the use of educational technology, students could access information that was not available in classroom in the past. They also got different information about different writing topics and this information gave them different ideas to choose an interesting topic. In addition, they learned various points about how to write paragraphs to make the text more coherent. Finally, the use of educational technology led to reinforcement of what has been learned to become a real story.Conclusion: The results indicated that the use of educational technology iwass effective in improving the writing skill of the 6th- grade students. In other words, according to the results of examining the effectiveness of use of educational technology on the ability to choose the title, the ability to write paragraphs, and the ability to produce coherent writing, that are variables of the 6th-grade writing skill. Regarding making the environment of teaching essay fun and enjoyable through educational technology, students tried to present creative titles. Also, with the use of educational technology, the learner realized how to ask themselves questions in a story and how and where in narrative to answer that question, and this issue was effective in strengthening student's paragraph writing. Finally, the use of educational technology made students creative and improved the quality of their writing skill; as a result, they obtained the ability to produce coherent essays. Since the use of educational technology had a significant effect on all three variables, it can be concluded that use of educational technology is generally effective in improving writing skills of the 6th-grade students.

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Original Research Paper

The impact of AI Chatbot-based blended learning on self-directed learning, academic engagement, and critical thinking disposition

A. Mehri; E. Sadipour; F Dortaj

Articles in Press, Accepted Manuscript, Available Online from 04 May 2025

https://doi.org/10.22061/tej.2025.11481.3152

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 ... Read More 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

Effectiveness of presentation models of concept maps in virtual teaching of magnetism physics concepts

M. Jamalinejad- Halima Jani; F. Khodadadi Azadboni

Articles in Press, Accepted Manuscript, Available Online from 15 February 2026

https://doi.org/10.22061/tej.2025.11738.3189

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, ... Read More 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

Phenomenology of Faculty Members' Lived Experiences at Farhangian University with Interactive Conversations using "Replica" Artificial Intelligence

A. Allahkarami

Articles in Press, Accepted Manuscript, Available Online from 15 February 2026

https://doi.org/10.22061/tej.2026.11943.3210

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 ... Read More 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.

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Original Research Paper

Teaching Architectural Design Process Using SketchUp Software with Emphasis on Enhancing Spatial Abilities of Architecture Students

F. Dabaghian; H.R. Azemati; B. Ssaleh Sedghpour

Articles in Press, Accepted Manuscript, Available Online from 11 January 2025

https://doi.org/10.22061/tej.2025.11299.3128

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 ... Read More 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.

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Original Research Paper

Investigating the effect of the yard's environmental quality components on student’s aggressive behavior (Case study: Students of elementary school)

malihe taghipour; aliakbar heidari; Khatereh Sajjadi

Articles in Press, Accepted Manuscript, Available Online from 23 June 2019

https://doi.org/10.22061/jte.2019.4510.2078

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 ... Read More

Original Research Paper

Comparison of psychological hardiness, self-differentiation and psychological burnout in female-headed households and normal women in Marvdasht

H. Aflakifard; M. Ghalehnoei; S. Ramezan Khani

Articles in Press, Accepted Manuscript, Available Online from 31 July 2022

https://doi.org/10.22061/tej.2022.8962.2759

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, ... Read More 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

The Impact of Interactive Book on Students' Learning and Remembering.

susan mehrzad; zeinab Golzari; Zahra Taleb

Articles in Press, Accepted Manuscript, Available Online from 24 February 2019

https://doi.org/10.22061/jte.2019.3657.1946

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 ... Read More

Original Research Paper

Identifying Effective Dimensions for Improving the Effectiveness of Secondary Schools in Hormozgan Province

Javad Imani; mehdi bagheri; nader gholi ghorchiyan; parivash jafari

Articles in Press, Accepted Manuscript, Available Online from 16 June 2019

https://doi.org/10.22061/jte.2019.4900.2133

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 ... Read More

Original Research Paper

Study of Factor effecting on Development in sport schools with Using the Structural Modeling Interpretative Model

shida ranjbari; Zynalabedin Fallah; vahid shojaee

Articles in Press, Accepted Manuscript, Available Online from 14 May 2019

https://doi.org/10.22061/jte.2019.4353.2053

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 ... Read More

Original Research Paper

Design and validation of an organizational governance model in higher education based on artificial intelligence at Farhangian University

Mashallah Salehpour; Ali akbar Ramezani; Seyyed Hossein NaslMousavi; mirsaeid hosseini

Articles in Press, Accepted Manuscript, Available Online from 17 November 2025

https://doi.org/10.22061/tej.2025.12374.3276

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. ... Read More 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.

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Original Research Paper

The Impact of a Blended Learning-Based Educational Program on Mental Rotation of Students with Hearing Impairment in Chemistry Concepts

F. Farzin; E. Zaraii Zavaraki; Z. Jamebozorg; M. Vahedi

Articles in Press, Accepted Manuscript, Available Online from 24 December 2025

https://doi.org/10.22061/tej.2025.11735.3188

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 ... Read More 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.

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Original Research Paper

The mediating role of social networks in the relationship between life skills and academic enthusiasm

M. Esmaeili; K. Nazari

Articles in Press, Accepted Manuscript, Available Online from 28 December 2025

https://doi.org/10.22061/tej.2025.12378.3277

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 ... Read More 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.

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Original Research Paper

Comparison of the Effect of Teaching with Active Inspire Software and Traditional Tools Based on Problem-Solving Model oan the Successful Intelligence of Elementary Students in the Course of Experimental Sciences

Z. Motamedi Lashtneshaei; F. Hassani Jafari; M. Larijani

Articles in Press, Accepted Manuscript, Available Online from 03 February 2026

https://doi.org/10.22061/tej.2026.11531.3159

Abstract

Background and Objectives: Currently, the introduction of multimedia and the need for electronic teaching in education have created a revolution in teaching and new methods of student participation. The term multimedia was introduced in the 1950s and attempts were made to improve the quality of education ... Read More Background and Objectives: Currently, the introduction of multimedia and the need for electronic teaching in education have created a revolution in teaching and new methods of student participation. The term multimedia was introduced in the 1950s and attempts were made to improve the quality of education by combining multiple media, and these features allow for advancement, balance, creativity, and better communication between the user and the software. The basis of this method goes back to the cognitive processing theory, which was widely used with the emergence of new computer technologies. Cognitivism, as part of the contemporary cognitive movement, was formed due to dissatisfaction with traditional education. In cognitive processing theory, it is assumed that the information processing system in humans has two separate channels (visual/image processing and auditory/verbal processing). Each of these channels has a limited capacity. In this regard, the aim of the present study was to compare 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 school students in experimental sciences in the 2022-2023 acadmeic year.Methods: The method of the present study was quasi-experimental with a pre-test and post-test design with a control group. The statistical population of the study included all elementary school students in District 2 of Karaj, 1970 students, of which the sample size was 40 students, selected by multi-stage random method, and placed in two homogeneous groups of 20. The data collection tool for the variable of successful intelligence is the standard questionnaire of Grigorenko and Sternberg (2000), whose validity was assessed as desirable by experts and its reliability was 0.86. In this study, before teaching, students completed the standard questionnaire of Sternberg to measure successful intelligence. Then, the materials related to analytical intelligence, creative intelligence, and practical intelligence of the experimental sciences course were taught to the students in two modern (Active Inspire software) and traditional methods. After the end of the re-education sessions, a questionnaire was distributed among the subjects and their opinions were surveyed about successful intelligence. After the end of the re-education sessions, a post-test was administered to the subjects. Descriptive statistical methods and inferential statistics such as covariance, independent and dependent t-tests were used in the statistical software (SPSS) version 22.Findings: The results showed that the content produced with multimedia software (Active Inspire), compared to the traditional teaching method, had a significant effect on successful intelligence with an environmental approach. The results also showed that the content produced with multimedia software (Active Inspire), compared to the traditional teaching method, had a significant effect on students' analytical intelligence, creative intelligence, and practical intelligence in experimental sciences lessons with an 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

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Original Research Paper

EFL learner engagement in AI-mediated academic writing: A qualitative exploration of ChatGPT and Microsoft Copilot

S. Fathali

Articles in Press, Accepted Manuscript, Available Online from 16 February 2026

https://doi.org/10.22061/tej.2026.12033.3225

Abstract

Background and Objectives: The rapid integration of generative AI tools like ChatGPT and Microsoft Copilot into education has opened new opportunities for feedback, idea generation, and revision support in academic writing. However, their impact on EFL learners’ engagement remains underexplored. ... Read More Background and Objectives: The rapid integration of generative AI tools like ChatGPT and Microsoft Copilot into education has opened new opportunities for feedback, idea generation, and revision support in academic writing. However, their impact on EFL learners’ engagement remains underexplored. Engagement in language learning spans behavioral, cognitive, emotional, and agentic dimensions, each playing a crucial role in learning effectiveness. Behavioral engagement involves active participation in writing tasks, cognitive engagement refers to mental effort and strategy use, emotional engagement captures learners' emotional responses, and agentic engagement reflects their active role in shaping instruction. Despite growing interest in AI-assisted learning, little is known about how learners engage with AI feedback across these dimensions, and few studies compare ChatGPT and Copilot regarding functional and pedagogical capabilities, user experience, and challenges and ethical concerns. This study examines how EFL learners engage with AI tools during academic writing and investigates their comparative experiences with ChatGPT and Microsoft Copilot. Methods: This qualitative study was conducted in an academic writing course with 18 Iranian undergraduate EFL students over a full semester in a national University in Tehran. Students engaged in writing five genres of essays (classification, process, extended definition, problem-solution, and argumentative), using ChatGPT and Microsoft Copilot for support during drafting and revision. Data were collected through reflective journals, semi-structured interviews, and some students’ prompt use records. Thematic analysis following a six-phase process was applied to examine the nature of engagement and comparative perceptions of the two AI tools, and the analysis involved both deductive and inductive coding strategies. Findings: Results revealed dynamic and multi-dimensional engagement with AI tools across all four engagement domains. Behaviorally, students actively revised multiple drafts, showing a shift from broad, general prompts to genre-specific and purpose-driven ones. They frequently used both ChatGPT and Copilot in cycles of immediate and delayed revision, demonstrating growing independence in managing the pace and focus of their work without teacher support. Cognitively, learners critically evaluated the feedback, selectively adopting suggestions that enhanced logic, clarity, and coherence. Many reported recognizing recurring writing issues, allowing them to anticipate needed revisions before receiving feedback, indicating increasing awareness of writing patterns and conventions. Emotionally, students described both confidence-building experiences through constructive feedback and moments of frustration when facing vague or excessive suggestions. Overall, AI tools reduced revision anxiety for many and made the process feel more manageable and encouraging. Agentically, students exhibited ownership over their writing by accepting or rejecting AI-generated suggestions based on their intent. They developed more precise prompting skills over time and used additional resources (e.g., dictionaries, teacher comments) to supplement AI feedback, demonstrating a move beyond AI dependence toward personalized writing strategies. When comparing Microsoft Copilot and ChatGPT, participants highlighted clear distinctions in their functional and pedagogical capabilities. Copilot was primarily valued for its effectiveness in grammar correction, formatting, and citation management, making it especially useful during the final stages of writing. In contrast, ChatGPT was more frequently used in the early and middle stages of the writing process due to its strength in idea generation, content development, and structural reorganization. In terms of user experience, Copilot was appreciated for being fast and easy to access, offering straightforward, predictable support for surface-level improvements. ChatGPT, on the other hand, was described as more interactive and flexible, enabling more dynamic engagement with content and fostering deeper reflection on writing choices. Despite their benefits, both tools raised ethical and practical concerns. Participants noted that each could generate generic or inaccurate content, with ambiguity surrounding authorship and intellectual ownership. Some learners expressed concerns about becoming overly dependent on AI tools, potentially undermining their voice and critical engagement in the writing process. Conclusion: This study provides a nuanced understanding of how EFL learners engage with AI tools in academic writing. It highlights that engagement is not passive interaction but an active, reflective, and agentic process shaped by the affordances and limitations of the technology. The findings suggest that while both ChatGPT and Copilot can support academic writing, they serve different pedagogical purposes. Educators should guide students in using AI tools critically and ethically, promoting engagement that enhances rather than replaces learners’ writing agency.

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Original Research Paper

Identification of key requirements for higher education instructors in the era of e-Learning

Rogayeh nezhadsafar; nasibe pourasghar; Azam rastgoo; Yousef namvar

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11565.3163

Abstract

Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher ... Read More Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher education plays a pivotal role in developing human resources skills and advancing societies. The role of higher education instructors in this transformation has changed significantly. They are no longer merely transmitters of knowledge but facilitators of the learning process and guides for creating knowledge through active student participation. To adapt to the changes of this era, higher education instructors need to review their teaching skills, requirements, approaches, and methods. Undoubtedly, empowering university professors and equipping them with the necessary knowledge and skills will not only improve the quality of education but will also have a direct impact on the sustainable development of society. Therefore, this research aims to identify and comprehensively analyze the key requirements of higher education instructors in the context of e-learning. Methods: The present research was conducted using content analysis with a qualitative approach. For this purpose, 16 professors and experts in the field of educational sciences and higher education were selected through semi-structured interviews and purposive sampling. Additionally, 29 articles and six books were reviewed using purposive sampling and note-taking from credible resources from 2000 to 2025. The content analysis method proposed by Graneheim and Lundman was used to analyze the data, and Lincoln and Guba's criteria were used to assess the validity and reliability of the study. Findings: The results of this study identified seven essential components as key requirements for e-learning instructors, which are: Personal requirements (Personal traits, Professional traits), Communication and interaction requirements (Constructive interaction ability, The ability to create motivational and encouraging activities, The ability to manage communications and participation strategies, The ability for grouping and team building), Educational and Professional requirements (Scientific and professional competence, Performance measurement and evaluation capability, Applying educational and learning strategies, Planning and management of e-Learning courses, The ability to enhance and develop the cognitive skills of students), Managerial and Organizational requirements (Support, Access to infrastructure and facilities, Educational policy-making, Empowerment and capability development), Cultural and Legal Requirements (e- learning culture, ethical-legal requirements), Technological Requirements (Technological knowledge, Technological skill), Health and Safety Requirements (Physical and mental health, Ergonomics and occupational health, Health policies). Conclusion: Research findings indicate that the success of higher education instructors in e-learning environments requires a combination of technical, professional, and personality skills. These results can be the basis for designing professional development programs to enhance the competence of instructors and improve the quality of e-learning in universities. The identified dimensions can help policymakers and instructors to identify the educational needs of professors and increase their ability to cope with the challenges posed by technological advances by continuously updating programs. The proposed framework provides a suitable basis for future research in instructors' evaluation and the development of e-learning systems, and helps to improve the skills and abilities of teachers in this field. It is recommended that macro and micro planning and policies be formulated in a way that, while keeping pace with the rapid changes of the present era, creates a suitable platform for innovation in education and dynamism in academic environments.

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Original Research Paper

Identifying and Explaining the Views of Teachers and Students Towards Formative Feedback in the E-Learning Environment

M. Javadipour; F. Seraji; F. Rezaei

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11097.3104

Abstract

Background and Objectives: Students' exposure to frequent teacher feedback is identified as one of the primary educational resources in e-learning. The role of feedback in the electronic environment encompasses the social perspective and human relationships in feedback, feedback related to the student's ... Read More Background and Objectives: Students' exposure to frequent teacher feedback is identified as one of the primary educational resources in e-learning. The role of feedback in the electronic environment encompasses the social perspective and human relationships in feedback, feedback related to the student's learning process, and the reception of substantive feedback. This article focuses on the power of feedback in relation to e-learning and the methods that can make it more effective. In this context, feedback is conceptualized as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of an individual's performance or understanding. In e-learning, feedback is often delivered from the "system" rather than an actual person. In e-learning, as in other occupational and educational environments, receiving feedback is crucial for the learners who enrolled in online courses, as it allows them to identify, improve, and correct their errors along the way, enabling the achievement of ultimate goals. In some instances, it may not be possible to request explanations or delve deeper into a subject, although the presence of messages and groups in the online course serves as a valuable resource in this regard. Therefore, for a student in a digital course, receiving feedback, much like in traditional learning, is vital for determining whether understanding of various topics is complete or requires further depth. This represents a mutual exchange between students, teachers, and e-learning course developers. This research sought to examine the quality and quantity of feedback in e-learning, the challenges of giving and receiving feedback in e-learning, as well as strategies for enhancing the desirability of feedback in the electronic environment. Methods: The present study was based on a qualitative research method and a phenomenological approach. The data for this research were grounded in the lived experiences of teachers and students who had participated in e-learning courses, classes, and units in schools. Participants were selected using the snowball sampling method. A total of 21 participants were included, comprising 9 teachers of e-learning courses and 12 students with experience in e-learning courses in schools, who were selected and interviewed. After collecting the completed forms, the interview texts were refined, reread, categorized, and findings were presented using qualitative content analysis techniques. In this research, the data derived from notes taken during the interviews were read line by line. Subsequently, key concepts and statements were extracted, topics and sub-topics were formed, and were ultimately categorized. Findings: The results of conducting interviews throughout this research led to the identification of four main themes and 20 sub-themes regarding the process of providing and receiving feedback in e-learning. This indicates that every educational program, both during the planning and implementation phases, must pay attention to these aspects in order to achieve its educational objectives. Conclusion: According to the interviews conducted with the participants in this research, the positive and constructive impacts of feedback in the e-learning environment were highlighted. Furthermore, challenges and problems in the process of feedback exchange between teachers and learners were identified, which would made detrimental effects on teaching-learning activities. It is evident that if this crucial issue remains unresolved, learners will face challenges in the teaching and learning process.

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Original Research Paper

Identifying the Aapplications of Aartificial I intelligence in Eeducation and Examining tTheir Importancei In Improving tThe Quality Of Hhigh School Students' Learning

S. Moradi; M. H. Zarei

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11317.3133

Abstract

Background and Objectives: The applications of artificial intelligence in education (AIED) is emerging, and the focus of research on identifying these opportunities determines the future directions of education in order to benefit from fair education and equal opportunity globally. Therefore, the purpose ... Read More Background and Objectives: The applications of artificial intelligence in education (AIED) is emerging, and the focus of research on identifying these opportunities determines the future directions of education in order to benefit from fair education and equal opportunity globally. Therefore, the purpose of this research was to identify the applications of AIED from the point of view of the activists in this field and to examine its impact on improving the quality of learning from the point of view of teachers as well.Methods: This was applied research with a mixed-methods design (qualitative-quantitative) of sequential transformation type with two approaches of content analysis and descriptive survey. To identify the applications of AI from a semi-structured interview with 13 subject experts who were purposefully selected by snowball sampling with the selection criteria of theoretical data saturation and to check the effectiveness of these applications, 81 first and second secondary school teachers of the city. Lande, who were selected randomly based on the sample size Morgan’s determination table, responded to the researcher-made questionnaire with 46 items. The authenticity of the interviews and the content validity of the questionnaire were confirmed by 4 subject experts and the reliability of the questionnaire was measured via Cronbach's alpha (0.94). The data of the qualitative section were analyzed in MAXQDA by the Grounded Theory method of Strauss and Corbin with the interpretive paradigm of Burrill and Morgan, and the data of the quantitative section were analyzed in SPSS26 with descriptive statistics, Friedman test and t-test.Findings: The findings of the qualitative section included 4 selected codes, 21 central codes and 101 open codes, which include the applications of AIED with 8 central codes, the benefits of using AI with 6 central codes, the challenges of using AI with 5 central codes andtThe basic principles of using AI with 1 core code. The results of Friedman's test showed that "communicating with experts and external resources and increasing interactions at the global level, designing and presenting practical, attractive, effective and appropriate content based on the needs of students, organizing the conditions to improve classroom management and reducing the repetitive tasks of teachers" to the titles of the first to third priority applications in the field of AI and the components of "freeing up teachers' time and reducing their repetitive tasks, fighting discrimination and promoting social justice, the ability to change the social development of students" were ranked in the last three. Also, the average of all components was higher than the hypothetical average (3.5) and showed the effectiveness of all components in increasing the quality of learning. In addition, the results of the t-test showed that all the components were effective in increasing the quality of learning among the learners and it is important from the teachers' point of view because the t-value obtained in all the components was higher than 1.96.Conclusion: In this research, in addition to identifying the applications of AIED, all the advantages, principles, challenges and concerns considering the applications of AIED were identified and the extent of the impact of the applications of AI on increasing the quality of students' learning was investigated. The results of the qualitative part showed that subject experts and activists in this field considered the most important applications of AI in increasing the accuracy of evaluations and personalization of education and believed that if they were used properly, the benefits of these applications could be used and the challenges would be minimized. The results of the quantitative section also showed that from the teachers' point of view, in the applications of personalizing education and improving classroom management, it had a greater impact on the teaching-learning process of students and its further improvement.

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Original Research Paper

Exploring lived experiences of German language professors in utilizing participatory tools in online and in-person education

Mohammadreza Dousti Zadeh; Sonya Anwar; Stefan Piasecki

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2025.11833.3218

Abstract

Background and Objectives: With the rapid advancement of digital technologies and the impact of the COVID-19 pandemic on in-person education, participatory tools have emerged as an innovative approach to enhancing educational interactions in higher education. These tools promote active learning, increase ... Read More Background and Objectives: With the rapid advancement of digital technologies and the impact of the COVID-19 pandemic on in-person education, participatory tools have emerged as an innovative approach to enhancing educational interactions in higher education. These tools promote active learning, increase student engagement, facilitate communication, and provide greater flexibility in teaching. However, their implementation presents challenges such as technical constraints, weak communication infrastructure, reduced human interactions, and difficulties in monitoring student learning progress. Despite the growing importance of participatory tools, there remains a lack of comprehensive understanding regarding their effects on teaching and learning processes, faculty experiences, and the need for curriculum revision. This study aims to explore the lived experiences of German language instructors in Iranian and German universities, analyzing the impact of participatory tools on teaching quality, identifying challenges and limitations, proposing optimal strategies, and assessing the necessity of faculty professional development and curriculum adaptation to digital environments. Additionally, this research compares the perspectives of Iranian and German instructors regarding the opportunities and constraints of these technologies. Methods: This qualitative phenomenological study employed semi-structured interviews for Iranian instructors and open-ended questionnaires for German instructors. The research participants comprised 13 university professors (six from Germany and seven from Iran) who were selected through purposive sampling based on criteria such as a minimum of three years of teaching experience and prior engagement with participatory tools. Data were collected using snowball sampling and analyzed using thematic analysis via MAXQDA 2022. The analysis process involved 892 open codes, categorized into four main themes: (1) the use of participatory tools in teaching, (2) faculty professional development, (3) curriculum revision and adaptation, and (4) a comparative analysis of Iran and Germany. To enhance research validity, techniques such as participant validation, source triangulation, and simultaneous data analysis were employed. Findings: The findings revealed that participatory tools offer multiple advantages, including enhanced student engagement, improved instructional quality, facilitated assessment methods, greater flexibility in teaching, time and cost efficiency, and better organization of educational content. However, several disadvantages were also identified, such as the reduction of face-to-face interactions, challenges in monitoring student engagement, the questionable reliability of online assessments, increased workload for instructors, and digital fatigue. Furthermore, five major categories of challenges in using participatory tools were identified: (1) technical and infrastructural constraints, (2) limitations in student participation and interaction, (3) psychological and human factors, (4) pedagogical and instructional challenges, and (5) managerial and organizational barriers. Key issues included unstable internet connections, inadequate faculty training in digital tools, reduced non-verbal communication, lack of institutional support for digital infrastructure, and difficulties in conducting accurate assessments in online environments. Conclusion: The study highlights the importance of structured training programs in enhancing faculty digital competencies. Investments in technological infrastructure, professional development initiatives, curriculum flexibility, and hybrid teaching approaches (combining online and in-person methods) are essential for optimizing participatory tools in education. A comparative analysis between Iran and Germany revealed that Iranian instructors demonstrated higher proficiency in using digital tools but faced greater infrastructural challenges, whereas German instructors emphasized the necessity of institutional support and centralized technology management. Ultimately, this research highlights that international academic collaboration, particularly between Iranian and German universities, can facilitate knowledge exchange, pedagogical innovation, and the enhancement of online learning experiences. Therefore, it is recommended that educational policymakers and universities address the identified challenges by expanding infrastructure, developing advanced training programs, and supporting faculty adaptation to new technologies to ensure the effective integration of participatory tools in higher education.

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Original Research Paper

The Impact of the Developed Digital Game "CHAKMEH" on Facilitating the Learning of Procedural Addition and Subtraction among Second-Grade Elementary Students

F. Esfandiyar; K. Salehi; F. Seraji

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11396.3146

Abstract

Background and Objectives: The rapid transformation in technology and the evolving lifestyles of the new generation have significantly exposed today's students to the "digital divide." This divide has led students to seek more interactive, engaging, and personalized learning methods. Digital educational ... Read More Background and Objectives: The rapid transformation in technology and the evolving lifestyles of the new generation have significantly exposed today's students to the "digital divide." This divide has led students to seek more interactive, engaging, and personalized learning methods. Digital educational games are powerful tools for bridging this gap and providing captivating learning experiences. This research aimed to investigate the impact of game-based educational applications (apps) on facilitating mathematics learning among second-grade elementary students.Methods: This study employed a quasi-experimental design with pre-test, post-test, and a control group. The statistical population comprised of all female second-grade elementary students in Firoozkooh during the 2023-2024 academic year. The research sample was conveniently selected from Golehaye Behesht Girls' Elementary School, consisting of two intact natural classes. Specifically, two classes out of the three second-grade classes in this school were chosen, with one class randomly assigned to the experimental group and the other to the control group. The primary educational tool used in this study was the "Chakmeh" digital game, developed by the researcher using the Unity game engine. Unity is a robust and flexible engine for creating both 2D and 3D games. The game comprised 52 pages and featured four educational stages based on the concepts of process-oriented addition and subtraction from the second-grade mathematics textbook (place value, number patterns, introductory addition and subtraction, and advanced addition and subtraction). A researcher-made mathematics test was used to assess process-oriented addition and subtraction concepts. The experimental group received instruction for 18 sessions based on a curriculum designed according to the Karbasi-Jiménez model, utilizing the new game-based teaching method with the "Chakmeh" digital game. In contrast, the control group was taught using traditional methods. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics, specifically univariate analysis of covariance (ANCOVA).Findings: The results of the ANCOVA revealed that students in the experimental group, who learned using the "Chakmeh" digital game, showed significant improvement in learning process-oriented addition and subtraction concepts compared to the control group (p<0.0001). The effect size (η2=0.43) indicated that 43% of the variance in students' mathematics scores could be attributed to the use of the educational game. Furthermore, the calculated Cohen's d (1988) of approximately d≈1.74 falls into the category of a large effect. These findings demonstrated the effectiveness of digital game-based learning in facilitating mathematics concepts for second-grade elementary students.Conclusion: The findings of this research suggest that the implementation of game-based educational applications is an effective method for facilitating the mathematics learning process and enhancing motivation among elementary students. Given these results, the design of such applications should be based on the individual needs of students and used as a supplement to traditional teaching methods. Overall, this study indicates that using gamification in mathematics education has high potential and capacity for improving learning and increasing student motivation. Therefore, it is recommended that this tool be used more extensively alongside other methods, and with consideration for individual student characteristics, to enhance the quality of learning and overcome the limitations of traditional approaches.

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Original Research Paper

Antecedents, processes, and outcomes of using AI assistants in enhancing students’ research literacy: A constructive meta-synthesis study

zahra rafatjoo; Elham Heidari; Ghasem Salimi; Mehdi Mohammadi; Fahimeh Keshavarzi

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2025.11930.3208

Abstract

Background and Objectives: Information and communication technologies (ICTs), especially artificial intelligence (AI), play an important role in improving digital skills, enhancing the quality of learning, and facilitating educational and research processes. These technologies reduce educational ... Read More Background and Objectives: Information and communication technologies (ICTs), especially artificial intelligence (AI), play an important role in improving digital skills, enhancing the quality of learning, and facilitating educational and research processes. These technologies reduce educational gaps and increase the efficiency of scientific research by personalizing education and automating processes. Universities also play a key role in the development of science and increasing scientific competitiveness by providing research infrastructure and promoting a research culture. The present study examines the role of AI assistants in empowering students in research and identifying their antecedents and consequences. This study aims to design a conceptual model for the effective use of these technologies in academic processes in order to help educational and research policies in line with digital transformation. Methods: This qualitative research was conducted using the theory-generating meta-synthesis approach, following the six-step process proposed by Sandelowski and Barroso. A total of 187 relevant articles were identified through searches in reputable databases such as Magiran, SID, Web of Science, Sage, and Google Scholar. Ultimately, 65 articles were selected for in-depth content analysis. Findings: The findings of the study show that the use of AI assistants in empowering higher education students in research can be analyzed in three areas of antecedents, processes, and outcomes. The antecedents of this technology include five main themes: technological curiosity, knowledge of using AI, scientific writing skills, English language skills, and access and acceptance of technology. The related processes also include ten main themes: digital resource management, self-directed research, ideation on the research topic, receiving continuous feedback, reviewing and revising the text, purposeful information search, personalizing research experiences, data analysis, improving content quality and editing, and reviewing and publishing research. Finally, the outcomes of these processes can be categorized into eight main themes: reducing stress in writing, receiving immediate feedback, improving research structure, deepening critical thinking, digital distraction, over-reliance on AI, privacy issues and ethical violations, and facilitating and accelerating research. Conclusion: The transformation of education using information and communication technologies, especially AI, in today's world has improved digital skills and facilitated educational and research processes. These technologies have created new opportunities for optimizing processes, but they also bring challenges, including ethical and cultural issues. This study emphasizes the importance of carefully managing these issues and the need to pay attention to the ethical and social challenges of improper use of technologies. The findings show that AI assistants play an effective role in empowering students in research, especially in the areas of technological curiosity, scientific writing skills, and access to technology. Also, the use of these tools has improved research processes and increased students' scientific productivity. However, excessive dependence on AI may reduce independent thinking and create ethical challenges such as privacy violations. To optimally utilize these technologies, a comprehensive and balanced approach is needed that exploits the benefits and manages the challenges. This research, in particular, by identifying the antecedents, processes, and consequences of the use of AI assistants, creates a new theoretical basis for future studies. It is suggested that policymakers and university administrators should use these tools in designing educational programs to improve the quality of research and educational processes. Also, future research should pay more attention to the geographical, cultural, and social aspects of the use of AI in different countries.

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Original Research Paper

The Effectiveness of blended gamified teaching on students' mathematics learning: A Study on 16 different personality types

Z. Abedi; R. Heidari Ghezeljeh

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2025.11585.3166

Abstract

Background and Objectives: The present study investigated the effect of blended gamified teaching on students' learning concerning their personality types. The hypothesis was that the application of this method and attention to personality types in designing blended gamified instruction could effectively ... Read More Background and Objectives: The present study investigated the effect of blended gamified teaching on students' learning concerning their personality types. The hypothesis was that the application of this method and attention to personality types in designing blended gamified instruction could effectively enhance students' mathematics learning and alleviate their learning challenges. Furthermore, through the enhancement of insights regarding the distinctive characteristics of students, this methodology aspires to facilitate the augmentation of their performance and self-evaluations, thereby equipping them to engage in more astute decision-making in their forthcoming personal, academic, and professional endeavors. Methods: This study was conducted using a quasi-experimental framework that included pre-and post-tests, as well as experimental and control groups. The statistical population for this investigation consisted of female seventh-grade students in District 7 of Tehran during the 2023-2024 academic year. The sample was obtained through cluster sampling. Four seventh-grade classrooms from two different girls' schools were selected as the accessible sample. Participants from one of the schools, totaling 66 students, were randomly assigned to the experimental group, while participants from the other school, totaling 49 students, made up the control group. The experimental group received instruction in algebraic concepts and equations as part of the seventh-grade mathematics curriculum through six sessions of blended, gamified instruction. This approach utilized both prepared games and researcher-developed games on existing educational platforms. In contrast, the control group was taught the same mathematical content through a blended teaching method over equivalent sessions. An academic achievement questionnaire was administered to assess learning in this study. Experts in the field confirmed the validity of this instrument. The reliability of the academic achievement questionnaires (both pre-test and post-test) was measured using Cronbach's alpha coefficients, which were found to be 0.94 and 0.97, respectively. Data analysis was conducted using descriptive and inferential statistical methods, with SPSS statistical software employed for the inferential analysis. Findings: After compiling statistical data from the pre-test, post-test, and assessments of learning and motivation, the data were analyzed in two distinct sections: descriptive statistics (including mean, standard deviation, and normality testing) and inferential statistics (which included t-test and Univariate Analysis of Covariance). The results from the analysis of the variables revealed that the mean scores of the pre-test and post-test were examined and interpreted concerning the students' personality types. The study examined how the independent variable, blended gamified instruction, influenced the dependent variable, students' learning (scores). It was found that students in the experimental group, regardless of their personality types classified by the Myers-Briggs Type Indicator (MBTI), improved as a result of engaging with the blended gamified approach. This demonstrated the significant effectiveness of blended gamified teaching on their educational outcomes. Conclusion: An analysis of the impact of personality types on student learning scores within the context of gamified instruction revealed some interesting findings. Introverts (I) across all personality types showed unequivocal improvements in their scores due to blended gamified teaching. In contrast, extroverts (E) exhibited inconsistent score changes, with some showing no significant increases as a result of this instructional approach. Specifically, the ESTP and ENTP personality types demonstrated the most notable advancements in scores, while the ESFP and ENFP groups experienced a decline in scores, indicating a reverse effect. Furthermore, additional analyses revealed that regardless of personality type, gamification enhanced intrinsic motivation for all students.

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Original Research Paper

The effect of teacher-made and student-made comics instruction on students' comprehension and engagement

Maryam Pazoki; Yousef Mahdavinasab; Nasrin Mohammadhasani

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11988.3222

Abstract

Background and Objectives: Today, one of the main challenges of elementary education is to increase students' comprehension and academic engagement. One of the new educational strategies to achieve this goal is the use of educational comics. Comics can make the learning process more attractive and effective ... Read More Background and Objectives: Today, one of the main challenges of elementary education is to increase students' comprehension and academic engagement. One of the new educational strategies to achieve this goal is the use of educational comics. Comics can make the learning process more attractive and effective due to the combination of images and text. Despite numerous studies on the effect of comics on learning, the role of the type of comic producer (teacher or student) has not been studied much. Also, no research has been conducted in Iran that compares teacher-made and student-made comics. Therefore, the present study aimed to investigate the effect of teacher-made and student-made comics on fourth-grade elementary school students' comprehension and academic engagement in Persian lessons. Methods: The study utilizes a quasi-experimental design with a multi-group pretest-posttest format, including two experimental groups and one control group. The statistical population consists of all fourth-grade students in the central district of Pakdasht during the 2024-2025 academic year. A total of 90 students were selected through convenience sampling and randomly assigned to three groups of thirty students each. The experimental groups received instruction using teacher-created and student-created comics, while the control group followed traditional teaching methods. To collect data, researchers employed a reading comprehension test specifically developed for the study, alongside the Reeve Academic Engagement Questionnaire. To ensure validity, expert opinions from professors and teachers were gathered, and the validity of the reading comprehension test was confirmed with a CVR score of approximately 70%. Reliability was established using Cronbach’s alpha, resulting in a score of 0.707. The Analysis of Covariance (ANCOVA) was applied to interpret the collected data. Findings: The results reveal that comics significantly improved students' reading comprehension (F = 12.816, p = 0.000) and academic engagement (F = 15.906, p = 0.000). Additionally, the results of Scheffe’s test indicate no statistically significant difference in reading comprehension between teacher-created and student-created comics (p = 0.057). However, concerning academic engagement (Sig < 0.05), significant differences were observed between the groups using comics and the control group following conventional teaching methods. Conclusion: The findings of this study suggest that comics serve as effective tools for enhancing both reading comprehension and academic engagement. Among the two types of comics, teacher-created comics had a stronger impact on reading comprehension due to their structured design, while student-created comics facilitated higher engagement by actively involving students in the learning process. The combination of compelling visuals and minimal text in comics makes them an efficient medium for transmitting educational concepts. Significant differences were noted in academic engagement among the three groups: teacher-created comics, student-created comics, and the control group. In all four dimensions of academic engagement, student-created comics showed considerable differences compared to the control group. In behavioral and agentic engagement, teacher-created and student-created comics exhibited significant variations. Additionally, in cognitive engagement, teacher- created comics displayed noticeable differences compared to the control group. Given these results, integrating both teacher-created and student-created comics into instructional practices can provide educators with valuable strategies for improving reading comprehension and fostering student engagement.

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Original Research Paper

The effect of digital detox and electronic abstinence on various dimensions of psycho-social ‎ health: (A systematic review)

sedigheh ahmadi; Zahra Zeinali

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11995.3215

Abstract

Background and Objectives: In the current era, the presence of digital devices in everyday life has increased dramatically. Excessive screen use has had significant impacts on people of all ages. The intensity of using digital devices and the internet can have serious negative effects on the dimensions ... Read More Background and Objectives: In the current era, the presence of digital devices in everyday life has increased dramatically. Excessive screen use has had significant impacts on people of all ages. The intensity of using digital devices and the internet can have serious negative effects on the dimensions of psycho-social health, as one of the fundamental pillars of public health. This concept encompasses multiple dimensions, including physical, mental, emotional, and social health. In this regard, concepts such as digital detox and electronic abstinence have been proposed as novel strategies to mitigate harms associated with excessive technology use. Digital detox is defined as a temporary, intentional, and purposeful pause in using digital devices aimed at reducing stress, improving concentration, and enhancing the quality of social interactions. In contrast, electronic abstinence refers to the voluntary or deliberate limitation of digital technology use during specific times or situations. The objective of this study was to examine the effects of digital detox and electronic abstinence on various dimensions of psycho-social health. Methods: The research design was fundamental in purpose, descriptive in nature, and constituted a systematic review. The research population consisted of scientific articles related to the topic published between 2000 and 2024, retrieved from reputable databases including Google Scholar, Oxford University Press, ResearchGate, Springer, PubMed, Academia, ScienceDirect, Scopus, Web of Science, SID, and Taylor & Francis. Using purposive sampling, initially 68 articles containing the research keywords (digital detox, electronic screens, digital world, mental health, social health) were included. After applying inclusion criteria (topical relevance, full-text availability, publication year, scientific credibility) and exclusion criteria (lack of direct relevance, duplication, low quality), based on final quality assessment, 25 articles were selected for final analysis to answer the research question. Findings: Results were analyzed across five age groups: infants and toddlers; elementary school children; adolescents; university students; and adults. In the first category, digital detox was found to improve young children's mood, concentration, sleep, and behavior. In the second category, the findings indicated that this program enhances students’ social interactions at school and reduces distractions while increasing attention and concentration in class. In the third category, digital detox was effective in reducing nomophobia among adolescents. In the fourth category, digital detox was found to improve self-regulation and reduce stress levels among university students. Finally, in the fifth category, electronic abstinence was found to enhance quality of life among adults. Consequently, with few exceptions, all studies confirmed the effectiveness of digital detox and electronic abstinence programs in improving psycho-social health across age groups. Conclusion: Based on the findings of the current study, collaboration between industry, government, education systems, parents, and relevant institutions and individuals is essential to increase awareness and develop effective digital detox and electronic abstinence programs, particularly for at-risk groups such as children under age two, children with special needs, and students. Overall, the findings of this study indicated that raising awareness and implementing structured programs to mitigate the negative effects of electronic screens is essential. Collaboration of organizations, including the Ministry of Education, with educational officials and school teachers, coupled with parental cooperation for the purposeful implementation of detox programs, leads to improved academic and individual performance of students. This study, by examining the effects of digital detox and electronic abstinence, demonstrated that enhancing all dimensions of individuals' psycho-social health in the digital age is achievable through reducing excessive technology use.

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Original Research Paper

Formulation of a Conceptual Model for the Architectural Form of Skill-Oriented Higher Education Centers based on Effective Components of Environmental Psychology

N. Khosrojerdi; R. Mirzaei; S. M. Seyedol Hosseini

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2025.11688.3181

Abstract

Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design ... Read More Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design and environmental psychology, many academic spaces—such as the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad—lack integration of these principles. This gap manifests in inadequate physical comfort, diminished place attachment, and reduced educational effectiveness. The research underscores the scattered yet substantial scholarly discourse on spatial design, environmental potentials, and learning behavior, while noting the absence of a unified conceptual model. To address this, the study proposes a framework rooted in environmental psychology to guide the architectural design of skill-based higher education centers. The model aspires to be both comprehensive and adaptable, enhancing spatial responsiveness to pedagogical needs. The Faculty of Skills and Entrepreneurship serves as a contextual case study, supporting the framework’s application, validation, and generalization across similar educational environmentsMethods: This study employed a qualitative methodology based on grounded theory, using open, axial, and selective coding through MAXQDA software. Data were gathered via document analysis, surveys, and expert Delphi interviews. The conceptual model was developed and structured using Interpretive Structural Modeling (ISM) to hierarchize key variables.Findings: This study developed a conceptual model specific to the architectural setting of the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad. Expert insights guided the thematic grouping of open and axial coding results into 70 identifiers and 50 attributes. Through Delphi validation, 6 core dimensions and 28 components related to environmental psychology in educational spaces were identified. MAXQDA analysis enabled the graphical visualization of these variables in a hierarchical tree structure. Finally, Interpretive Structural Modeling (ISM) defined the causal relationships among the model’s key dimensions. Using MAXQDA and ISM, the study categorized environmental psychology factors into 4 observable and 20 latent variables.Conclusion: on of variables using the Interpretive Structural Modeling (ISM) method indicated that the emotional and functional dimensions occupy Levels 1 and 2, respectively, while the socio-cultural and meaning-making dimensions were positioned at Level 3. These hierarchical levels reflected the relative degree of influence each dimension exerts on the architectural form.

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Original Research Paper

Design and Validation of an Online Participation Model in Higher Education

S. Sharifati; Esmaeil Zaraii Zavaraki; H. R. Maghami; A. Delavar; F. Dortaj

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2025.11901.3206

Abstract

Background and Objectives: Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, ... Read More Background and Objectives: Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, online participation can increase student engagement and motivation by creating opportunities for collaboration, access to resources, and a platform for sharing academic achievements. Therefore, student participation in online learning should be further studied to determine its effects on student learning. The value of the traditional classroom environment is to engage. As a result, examining instructional design patterns and models with a systems approach, after examining instructional design patterns and models with a systems approach, it was found that most instructional design patterns prescribe inflexible methods due to the assumption that learners have identical learning approaches. We need to design and validate flexible models that are specifically productive based on specific conditions in specific areas and focus on performance improvement. The gap that exists in the past research is that the design and validation of the online participation model has not been addressed. What are the components of this pattern? Therefore, the present study sought to design and validate the online participation model with a qualitative method. With this method, in this research, the researcher examined the design of the online participatory model; therefore, this research can provide both empirical and theoretical background in the field of online participation model. The purpose of this research was to design and validate the online participation model. Methods: In this research, in order to identify the elements and components of the online participation model for students, a qualitative research method was used in two steps. which include: 1-research synthesis 2-interview with experts. Using the keywords "collaborative learning", "online participation", "online participation model" in the Scopus Science Direct, ProQuest, Eric, Springer and Google Scholar databases in the period from 2018 to 2024; then by applying the final criteria, 16 articles were selected as samples. In the qualitative interview section, in this section, the statistical population included professors and students in the field of educational technology in a state university. The inclusion criteria for the study included having a PhD in educational technology and having at least 5 years of teaching experience in an online learning environment. The sampling method was purposive and a semi-structured interview was conducted with 20 professors and students of the field of educational technology in the state university. Inductive qualitative content analysis method was used for data analysis. Findings: The result of the research showed that by examining the past research and the experts' point of view, there were 13 components including goals, learning theories, teaching and learning strategies, exploratory community, neurocognitive aspects, types of presence, interaction, content sequence, content type, infrastructure, evaluation, challenges and opportunities. The results of the research also showed that experts assessed the validity of the online participation model appropriately and that the online participation model had internal validity for students. Conclusion: In summary, this review of research synthesis on identifying the components of online engagement in higher education and providing a conceptual and operational model reveals a dual narrative in this regard. On the one hand, transformative capacities—from personalized learning to innovative teaching methods—offer considerable promise for improving engagement among faculty and students in online courses. As a result of this research, it can be concluded that the instructional model presented in this synthesis study can be used as an effective framework to increase the motivation and progress of students and professors in online instructional courses for greater participation and interaction. In addition, instructional programs should be provided to introduce technologies, tools, and strategies for increasing participation to professors and students, which would be useful in increasing their success in this field.

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Original Research Paper

A Systematic Review of Studies on Small Private Online Courses (SPOC)

M. Javdani; F. Rasti; F. Keshavarz

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11973.3216

Abstract

Background and Objectives: Today, information and communication technology, especially cyberspace, plays a special role in the transformation of the education system. Given the limitations of access to technological facilities in some schools and the need to create appropriate infrastructure, teachers ... Read More Background and Objectives: Today, information and communication technology, especially cyberspace, plays a special role in the transformation of the education system. Given the limitations of access to technological facilities in some schools and the need to create appropriate infrastructure, teachers must update their teaching methods using modern technology. New technologies such as massive open online courses (MOOCs) and small private online courses (SPOCs) have transformed the nature of education. MOOCs, with free access, unlimited capacity, and automated content, provide public education to millions of people, but teacher-student interaction is limited. In contrast, SPOCs are designed for small groups (ten people) with a focus on quality, interaction, and personalization. These courses are especially effective in professional education by combining online and face-to-face learning (such as a flipped classroom), direct feedback from teachers, and adapting content to the specific needs of organizations or educational communities. Therefore, this study examined the challenges and opportunities of SPOCs through a systematic review as a method for evaluating the existing evidence on SPOCs.Methods: The study was applied in terms of purpose and qualitative in terms of approach and was conducted as a systematic review using the PRISMA guidelines and the seven-step meta-synthesis method of Sandelowski & Barroso. The studies studied were selected through purposive sampling from reputable foreign databases between 2013 and 2023. In the aforementioned databases, the keywords of online courses, Spoke, and small private online courses were examined, and in the initial search, 504 articles were identified. Considering the inclusion and exclusion criteria, 20 articles were identified as eligible and entered into the coding and thematic analysis process according to Brown and Clark (2006).Findings: Open coding was performed on the data obtained from these studies in the initial stages, and 130 initial codes were identified and extracted using the initial study and categorized. The process of continuous comparison of the initial codes based on similarities led to the extraction of 4 main themes and 18 sub-themes related to SPOK. The main themes are: SPOK definitions and concepts, SPOK components, SPOK opportunities and SPOK challenges. The definitions include 4 categories: combined, comparative, participatory and conceptual definition. SPOK components also include goal, milestones, practice, evaluation, support and interaction. Opportunities and challenges were also identified from the perspective of students, instructors, experts and higher education institutions.Conclusion: The results of the studies show that the use of spokes can increase learning motivation, improve student satisfaction, and improve learning outcomes, and have been successful in developing computational skills and combating academic fraud; and if spoke courses are used in a different way in terms of content, they can be successful. The challenges ahead include the need for information technology skills, lack of access to reliable Internet, and time constraints. Also, in some cases, lack of sufficient social interaction may lead to a decrease in the sense of belonging and connection among the students. The results also indicate that spokes should be used in educational environments that require high flexibility and personalization. Also, in relation to the students' perspective, the results imply that students should become autonomous learners and show motivation and activism in the course.

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Original Research Paper

The impact of teaching method based on the Technological Pedagogical Content Knowledge (TPACK) model on academic performance and learning experiences of elementary school students in mathematics

Yasaman Alimohammadi; hadi pourshafei; MOHAMMAD Alizadehjamal

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12059.3243

Abstract

Background and Objectives: Research has shown that integrating technology into mathematics education through the Technological Pedagogical Content Knowledge (TPACK) model can enhance students' academic performance. GeoGebra, as a dynamic tool, facilitates the understanding of abstract geometric concepts ... Read More Background and Objectives: Research has shown that integrating technology into mathematics education through the Technological Pedagogical Content Knowledge (TPACK) model can enhance students' academic performance. GeoGebra, as a dynamic tool, facilitates the understanding of abstract geometric concepts and strengthens learning. However, challenges such as teachers' lack of skills, technical limitations, and unequal access to equipment have restricted the full utilization of this technology. In Iran, limited studies have explored the impact of TPACK and GeoGebra in elementary education, highlighting the research gap and the necessity of the present study. This study aimed to investigate the impact of a teaching method based on the TPACK model, using GeoGebra software, on the academic performance and learning experiences of fifth-grade elementary students in topics related to symmetry, perimeter, area, and volume. Methods: This research was conducted using a sequential explanatory mixed-methods approach. The population consisted of fifth-grade female students in Bojnurd during the 2023-2024 academic year. Sixty students were matched and assigned to experimental and control groups (30 each). The quantitative tool was a researcher-made test with high reliability (Cronbach’s alpha > 0.9), and the qualitative tool was semi-structured interviews. The experimental group received 21 sessions of 40-minute instruction using GeoGebra and the TPACK model, while the control group was taught traditionally. Quantitative data were analyzed by Analysis of Covariance (ANCOVA) using SPSS, and qualitative data were examined through thematic analysis. Findings: The quantitative findings, derived from a quasi-experimental design with pre-test and post-test, showed that GeoGebra-based instruction had a significant positive impact on students' academic performance across all four topics. The result of ANCOVA confirmed the superiority of the experimental group, with results for symmetry (F = 30.513, Sig < 0.05, partial η_p² = 0.349), area (F = 35.777, Sig < 0.05, partial η_p² = 0.390), volume (F = 23.254, Sig < 0.05, partial η_p² = 0.311), and perimeter (F = 24.094, Sig < 0.05, partial η_p² = 0.301). The qualitative findings, based on thematic analysis of semi-structured interviews with 10 students from the experimental group, revealed themes including the visual and interactive appeal of GeoGebra, facilitation of geometric concept understanding, increased motivation, enhanced group collaboration, reduced math anxiety, and technical challenges. These results demonstrate the potential of TPACK and GeoGebra in improving elementary mathematics education, while also highlighting the need to address technical barriers. Conclusion: This study, aimed at examining the impact of a TPACK-based teaching method using GeoGebra on the academic performance and learning experiences of fifth-grade elementary students in mathematics, demonstrated that this approach can serve as an effective strategy for enhancing the learning of mathematical concepts and strengthening students' cognitive and social skills. The overall findings indicate the high potential of this method in improving the quality of mathematics education and creating a dynamic learning environment. These results have significant implications for designing technology-based curricula and improving teaching methods in elementary education, contributing to the development of educational policies for integrating technology into classrooms. Limitations of the study include its focus on female students in a specific geographic area and the short duration of the educational intervention. Challenges included a lack of technological equipment in some schools, students' insufficient initial skills in using the software, and technical issues such as internet outages, which occasionally hindered the intervention. Future studies are recommended to explore the impact of this method across other grade levels and subjects. The findings can be utilized in developing technology-driven educational programs, designing teacher training workshops, and improving access to digital tools in the education system. This approach could be particularly effective in reducing educational inequalities and enhancing learning quality in underserved areas.

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Original Research Paper

Electronic dynamic assessment of students' awareness of mathematical proof functions

Fahimeh Kolahdouz; Nourooz Hashemi; Hamidreza Kashefi

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12074.3230

Abstract

Methods: This study is a mixed-methods research with a quantitative-qualitative approach, in which the quantitative part used a quasi-experimental research method with a single-group pre-test and post-test design. The statistical population consisted of 110 second-semester mathematics students in 2023 ... Read More Methods: This study is a mixed-methods research with a quantitative-qualitative approach, in which the quantitative part used a quasi-experimental research method with a single-group pre-test and post-test design. The statistical population consisted of 110 second-semester mathematics students in 2023 at one of the country's public universities, of whom 35 students participated in this study using a convenience sampling method. Data were collected through two researcher-developed questionnaires administered before and after the intervention to measure students' understanding of the purposes of proof, as well as an electronic dynamic assessment test. The test was developed using C++ and included five multiple-choice items accompanied by targeted, instructional feedback. The reliability of the questionnaires was confirmed using Cronbach's alpha (α = 0.7), and their validity was reviewed by expert faculty members. Quantitative data were analyzed using McNemar’s test to assess the significance of changes in students’ awareness of proof purposes. In addition, semi-structured interviews were conducted with 10 students to complete qualitative data analysis. Findings: Statistical analysis revealed significant differences between students' responses in the pre- and post-intervention questionnaires for seven out of eight proof purposes (p < 0.05). The most notable improvement was observed in the “organization” purpose, with the number of students recognizing it rising from 15 in the pretest to 31 in the posttest. Other purposes, such as ‘explanation and clarification,’ ‘discovery of new results,’ ‘application in other contexts,’ and ‘problem solving,’ also showed significant gains. The only purpose that did not exhibit a statistically significant change was ‘verification of truth,’ which was already well understood before the intervention. Interview analysis confirmed that electronic dynamic assessment helped students recognize conceptual relationships, internal structures of proofs, and better understand the educational aims of proof. Students reported that the test questions and feedback provided a novel and insightful experience in understanding proofs. Conclusion: The present study demonstrated that electronic dynamic assessment can serve as an effective tool for enhancing students’ awareness of the diverse functions of mathematical proof. Beyond mere evaluation, this type of assessment facilitates deeper learning of proof concepts and structures through instructional and interactive feedback. The findings align with previous research in mathematics education and highlight the pivotal role of assessments grounded in Vygotsky’s Zone of Proximal Development theory. It is recommended that mathematics educators incorporate interactive and feedback-driven models in the design of instructional and assessment activities to foster conceptual and purposeful understanding of proof among students. Such an approach not only helps students perceive proofs as tools for explanation, organization, discovery, and problem-solving, but also lays the foundation for developing mathematical reasoning and cultivating critical thinking. In doing so, students’ understanding of the nature and purpose of proof is transformed from a rule-based and repetitive view to a dynamic, analytical, and deeply applicable perspective.

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Original Research Paper

The relationship between Gardner's Multiple Intelligences and Study and Learning Strategies with Academic Performance using a Perceptron Neural Network

Marzieh Keramati nojedeh sadat; milad chabok

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12086.3232

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 ... Read More 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 network Methods: 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.

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Original Research Paper

The effectiveness of collaborative gamification on academic engagement and perceived enjoyment in mathematics education

Rahim Badri; Hossein Dehghanzadeh; Hamdullah Habibi; Zahra Arkani

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12089.3233

Abstract

Background and Objectives: The use of effective teaching methods for delivering educational content, particularly in mathematics education, has always been a key concern in educational systems. Research evidence indicates that low levels of active student participation and a decrease in positive emotional ... Read More Background and Objectives: The use of effective teaching methods for delivering educational content, particularly in mathematics education, has always been a key concern in educational systems. Research evidence indicates that low levels of active student participation and a decrease in positive emotional experiences in mathematics classes are significant challenges in this subject. Traditional teaching methods, in many cases, reduce academic engagement and students’ perceived enjoyment of classroom activities, creating conditions for demotivation and gradual disengagement from the learning process. Therefore, implementing changes and innovations in teaching methods and utilizing active learning approaches can play an important role in increasing participation, interaction, and positive emotional experiences among students. In recent years, schools and educational systems have increasingly focused on integrating technologies into the teaching process and curricula, particularly in mathematics education. In this context, a novel approach known as gamification has emerged. Gamification, through the use of game elements, has been introduced as an effective strategy to enhance academic engagement and create a pleasurable learning experience. Among these, collaborative gamification, which emphasizes group interaction, shared goals, and social support, holds great potential for strengthening academic engagement and students’ perceived enjoyment. Accordingly, the present study aimed to determine the effectiveness of collaborative gamification on academic engagement and perceived enjoyment in mathematics. Methods: This applied study used a quasi-experimental design with a pre-test and post-test. The statistical population consisted of third-grade female students with mathematics learning difficulties (mean age 9–10 years) in Marand County during the 2024–2023 academic year. A total of 30 students were selected using convenience sampling and then randomly assigned to the experimental group (15 students) and control group (15 students). After the pre-test, the experimental group received a 12-session, 30-minute per session (four sessions per week) gamified program, while the control group was taught using traditional methods. Data were collected using standardized questionnaires on academic engagement, mathematics attitude, academic emotions, and a teacher-made mathematics learning test. Data analysis involved descriptive and inferential statistics. Descriptive statistics included frequency, percentage, mean, and standard deviation, while inferential statistics included multivariate analysis of covariance (MANCOVA), Levene’s test, and Box’s test, conducted using SPSS 26. The significance level was set at p < 0.05. Findings: Levene’s test indicated that the assumption of equal variances between the experimental and control groups was met (p ≥ 0.05). Box’s test confirmed the assumption of equality of variance–covariance matrices for performing MANCOVA. The results of the multivariate analysis of covariance showed that collaborative gamification had a significant effect on academic engagement (F = 15.542, p< 0.001) and perceived enjoyment in mathematics (F = 17.836, p < 0.001), with significance at the 0.05 level. Conclusion: The findings indicate that collaborative gamification can serve as an effective and creative approach to enhance academic engagement and perceived enjoyment in mathematics classes. Accordingly, it is recommended that teachers and educational planners, instead of relying solely on traditional methods, adopt collaborative gamification to create interactive, engaging, and enjoyable learning environments.

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Original Research Paper

Improving decision-making in beginner basketball players using virtual reality and video simulation technologies

Zahra Vazifeh; Shahzad Tahmasebi Boroujeni; Elahe Arabameri

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.12105.3239

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, ... Read More 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.

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Original Research Paper

Investigating the Relationship between TPACK and Online Assessment Skills and Demographic Characteristics of Primary School Teachers

Z. BaBaei; S.A. Azimi; Yasamin Abedini

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11876.3205

Abstract

Background and Objectives: With the expansion of digital technologies and their increasing role in teaching and learning processes, teachers require knowledge and skills that enable them to effectively integrate technology, content, and pedagogy. An essential aspect of this knowledge is the ability to ... Read More Background and Objectives: With the expansion of digital technologies and their increasing role in teaching and learning processes, teachers require knowledge and skills that enable them to effectively integrate technology, content, and pedagogy. An essential aspect of this knowledge is the ability to conduct online assessments, which can enhance students’ learning experiences and since the elementary school is the first time that students are exposed to formal education and has a significant impact on their growth and learning, it is doubly important for teachers of this age to have knowledge of TPACK. Currently, qualitative and descriptive assessment is prevalent in elementary schools, and teachers use a variety of tools and methods. With the development of information technology, the need for online assessment at this stage is felt more than ever, but this method of assessment, especially in the elementary school, is accompanied by numerous challenges. The difficulties of descriptive assessment in the digital space double the need to improve teachers' online assessment skills. The primary objective of this study was to analyze the current state of integrating technology, content, and pedagogical approaches in online teaching and assessment, as well as to investigate the demographic factors influencing these skills. Methods: This research was applied in terms of purpose and quantitative, non-experimental or more precisely descriptive. Since in this research, the researchers' goal was to investigate the level of technology integration knowledge and online assessment skills of elementary school teachers and its relationship with demographic characteristics, the method of this research could be considered descriptive. The statistical population of this research comprised of teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. To conduct this research, the shortened TPACK Knowledge Questionnaire by Schmidt et al (2020) with a Cronbach's alpha of 0.77 to 0.91 and the researcher-made online teacher assessment skill questionnaire were used. The reliability of the shortened TPACK Knowledge Questionnaire and the online teacher assessment skill questionnaire was calculated as 0.964 and 0.949, respectively. Standard questionnaires were designed in two sections: TPACK knowledge and online assessment skills and distributed to elementary school teachers. After collecting data, the findings were analyzed at two levels of descriptive and inferential statistics. At the descriptive level, frequency and percentage, mean and standard deviation were used, and at the inferential level, Kolmogorov-Smirnov test, independent t-test, analysis of variance, and least difference between means test were used. Findings: The results of the study showed that elementary teachers had relatively high knowledge of TPACK and were able to integrate technology, content, and pedagogy well; but they faced challenges in online assessment skills, especially in areas such as initial assessment, peers, and emotional feedback. However, they performed better in assessing assignments and promoting learning. Also, demographic characteristics such as education, teaching experience, and to some extent gender were influential on the level of TPACK knowledge and online assessment skills of teachers.

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Original Research Paper

The Impact of STEAM-Based Scratch Programming Instruction on the Critical Thinking of Sixth-Grade Female Students in Karaj

Masoumeh al saadaat Abtahi; Parvaneh Fath Ali Beigi

Articles in Press, Accepted Manuscript, Available Online from 18 February 2026

https://doi.org/10.22061/tej.2026.11082.3103

Abstract

Background and Objectives: This research aims to examine the impact of Scratch-based programming instruction grounded in the STEAM approach on learners’ critical thinking. Programming instruction using Scratch—a visual, block-based programming language—can significantly enhance critical ... Read More Background and Objectives: This research aims to examine the impact of Scratch-based programming instruction grounded in the STEAM approach on learners’ critical thinking. Programming instruction using Scratch—a visual, block-based programming language—can significantly enhance critical thinking skills and facilitate the learning of programming content. This approach, rooted in STEAM (Science, Technology, Engineering, Art, and Mathematics), helps learners acquire the essential skills needed in the digital age through practical and interactive methods. The utilization of Scratch, owing to its visual features and block-based structure that enables a hands-on experience of fundamental programming concepts, can effectively bridge the gap between theory and practice while reinforcing students’ cognitive and logical abilities. Previous research has demonstrated that integrating interactive instructional methods with multimedia environments increases self-efficacy, creativity, and learner engagement with educational content. Consequently, employing Scratch in the instructional process not only familiarizes students with basic programming concepts but also boosts their learning motivation and active participation in developing the skills required for the digital era. This study aims to provide a scientific foundation for designing interdisciplinary courses that prepare students for future challenges by precisely examining the educational effects of Scratch. Methods: The current research, based on its objective, application, and work approach, is quasi-experimental, using a pretest-posttest design with three groups: one control and two experimental groups. Out of 48 participants, 16 were assigned to the control group, 16 to the group taught with the STEAM approach, and 16 to the traditional teaching group. The population of this research includes all sixth-grade female students in Karaj city. A school with two sixth-grade classes was randomly selected. In order to gather the required data, both library and field research methods were utilized. In addition to eight sessions of Scratch programming teaching with the STEAM approach, Rick's Critical Thinking Questionnaire was used for the critical thinking variable, and a researcher-made questionnaire was used for the programming content learning variable. Findings: The results showed that the programming education using Scratch software based on the STEAM approach has been influential on learners’ critical thinking and programming content learning. The findings indicate that Scratch-based programming instruction within the STEAM framework has a significant positive impact on critical thinking components, specifically creativity (coefficient= 0.421), cognitive engagement (coefficient= 0.233), and cognitive maturity (coefficient= 0.267). Conclusion: The outcomes indicate that programming education and cognitive maturity in critical thinking have a positive correlation with each other, and as students' programming skills increase, their cognitive maturity in critical thinking also increases. In other words, as programming skills increase, improvements are observed in students' creativity, intellectual participation, and cognitive maturity, which underscores the importance of designing interdisciplinary courses tailored to learners’ needs for developing critical thinking and self-regulatory abilities.

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Journal Metrics http://jte.sru.ac.ir/journal/metrics
Journal date created	2007
Volume published	18
issues published	70
Articles published	793
Authors numbers	1,703
Google h-index	19
Google total citations	2770
Google i10 index	64
ISC quartile	Q1
Submission numbers	2,359
Indexing databases	17
Acceptance rate	24%

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