Technology of Education Journal (TEJ)

Original Research Paper Educational Technology - Blended Learning

The Impact of Blended Learning on Cognitive Presence and Teaching Presence of Elementary Students in the Science Course

M.R. Heydari; E. Zaraii Zavaraki; M. Vahedi

Volume 18, Issue 4 , October 2024, Pages 787-798

https://doi.org/10.22061/tej.2024.10540.3021

Abstract

Background and Objectives: After the Corona epidemic, educational systems were forced to move to online instruction and learning. Despite its advantages, online instruction could not overcome some of its challenges, such as the sense of presence of learners; therefore, the importance of using the blended ... Read More Background and Objectives: After the Corona epidemic, educational systems were forced to move to online instruction and learning. Despite its advantages, online instruction could not overcome some of its challenges, such as the sense of presence of learners; therefore, the importance of using the blended learning approach for the educational systems of the world, especially the educational system of our country, was clearly clarified. Blended learning, which overcomes the challenges of online learning and face-to-face learning by blending online and face-to-face learning, and brings benefits such as increased flexibility, increased cost effectiveness, and time saving, has attracted the attention of teachers and learners. However, a fundamental challenge for the teachers is designing, implementing and evaluating a blended learning in order to achieve high-level learning and presence. In this regard, it is important to pay attention to cognitive presence and teaching presence, which are elements of the community of inquiry framework. Therefore, the purpose of the present study was to investigate the effect of blended learning on the level of cognitive presence and teaching presence of elementary school students in the science course.Methods: The research method was a semi-experimental of pre-test-post-test type with a control group. The statistical population included all fifth-grade students in Shahryar, who were studying in the academic year 2022-2023. Using available sampling method, 60 students were selected; 30 students were randomly assigned to the experimental group and 30 students to the control group. The experimental group spent six sessions in the form of blended learning and the control group spent six sessions in the form of face-to-face learning. In order to check the changes before the intervention, a pre-test was performed on both groups, and after the intervention, a post-test was performed on both groups. The data collection tool in this research was the questionnaire of cognitive presence and teaching presence of Arbaugh et al. (2008). The reliability of the questionnaires of cognitive presence and teaching presence was calculated based on Cronbach's alpha values of 0.91 and 0.83, respectively. To analyze the research data, statistical methods were used at two descriptive (mean and standard deviation) and inferential (correlated t-test and multivariate covariance analysis) levels.Findings: Based on the results of paired samples t-test, there was a significant difference between the pre-test and post-test stages in the variable of cognitive presence in both experimental and control groups and in the variable of teaching presence only in the experimental group (p≥ 0.001). The results of covariance analysis showed that the effect of blended learning on cognitive presence and teaching presence was greater than that of face-to-face learning (p≥0.01).Conclusion: The results of the research showed that blended learning and face-to-face learning are both effective in increasing cognitive presence, but only blended learning is effective on teaching presence. Blended learning has a greater impact on cognitive and teaching presence compared to face-to-face learning. Therefore, blended learning by blending face-to-face and online learning has more effectiveness in the amount of cognitive and teaching presence and can be a suitable alternative to fully face-to-face learning in the educational system of our country, and it is suggested that the educational system adopt this approach in formal mainstream education.

Original Research Paper Virtual Reality

The Effect of Practices Based on Virtual Reality Technology and Real-World Ones on Learning Selected Perceptual-Motor Skills

F. Tahmasbi; S.K. Salehi; O. Golpira

Volume 18, Issue 4 , October 2024, Pages 799-812

https://doi.org/10.22061/tej.2024.10679.3042

Abstract

Background and Objectives: The expansion of new technologies has led to the emergence and increasing diversity of efficient educational methods. By utilizing the potential capabilities of these technologies, new opportunities have been provided for the effective transfer of knowledge and learning tasks. ... Read More Background and Objectives: The expansion of new technologies has led to the emergence and increasing diversity of efficient educational methods. By utilizing the potential capabilities of these technologies, new opportunities have been provided for the effective transfer of knowledge and learning tasks. Among these technologies, virtual reality (exergaming) technology with recent advances has led to the opening of new ways for effective teaching and learning of skills by utilizing capabilities such as simulation of educational environments, providing real-time feedback, increasing activity and energy expenditure, and deep immersion of the learner. In this regard, the present study was conducted with the aim of investigating the effect of practices based on virtual reality technology and Real-world ones on learning selected perceptual-motor skills in football.Methods: The present study was a quasi-experimental research with a practical purpose. In this study, among the male students studying in the third to fifth grade of primary schools in the District 4 of Tehran, a total number of 30 participants were selected according to the research objectives and and based on the pre-test scores, they were assigned to three groups of 10 participants, including exergame, real practices, and control groups. To collect data, a demographic questionnaire, Speed Dribbling Test, More- Christian Pass and Shot Test (with content validity and test-retest reliability of 0.90 to 0.93) as well as the Xbox 360 device were used. After completing the personal information questionnaire and the consent form, the participants first received preliminary training about the criterion task and received the necessary information, and after participating in the pre-test, they entered the acquisition phase. At this stage, the experimental groups (exergame and real practices) practiced the intended skills (passing, dribbling and football shooting) separately for eight sessions of 45 minutes. For all participants, after the last training session, the post-test and 72 hours later, in order to measure the motor learning phenomenon, the retention test and ten minutes after that, the transfer test was performed and their scores were recorded. To analyze the data, the Shapiro-Wilk test, Levene's test, and Mixed ANOVA were used.Findings: The findings showed that there was a significant difference between the scores obtained by the experimental groups of virtual reality practices (exergame), real practices and control in both the acquisition, retention and transfer test (p<0.05) and this difference in the virtual reality practices groups and real practices was more significant. This means that these groups performed better than the control group both in the acquisition, retention and transfer test. In addition, no statistically significant difference was found between the performance of virtual reality practices and real practices in the research phases (P>0.05). Conclusion: The results of this research emphasized the usefulness and importance of using practices based on virtual reality technology and real practices in instruction of perceptual-motor skills to children. Based on the results, teachers and trainers are suggested to use practices based on virtual reality technology in order to improve children's motor learning in addition to real practices.

Original Research Paper Electronic learning- virtual

The Effectiveness of Context-Based Physics Education on Self-Regulation, Self-Efficacy, and Learning of Middle School Students in Online Physics Education

F. Sedaghat; F. Khodadadi Azadboni

Volume 18, Issue 4 , October 2024, Pages 813-828

https://doi.org/10.22061/tej.2024.8908.3028

Abstract

Background and Objectives: The COVID-19 pandemic has significantly impacted the education system worldwide, leading to a sudden shift to virtual and electronic learning. With the closure of schools, remote learning has become a major challenge for every education system. It is clear that if new physics ... Read More Background and Objectives: The COVID-19 pandemic has significantly impacted the education system worldwide, leading to a sudden shift to virtual and electronic learning. With the closure of schools, remote learning has become a major challenge for every education system. It is clear that if new physics content is taught using traditional (conventional) methods and not utilizing innovative teaching methods appropriate to the content, the new goals of the physics curriculum will not be achieved. Physics, by providing the ability to understand the relationship between observed phenomena and the concepts and laws governing the natural world, expands the mind in such a way that prepares individuals well for participation in society and solving future problems and crises through scientific methods and precise planning. The use of active teaching methods, especially a context-based approach, plays a fundamental role in understanding physics concepts. The present study aimed to investigate the impact of context-based physics education on the learning, self-regulated skill and effectiveness of students in the virtual learning environment.Methods: The present research method was a quasi-experimental pre-test - post-test design with a control group. The statistical population of this study included all 8th-grade students of the first secondary school of the Enghelab school in district 2 of Mashhad in the academic year 2020-2021. Using the available sampling method, 60 female 8th-grade secondary school students were selected from the Enghelab public school. These individuals were randomly divided into two groups of 30 students, an experimental group and a control group. The experimental group received a 90-minute Curriculum-Based Instruction intervention for eight sessions while the control group received traditional instruction. The subject of the research was static electricity. To collect the data, the standard self-regulation questionnaire by Bouffard et al. (1995) and the standard self-efficacy questionnaire by Sherer et al. (1998) were used. In this research, researcher-made questions were used to assess learning. The test-retest method was used to determine the reliability of the instruments. Both groups were evaluated before and after the intervention in the virtual space using the researcher-made learning questionnaire, the Bouchard self-regulation questionnaire, and the Sherer self-efficacy questionnaire. The results of both groups were examined and compared using analysis of covariance, standard deviation, and regression.Findings: The results of the analysis of covariance test showed that the difference between the post-test of the two groups in the variable of self-efficacy (P=0.001, F=72.86) and self-regulated learning (P=0.001, F=80.90) was significant at the level of.01. Therefore, it can be concluded that there is a significant difference in the scores of self-regulated learning and self-efficacy between the experimental and control groups in the post-test. The results also showed that the adjusted mean of the physics scores of the experimental group is higher than the control group, so the physics education with the context-based approach has an effect on increasing the learning of students in the first year of high school.Conclusion: Based on the results of the present study, despite the educational limitations in the virtual space, it can be concluded that the use of a context-based approach in teaching physics has a positive impact on the self-efficacy, self-regulation, and learning of middle school students. This method, by creating diverse learning opportunities, leads to increased knowledge and a broader understanding of the topics in electricity physics. Since physics covers a wide range of subjects that prepare individuals for participation in society and solving future problems and crises, the use of active and context-based methods in physics classes can create an effective and practical educational system. It is suggested that to achieve a dynamic and creative educational system, active and context-based methods should be used. This will lead to the creation of intellectual transformation and fundamental changes in the structure, methods, patterns, ideas, and attitudes.

Original Research Paper Education technology -training course

Investigating the Effectiveness of Teaching by Gamification on Mathematical Self-directed Learning of the Tenth-grade Technical and Professional Students

M. Sheybani; N. Yaftian

Volume 18, Issue 4 , October 2024, Pages 829-842

https://doi.org/10.22061/tej.2024.10728.3045

Abstract

Background and Objectives: One of the fundamental difficulties in educational systems has been the academic decline of students in basic subjects such as mathematics. Various factors, such as the low level of self-directed skills of students, affect their mathematical progress. Becoming independent is ... Read More Background and Objectives: One of the fundamental difficulties in educational systems has been the academic decline of students in basic subjects such as mathematics. Various factors, such as the low level of self-directed skills of students, affect their mathematical progress. Becoming independent is one of the goals of self-directed learning and the necessity of the math classroom. Most of the time, students are dependent on the teacher in math lessons and are unwilling to solve challenging problems. Cultivating independent learners who can be curious, creative and able to lead their learning is one of the main goals of any educational system. Self-directed learning can increase self-confidence, independence, learning capacity to remember material over a long period of time, and students' ability to transfer concepts and develop lifelong learning skills in themselves. Active teaching methods can be used to improve students' self-directed learning level. One of the active teaching methods is gamification teaching. The purpose of this research was to investigate the effect of gamification teaching on the mathematical self-directed learning of the tenth-grade technical and professional students.Methods: The current research was conducted using semi-experimental method with a pre-test-post-test design with a control group. The statistical population of the research included female students of the 10th grade of Varamin studying at technical and vocational high school, and the sample included 194 students (96 people in the experimental group and 98 people in the control group) who were selected by convenience sampling. During eight sessions, the students of the experimental group were taught some of the challenging math concepts with the help of gamification, and in the control group, the conventional and traditional method was used to teach the same math concepts. The research instrument was a mathematical self-directed questionnaire that included 15 items that measured the components of learning motivation, planning and implementation, self-monitoring and interpersonal communication. Cronbach's alpha of the math self-directed questionnaire was 0.892 and Cronbach's alpha was obtained for the components of learning motivation, planning and implementation, self-monitoring and interpersonal communication, as 0.846, 0.787, 0.735 and 0.704 respectively. For data analysis, descriptive statistics such as frequency distribution tables, mean, standard deviation and inferential statistics such as multivariate covariance analysis were used.Findings: The results of the multivariate covariance analysis test showed that teaching by gamification in the experimental group, except for the learning motivation component (F=2.648, Sig=0.105) on other components of students' mathematical self-directed including planning and implementation (9.524) =F, Sig=0.002), self-monitoring (F=10.248, Sig=0.002) and interpersonal communication (F=5.598, Sig=0.019) had a significant effect so that the average scores the experimental group were significantly higher than those of the control group, and also the mean of learning motivation component increased in the experimental group, but the difference was not significant.Conclusion: The results of the data analysis showed that teaching by gamification has an effect on promoting the independence and responsibility of students' learning in mathematics and on the three components of self-directed learning in mathematics. In other words, teaching by gamification had a positive effect on students' self-directed learning by creating a feeling of need to learn and accepting their role and responsibility in it. The research results showed that teaching by using games had a positive effect on their mathematical performance by increasing the level of interactive learning and creating independence in students. Teachers, authors of textbooks, planners and educational experts can benefit from the results of this research to improve and modify educational methods.

Original Research Paper Virtual Reality

Explaining and Assessment of the Effectiveness/ Impact of Using Computer Simulation on the Academic Motivation of Architecture Students (Building Construction II)

A. Sedaghati; B. Motiei

Volume 18, Issue 4 , October 2024, Pages 843-858

https://doi.org/10.22061/tej.2024.10906.3076

Abstract

Background and Objectives: Motivation plays a fundamental role in the academic success of architecture students. It appears that students in architecture colleges lack the necessary motivation to learn theoretical courses, especially technical and construction-related courses. Given the nature of the ... Read More Background and Objectives: Motivation plays a fundamental role in the academic success of architecture students. It appears that students in architecture colleges lack the necessary motivation to learn theoretical courses, especially technical and construction-related courses. Given the nature of the architecture field and its distinctiveness in education compared to other disciplines, the goal of this research was to investigate the use of computer simulation as a transformative tool in the dynamic landscape of education and its impact on the motivation of architecture students.Methods: This applied research employed a quasi-experimental design with a control group for data collection. In order to collect the required data, Harter questionnaire was used, which was analyzed for reliability and subjected to a preliminary analysis of covariance with a covariance test. The population of the study consisted of students of Building Construction II course at Urmia Azad University. After conducting a preliminary test with students in the experimental group and 30 students in the control group, they were selected in a way that the average scores of both groups in the mentioned test were equal.Findings: Based on the research findings, it can be said that one of the main factors in human performance and behavior is motivation. Motivation leads individuals to move and act, and in educational environments, motivation has a direct correlation with the learning, memorization, and academic progress of students. The more motivation there is, the more academic progress will be made. Motivation is divided into two components: intrinsic motivation and extrinsic motivation; the statistical analysis confirmed the research hypothesis regarding the impact of using computer simulation on the motivation of students in the course of building construction II. In the realm of intrinsic motivation, there was a significant and meaningful difference between the experimental group and the control group. A noticeable increase in intrinsic motivation grades of the post-test compared to those of the pre-test was observed in the experimental group, and there was also a minimal difference in pre-test and post-test scores in the control group, indicating the effect of using this technology in increasing the intrinsic motivation of architecture students. In the extrinsic motivation component, the experimental and control groups showws a significant difference in post-test scores. The extrinsic motivation of students who were trained using computer simulation technology differed from those trained using conventional methods, and the higher average scores of the experimental group in the post-test demonstrated an increase in motivation among the students in this course.Conclusion: The use of computer simulation in teaching technical courses in the field of architecture led to a significant increase in motivation among architecture students. The noticeable improvement in the final exam grades of students who used this technology for learning compared to those of the control group confirmed the positive impact of using computer simulation. The effectiveness of simulation materializes when the mental principles and basics of courses are taught through other methods, and then simulation is used for supplementary teaching. In general, it is more effective when it is used alongside traditional methods- that is, simulation serves as a complement to traditional teaching methods in courses.Methods: This applied research employs a quasi-experimental design with a control group for data collection. The Harter questionnaire serves as the primary data collection tool, with analysis conducted using the analysis of covariance test. The study targets students enrolled in Building Construction II at Urmia Azad University. Two groups of 30 students each are formed with statistically equivalent average scores to ensure comparability. Findings: Based on the findings, it can be said that motivation mobilizes individuals and has direct correlation with learning, memory, and academic progression in educational environments. Motivation is divided into intrinsic and extrinsic, as the statistical analysis confirms the research hypothesis regarding the impact of using simulations on students' motivation in the building construction II course. Intrinsic motivation shows a significant difference between the experimental and control groups. A significant increase in post-test intrinsic motivation scores compared to pre - test scores in the experimental group, as well as a minimal difference in pre - test and post - test scores in the control group, indicate the effect of using this technology in increasing students' intrinsic motivation. Additionally, in the extrinsic motivation component, there is a significant difference in the post - test between the experimental and control groups. The extrinsic motivation of students who were taught through computer simulations differs from those taught in the conventional method, with higher average scores in the post - test in the experimental group indicating an increase in this motivation.Conclusion: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end - term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches.: The use of computer simulation in technical education leads to a significant increase in motivation among architecture students. A notable improvement in the end-term grades of students who utilized this technology compared to the control group supports the positive impact of its use. Its effectiveness is evident when mental principles and concepts are taught through other methods first and then supplemented with simulation for further learning. Overall, it is most effective when used in conjunction with traditional methods, serving as a complementary tool to conventional approaches.

Original Research Paper Technology-based learning environments

Investigating the Effect of Split Attention and Self-Regulation in Multimedia Learning Environments on Students' Learning and Perceived Cognitive Load

F. Kadkhodavand; A. Momeni rad

Volume 18, Issue 4 , October 2024, Pages 859-874

https://doi.org/10.22061/tej.2024.10617.3036

Abstract

Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia ... Read More Background and Objectives: Education and learning are based on correct communication and this communication is dependent on choosing the right media. Multimedia is one of the most effective media for learning due to its many advantages. But in some cases, despite spending a lot of time and cost on multimedia design, the results are not satisfactory. Failure to pay attention to the principles of educational design, individual characteristics of learners, learning processes, and human cognitive structure in many cases leads to ineffective multimedia design and production that prevent learning. One of the influential theories on educational design is cognitive load theory. In poor designs, such as the effect of split attention, where complementary and essential information is not located near each other, it imposes an additional load on the memory and disrupts the processing and learning. As a result of the split attention due to the limited capacity of active memory, it is assumed that if the image and the related text are placed in the vicinity of each other, the cognitive processing of the two contents will be done at the same time and optimal cognitive resources will be consumed. The present study was conducted to investigate the effect of split attention in multimedia on learning and the perceived cognitive load of students with self-regulation moderation.Methods: This research was practical in terms of purpose and in terms of method, it was quasi-experimental research with a pre-test-post-test design with a control group. The statistical population of this research included all the female students of the third-grade primary schools in Hamedan in the academic year 2022-2023. In this research, Rah Noor 1 girls' primary school was selected using the available sampling method. Among 24 third-grade students, 12 were placed in the experimental group and 12 in the control group using random assignment. To determine the level of students' self-regulation, Buford’s (1995) self-regulation questionnaire was used. For education, the researcher made two educational multimedia, which included educational multimedia with the effect of dividing attention and educational multimedia without this effect. A week before the training, the learning pre-test was performed on the students of both groups. The students of both groups completed the PASS (1992) cognitive load (mental effort) scale in the middle and at the end of the training and immediately participated in the learning post-test. In this research, SPSS statistical software was used to provide descriptive statistics (dispersion and centrality indices) and inferential statistics (Kolmogorov-Smirnov tests, ANCOVA, and independent t-test) for data analysis.Findings: The results showed that the control group performed better in the learning tests than the experimental group (split attention effect) and received less cognitive load. However, the findings indicated that self-regulation had no significant moderating role in learning and the perceived cognitive load of students who were under multimedia education with the effect of split attention.Conclusion: If the text and image information are integrated, there is less need to search and process. Therefore, less additional load is imposed on the memory and thus facilitates learning. Self-regulating students do not have the possibility of optimal processing without training appropriate strategies for processing non-optimal designs, because they face two types of additional load imposed on their memory.

Original Research Paper Blended Learning

Investigating the Effect of Vector Drawing on Students' Learning, Engagement in Mathematics

Sh. Fazli; S.R. Emadi

Volume 18, Issue 4 , October 2024, Pages 875-884

https://doi.org/10.22061/tej.2024.10545.3022

Abstract

Background and Objectives: Mathematics is one of the basic skills that is considered as as one of the important and fundamental subjects during education, and a significant number of students face challenges in this subject. The teaching and learning of mathematics is not only limited to transferring ... Read More Background and Objectives: Mathematics is one of the basic skills that is considered as as one of the important and fundamental subjects during education, and a significant number of students face challenges in this subject. The teaching and learning of mathematics is not only limited to transferring concepts and definitions to students, but the math program is responsible for developing and generalizing concepts, creating motivation, fostering creativity, and applying and creating connections between students' learning. However, it can be seen that the traditional methods of teaching mathematics, despite a long history, have not been able to positively affect the process of learning and teaching mathematics of students. Researchers have sought to find a way to solve the problems of the teaching and learning process so that students can better understand the basic foundations of mathematics. With the advancement of technology and the use of computers in various branches of science, the way was paved for the use of technology in education. Among the applications of this technology, which is receiving more attention every day, is the role it can play in the learning process. With the growth and expansion of the use of computer technology in the learning process, the design of graphic learning environments has become increasingly important, and one of these graphic methods is vector graphics. Drawing can be an effective educational medium in education, because it enables the teacher to present information with different media through sound, text, animation and image. In other words, teaching with the multimedia graphic design method provides the right context to complement the teacher's efforts to attract attention, improve understanding and involve the person in learning. The purpose of this research was to determine the effect of vector graphics on the learning and engagement of students in mathematics.Methods: The research method was an experimental with a pre-test-post-test design with a control group. The statistical population included all fifth-grade female students of the Qahavand district in the academic year of 2020-2021, which was 188. The statistical sample consisted of 30 people (15 subjects in the experimental group and 15 in the control group) who were selected from the female students of the fifth-grade primary school through an available sampling method. The experimental group was trained through Illustrator software during 8 sessions, and the control group received the usual training. The data collected by Reeve's (2013) academic engagement and learning (researcher-made) questionnaires in mathematic. Descriptive statistics indicators such as mean and standard deviation were used to analyze the data, and multivariate covariance analysis was used to check the research hypotheses.Findings: The results showed that teaching with the help of vector graphics had a greater effect on the level of learning and engagement of students in mathematics lessons compared to teaching in the usual way. Based on the results of vector graphics training, it had a positive and significant effect on students' learning (F=9.34, P<0.01) and engagement (F=27.17, P<0.01) of students.Conclusion: The findings of the present study showed that the use of vector graphics teaching method is effective on the level of learning and academic engagement in mathematics. Considering the importance of multimedia patterns in education and the attractiveness of multimedia methods such as graphics for learners, it is suggested that teachers use vector graphics in teaching mathematics. Also, education can increase the quality of education by empowering teachers to use multimedia technologies, and considering multimedia principles in the design of textbooks, and helping students learn better.

Original Research Paper Educational Technology - Blended Learning

Comparison of the Effect of Teaching Methods Based on Digital and Traditional Storytelling on Farsi Reading and Writing Skills among the First Graders in Primary Schools

M. Omidi Shal; B. Bandali; Mahmood Abolghasemi; S. Saadati

Volume 18, Issue 4 , October 2024, Pages 885-900

https://doi.org/10.22061/tej.2024.10763.3055

Abstract

Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. ... Read More Background and Objectives: Reading and writing, in addition to being considered as the human necessities for today life, are one of the pillars of literacy and basic skills in education and learning. One of the goals of the literacy is to develop and strengthen the reading and writing skills of students. However, some national and international studies have shown the weakness of Iranian students in these two skills. In addition, weakness in reading and writing causes problems in understanding other subjects as well. Therefore, due to the important role of reading and writing skills in the learning and academic progress of students, as well as the need to investigate the factors affecting the academic performance and the efficiency of the educational system, the investigation of this issue was considered in this research. Given the components of reading and writing skills, as well as inefficient teaching methods resulting in this failure, one of the activities that can play an effective role in solving the problem is storytelling. With the development of technology in different fields, digital storytelling has also been used in education. Previous research revealed the positive effect of using traditional and digital stories in teaching different subjects, competencies and skills among learners, but no comparison was made between them. Therefore, the purpose of this research was to compare the effect of two teaching methods based on digital and traditional storytelling on the reading and writing skills of first-grade primary school students.Methods: This was an applied study carried out with quantitative approach and quasi-experimental design. A sample of 50 students of the first grade of an all-boys primary public school in Rasht, Iran in the academic year of 2022-2023 were selected through convenience sampling method to participate in this research. They were assigned to experimental and control groups. Five letters of the first primary Persian Literacy were taught in the experimental group by presenting a digital story. In the control group, the same letters were taught through the same stories in a traditional way by the teacher. The stories were approved by educational experts and first grade school teachers as well. After teaching each letter, both groups took part in a test developed by the team leader of first grade teachers district 1 of education department in Rasht. The validity of the tests was confirmed by educational experts and elementary teachers. To ensure reliability, the measurement process was repeated for five letters of the Persian alphabet, all research processes were documented and the subjects' normal conditions were maintained in the evaluation process. The data were analyzed via inferential statistics methods including Anderson-Darling test, the Mann-Whitney U test and independent samples t-test.Findings: Results showed that the mean scores of both groups in all tests were similarly above the theoretical mean and no significant difference was found considering the performance of the two groups.Conclusion: Considering the capabilities that storytelling has in improving learning outcomes, it can be said that using stories, both in traditional and digital form, can be used as an effective method in teaching Persian and improving the reading and writing skills of primary school students. Also, accuracy in educational design and appropriate learning activities can enrich the use of traditional and digital stories in the education process.

Original Research Paper E-Lerning

The Effect of Personalized Education Based on Learning Styles on Learners' Cognitive Load in E- Learning

M. Abedin; E. Pazouki; R. Ebrahimpour

Volume 18, Issue 4 , October 2024, Pages 901-920

https://doi.org/10.22061/tej.2024.10376.3003

Abstract

Background and Objectives: Learning has consistently been one of the aspects of human development since the beginning of human existence on the Earth, encompassing all aspects of human life and holding a special place in human life plans. On the other hand, technological advancements in recent decades ... Read More Background and Objectives: Learning has consistently been one of the aspects of human development since the beginning of human existence on the Earth, encompassing all aspects of human life and holding a special place in human life plans. On the other hand, technological advancements in recent decades have rapidly brought about significant changes in the realm of education and learning. One of the most prominent impacts of technological progress in the field of learning is the emergence of e-learning; a tool that enables learners to access educational resources at any time and place. Regarding the fact that every person has individual traits, preferences, and tendencies, traditional education's "one-size-fits-all" approach can be seen as one of its fundamental flaws. Learning styles, as one of the most important factors influencing learning, represent an individual's preferences and ways of processing and understanding information. Therefore, providing adaptive education based on learners' learning styles, with the aim of enhancing educational efficiency and reducing cognitive load during teaching, is both essential and inevitable. This research aimed to investigate the impact of adaptive education based on learners' learning styles. In order to achieve this, learners' learning styles were identified using an online platform and the Felder-Silverman Learning Style Indicator questionnaire, and educational content was automatically generated and presented to learners accordingly. Finally, the performance of the learners and cognitive load during instruction were examined.Methods: A total number of 37 male and female undergraduate computer science students with an average age of 20.3, participated in this study. Initially, the participants were divided into two groups, and their learning styles were determined using the Felder-Silverman Learning Style Indicator questionnaire. Subsequently, one group received educational content tailored to their learning styles, while the other group received content not aligned with their learning styles. After studying the provided material, the cognitive load and learning outcomes of the participants were assessed using the NASA Task Load Index questionnaire and a designed performance test, respectively. Finally, the significance level of the results obtained from the two groups was evaluated using an independent t-test.Findings: Based on the obtained results, no significant difference was observed in the test scores of the two groups' performance. However, when comparing the cognitive load between the two groups, the average cognitive load of the group that received content aligned with their learning style was significantly higher than the group that received incongruent content, with a value of 0.02 (p < 0.05).Conclusion: According to the research findings, providing educational content based on learners' learning styles significantly reduce cognitive load during learning. Therefore, offering personalized education based on learning styles plays a crucial role as one of the adaptive teaching methods in e-learning, enhancing performance, and reducing cognitive load for learners.

Original Research Paper Educational Technology - Artificial Intelligence

Identifying the challenges and capabilities of artificial intelligence in teaching and learning by providing solutions

M. Rajabiyan Dehzireh

Volume 18, Issue 4 , October 2024, Pages 921-950

https://doi.org/10.22061/tej.2024.10777.3058

Abstract

Background and Objectives: In recent decades, artificial intelligence has become increasingly prevalent in our lives and has had a significant impact on various fields including education. In the 21st century, education is undergoing a profound transformation, and at the heart of this revolution is artificial ... Read More Background and Objectives: In recent decades, artificial intelligence has become increasingly prevalent in our lives and has had a significant impact on various fields including education. In the 21st century, education is undergoing a profound transformation, and at the heart of this revolution is artificial intelligence. AI is reshaping the way we teach and learn, providing numerous opportunities to enhance the learning experience for both teachers and students. AI-powered educational platforms have the ability to collect and analyze vast amounts of data, allowing them to gain insights into students' strengths, weaknesses, and learning preferences. The purpose of this research was to identify the challenges and capabilities of artificial intelligence in teaching and learning and to propose solutions.Methods: A qualitative phenomenological research approach was employed using an exploratory strategy. The study commenced with a systematic review of relevant literature and articles. After a thorough review of the existing research and the identification of initial indicators, interviews were conducted with experts in the field. The interview data were analyzed using thematic analysis. The population of this study included all experts and faculty members in the fields of educational technology and artificial intelligence. A purposeful sampling method was used to select 15 participants, ensuring theoretical saturation. Semi-structured interviews were used as the data collection tool. The data were coded using an interpretive thematic analysis approach. To ensure the reliability and validity of the data, the criteria of reliability and final validity were employed.Findings: Research findings indicated the identification of 112 basic themes, 29 organizing themes, and 3 overarching themes. In this regard, the challenges and issues associated with artificial intelligence included educational, ethical, legal, and security, social and interactive, technological and infrastructural, cultural, and economic challenges. Based on the research findings, the capabilities of research included improving assessment and evaluation processes and providing feedback, ensuring global access and educational equity, enhancing faculty capabilities in the educational process, teaching various disciplines, content production, instructional design, innovation in the educational process, fostering creativity and thinking, making education interactive, education and support for students with special needs, strengthening scientific skills, encouraging learning, innovating in the delivery of educational services, artificial intelligence as a teaching assistant, and adapting education to individual needs using artificial intelligence. Research findings revealed that the solutions to these challenges included using artificial intelligence as a teaching assistant, reviewing and evaluating data generated by artificial intelligence, developing policies, laws, and protocols in the field of artificial intelligence application, producing, building, and designing artificial intelligence applications, interaction between experts in the field of artificial intelligence in education, developing the necessary hardware and software for artificial intelligence applications, improving performance evaluation methods with artificial intelligence, and promoting a culture and education on how to use artificial intelligence.Conclusion: Creating comprehensive AI literacy programs is essential to ensure that learners and educators can navigate the AI landscape effectively. These programs should not only address technical aspects but also data privacy and ethical considerations. By equipping individuals with the necessary knowledge and skills, institutions can promote the ethical use of AI and mitigate potential risks.

Original Research Paper Electronic learning- virtual

The Effect of Multimedia Flipped Teaching on Students' Motivation and Academic Progress in Biology

H. Dehghan; L. Mahdavi; Z. Zare

Volume 18, Issue 4 , October 2024, Pages 961-964

https://doi.org/10.22061/tej.2024.10806.3064

Abstract

Background and Objectives: Teaching in the flipped learning method is a relatively new approach in the world that involves students in learning, and the main role of the teacher in this method is educational design. Considering the importance of experimental science courses in the national curriculum ... Read More Background and Objectives: Teaching in the flipped learning method is a relatively new approach in the world that involves students in learning, and the main role of the teacher in this method is educational design. Considering the importance of experimental science courses in the national curriculum and since biology as one of the experimental science courses has an important role in health, hygiene, industry, environment, etc., it seems necessary to deal with the new model of education in learning this lesson. The present study was conducted with the aim of investigating the effect of reverse teaching using multimedia method on the motivation and academic progress of students in the biology course according to previous studies in this field.Methods: The research was semi-experimental with two experimental and control groups. The statistical population included male students of the 10th grade of experimental sciences in Taft, Yazd province in the academic year of 2023-2024. The study sample consisted of 45 people who were selected by the "available sampling" method and were randomly assigned to the experimental and control groups (22,23 participants). The instruments for measuring the variables were the researcher-made academic achievement test and Harter's standard academic motivation questionnaire. The validity of the tool developed by the researcher was determined eliciting the opinions of expert teachers and their reliability was determined by retesting. The research implementation method was based on comparative teaching between the tested groups. In this research, the teaching topic was selected from the fourth chapter of the 10th grade biology book titled "Circulation of substances in the body". In the class of the control group, teaching was done through the conventional traditional methods of biology lessons, while in the class of the experimental group, class management and teaching were done based on the design of the learning unit with the model of " flipped learning ".The training in each of the studied groups was conducted in 8 sessions of 90 minutes in accordance with the objectives of the research and the chapters selected from the 10th biology book and in both groups by the researcher. And the test was taken in the ninth session. SPSS26 statistical software and statistical tests (Kolmogorov-Smirnov, Pearson correlation and t-test) were used to analyze the data.Findings: The data obtained from the pre-test and post-test among the students were analyzed at two descriptive and inferential levels, with the aim of the effect of flipped learning method on the progress and academic motivation of the biology course of the tenth-grade students and the difference between this method and the traditional teaching method. The results showed that flipped learning had a significant effect on the academic motivation and academic progress of tenth grade students in biology (P<0.005). Also, according to the mean values for the two groups, this difference was in favor of the group of students who were under flipped learning.Conclusion: In general, flipped learning is a new method for teaching and learning and can facilitate and improve learning. According to the positive results presented in this research, it is suggested that other courses of experimental sciences should also be measured and evaluated in terms of the effectiveness of this educational method, and it is also suggested that this effect be compared among the statistical population of girls and boys to compare the level of learning and interest of male and female students.

Original Research Paper Education technology - higher education

Technological acceptance and Its Impact on the linkage between communication ‎skills and the professional ethics of faculty members in virtual education

F. Shamsi Ashteani; H. Kalantari Dehaghi; M. Nazarzadeh Zare

Volume 18, Issue 4 , October 2024, Pages 965-976

https://doi.org/10.22061/tej.2025.10988.3084

Abstract

Background and Objectives: Nowadays, the development and deployment of technologies in educational settings seem not to be enough to take advantage of their benefits; rather, this development and deployment require the possession of a series of other skills, such as communication skills. Faculty members, ... Read More Background and Objectives: Nowadays, the development and deployment of technologies in educational settings seem not to be enough to take advantage of their benefits; rather, this development and deployment require the possession of a series of other skills, such as communication skills. Faculty members, as one of the determinants of communication in the university environment and as one of the most important pillars for maintaining quality in higher education, need to have the necessary communication skills for teaching, especially in virtual spaces. In addition to having communication skills, the use of ethics in educational settings can also help establish a worthy, constructive, and productive relationship between individuals. Therefore, one of the most fundamental criteria of the higher education system that faculty members are obligated to observe in their profession is professional ethics. In addition to having communication skills and professional ethics in the use of technology, the acceptance of technology by users is also of great importance, as there is always resistance to the acceptance of new technologies. A review of past research regarding the research variables at the domestic and international levels indicates a significant relationship between communication skills and professional ethics in the studies conducted at the domestic and international levels. Accordingly, the main objective of the present study was to investigate the mediating role of technology acceptance in the relationship between communication skills and professional ethics of faculty members in the course of virtual education.Methods: The present research method was a descriptive-correlational study of the structural equation modeling type. The statistical population of the present study included all 288 faculty members of Arak University, of whom 168 were selected using a simple random sampling method based on the Krejcie and Morgan table. In this research, three questionnaires on communication skills, professional ethics, and technology acceptance were used to collect the required data. Descriptive and inferential statistics were used to analyze the data in SPSS and PLS software.Findings: The findings of the present study indicated a significant effect of communication skills on professional ethics (0.323), a significant effect of communication skills on technology acceptance (0.334), and a significant effect of technology acceptance on professional ethics (0.257). Additionally, the other findings of the study indicated an indirect and significant effect of communication skills on professional ethics through technology acceptance (0.086). Furthermore, the measurement and model fit indices also indicated the model's desirability.Conclusion: Overall, the results of this research showed that the communication skills of professors in the virtual education environment would play a central and decisive role in improving their professional ethics. These skills had a positive effect on the professional ethics of professors in several ways: 1. the communication skills of professors in the virtual education environment directly improved their ethical behaviors and interactions with students, 2. professors with strong communication skills would be able to apply the principles of professional ethics more effectively in the virtual education process by creating an environment based on trust, respect, and empathy, 3. the communication skills of professors, indirectly and through increasing the acceptance of educational technologies among them, strengthened professional ethics in the virtual education environment, and 4. having strong communication skills, professors would be able to facilitate the process of accepting and using new educational technologies in their work environment. This, in turn, would lead to the improvement of teaching quality, more effective interaction with students, and, as a result, the promotion of professional ethics in the virtual education environment. In general, improving communication skills and facilitating the process of technology acceptance among professors are effective strategies for promoting professional ethics in virtual education. Therefore, paying attention to these components in the design and implementation of professional development programs for professors can play an important role in promoting their professional ethics in the virtual education environment.

Original Research Paper Educational technology- primary school

The Effectiveness of Teaching Visual-Spatial Perception Skills on Creativity in the ‎Art Lesson of the Fifth-Grade Elementary School Students in Tehran

S. Akbarpoor; F. Hamidi; F. Shapourian

Volume 18, Issue 4 , October 2024, Pages 977-990

https://doi.org/10.22061/tej.2025.10851.3067

Abstract

Background and Objectives:The review of previous literature indicates that paying attention to the development of spatial visual perception skills in elementary school students as a basic principle in art education, in addition to helping to improve their performance and academic achievement in art lessons, ... Read More Background and Objectives:The review of previous literature indicates that paying attention to the development of spatial visual perception skills in elementary school students as a basic principle in art education, in addition to helping to improve their performance and academic achievement in art lessons, as an important factor in Their creativity is also considered. Visual spatial perception skills help students to better understand different images in their surroundings and communicate with their thoughts. These skills allow students to create more creative ideas and progress in art lessons as one of the important aspects of their creativity; and since art is considered as one of the main elements of children's personality development, this influence can play an important role in their full development. However, the investigation of the background of the research indicates a theoretical gap in this field because most of the studies have either considered spatial visual perception as a dependent variable or considered its relationship with other subjects and in the form of other subjects such as mathematics. The effect of these skills on students in various stages of education has been studied, and less studies specific to elementary students have been done. Based on this, this research was conducted with the aim of determining the effectiveness of visual spatial perception skills training on creativity and academic achievement in the art lesson of elementary school students.Methods: The method of the present research was practical in terms of its purpose and semi-experimental in terms of implementation with a pre-test-post-test design with a control group. The statistical population in this research included all the female students in the art class in the academic year of 1401-1402 in the fifth grade of elementary school in district 5 of Tehran and the research sample included two experimental and control groups; the experimental group from one school and the control group from another school were chosen. For this purpose, 36 students from the fifth grade were selected in two schools and were randomly divided into two groups of 18, experimental and control. Torrance's creativity test was used to measure creativity. After the pre-test, the experimental group was exposed to the independent variable (visual spatial perception skills training) and the control group was not exposed to training with this content and learned the art lesson in the conventional way. Covariance analysis was used to analyze the data.Findings: The results indicated that the adjusted averages (post-test average with pre-test score control) showed that the average creativity in the experimental group was 84.33 and in the control group was 78.73, which showed that the average of the experimental group was 5.60. The score was higher. Considering that the significance level is less than 0.05, the intervention of spatial visual perception skills in the experimental group increased creativity and its three components, i.e., fluidity, initiative, and the ability to develop students in the art course, but considering that the significance level is more than 0.5 0, the intervention of visuospatial perception skills had no significant effect on flexibility.Conclusion: The examination of visual spatial perception skills on the creativity variable and its 4 components showed that the effectiveness of the intervention of visual spatial perception skills on the total creativity variable, fluidity component, originality component and elaboration ability component was confirmed; however, the effect of this intervention on the flexibility component was confirmed was not placed. Also, the findings indicated that the intervention of spatial visual perception skills increasesd the academic progress of elementary school students in art lessons. In other words, it can be said that spatial visual perception skills through art lesson have a significant impact on students' learning and academic achivement and can be used as an important factor in students' academic achivement. Based on this, it is suggested that teachers used new teaching methods and increased students’ participation, valued students' creativity, encouraged students, considered prizes for their creativity, and used art classes to increase creative thinking. Moreover, students were hold in environments outside the classroom. Also, considering the limitations of the research, it is suggested that future researchers conduct similar researches in the long term and in different periods of time, either with a qualitative method or by considering different statistical samples.

Original Research Paper Educational Technology - Augmented Reality

Future studies on the development of metaverse technology in Iranian educational systems

A. Tavangar; H. Rezghi shirsavar; F. Ahmadi

Volume 18, Issue 4 , October 2024, Pages 991-1008

https://doi.org/10.22061/tej.2025.10803.3063

Abstract

Background and Objectives: The world of tomorrow differs from today’s world. It belongs to those who hold the reins of policy-making and planning, capable individuals who understand the demands of their time and plan accordingly. The education system serves as a key to the future, being one of ... Read More Background and Objectives: The world of tomorrow differs from today’s world. It belongs to those who hold the reins of policy-making and planning, capable individuals who understand the demands of their time and plan accordingly. The education system serves as a key to the future, being one of the most vital social institutions in any country’s development. Its aim is to nurture creativity and talent among students. In this context, emerging technologies like the Metaverse have the potential to revolutionize education, creating a new civilization where place, time, and territory no longer constrain learning. This research focuses on forecasting through future-oriented planning based on scenarios. It delves into uncertainties and changing conditions, painting a panorama of diverse futures for policymakers. Its goal is to envision the future of Metaverse technology in educationMethods: This research was applied in terms of purpose and descriptive-combined (synchronization-data transformation model) based on scientific resources, documents, observations, field surveys, and software analysis in terms of research method. The research population included experts in education and technology units of provincial departments who were active in smart schools, media literacy, and electronic content production. A purposeful sampling method (snowball) was used to select 17 participants. In the qualitative section, all statements from the expert panel (10 webinar sessions, totaling 20 hours) were reviewed several times, important points were extracted, and structured questionnaires with Likert scale questions were prepared. Afterwards, the problem definition and identification of components began, and through the analysis of driving forces and existing uncertainties, the development and description of scenarios and the recommendation of strategic options were concluded. Qualitative data identified five key factors affecting the future of metaverse technologies in cultural-social, managerial, structural, physical, and economic dimensions through the expert panel. Quantitative analysis was based on the use of SPSS software, and qualitative data analysis was done through Vensim, MICMAC, and Scenario Wizard software, and strategy presentation was done with the SWOT analytical model. The research tools in the quantitative section included structured interviews with 42 items, which were prepared through the expert panel, and the face validity of the questionnaire was confirmed by experts, with an alpha coefficient of 0.82 calculatedFindings: The structural analysis matrix of the drivers was calculated using the MicMac software and then through the Scenario Wizard software, the golden scenario (with 2 scenarios), the disaster scenario (19 scenarios), and the believable scenario (3 scenarios) were calculated. Also, through the SWOT table, the internal and external matrix was calculated, the coefficient and final score of internal factors were 1.94 and the score of external factors was 2.2, which indicates the internal weakness of the system and the average condition of the external system.Conclusion: Despite the relative progress in the field of quantitative growth of education and technology compared to developed countries, the educational system of Iran has not had much success and technology and the use of virtual reality in the classroom has no meaning and the practionters are only satisfied with the purchase of technological equipment in the school; it is necessary to create a suitable platform to reach the golden scenario. If the goal is

Original Research Paper e-learning

Mathematics in the Digital Age: Examining the Role of the Evaluation Protocol in E-Learning for Student Learning

kh. paseban-khamari; M. R. Rabiei; A. Shahvarani-Semnani; M. Rostamy Mal-khalifeh

Volume 18, Issue 4 , October 2024, Pages 1009-1026

https://doi.org/10.22061/tej.2025.11405.3147

Abstract

Background and Objectives: The outbreak of the COVID-19 pandemic and the sudden expansion of virtual education have created unprecedented challenges in educational systems, particularly in the area of effective and accurate assessment. Assessment is a key element in the learning process that directly ... Read More Background and Objectives: The outbreak of the COVID-19 pandemic and the sudden expansion of virtual education have created unprecedented challenges in educational systems, particularly in the area of effective and accurate assessment. Assessment is a key element in the learning process that directly impacts the quality of teaching and student learning. In this context, the decline in learning levels, especially in mathematics, has become a significant issue in education. This research investigates the impact of implementing a designed electronic assessment protocol on students' learning in mathematics. The main research question was whether implementing the electronic assessment protocol can help improve students' mathematics learning.Methods: This research was experimental-empirical. The experimental group was influenced by the independent variable (implementation of the electronic education evaluation protocol), while the control group did not experience this intervention. The dependent variable was the academic progress of students in mathematics. Confounding factors, including educational level and type of school (gifted, witness, and regular), were also considered in the statistical model. The statistical population included all female middle school students in Golestan Province during the 2020-2021 academic year. A sample of 204 students (experimental group) was selected using multi-stage cluster sampling. To compare and control, 379 female middle school students (control group) were selected in proportion to the type of school. In the first stage, the electronic content for the mathematics lesson was designed and produced by the participating teachers. Additionally, a training workshop was held for the teachers to educate them on evaluation concepts and to develop an operational protocol in the virtual learning environment. In the second stage, the protocol was implemented in both experimental and control groups, and its effectiveness was assessed. For data analysis, descriptive statistics (mean, variance, etc.) and inferential statistical tests (analysis of covariance and multivariate and univariate tests) were utilized using SPSS software version 27.Findings: The results showed that there was a significant difference in the academic progress of students in the experimental and control groups after the implementation of the e-learning evaluation protocol. In other words, the implementation of the protocol led to a significant increase in the academic progress of the students. Additionally, a significant effect of educational level on the academic progress of students was observed. The type of school also has a significant impact on the academic progress of students.Conclusion: The findings of this research confirmed the effectiveness of the electronic evaluation protocol in improving students' mathematics learning. Utilizing evaluation strategies that align with educational objectives and course content, along with the implementation of integrated evaluation methods instead of relying on a single approach, can enhance the credibility of assessments and improve students' academic progress. These findings offer suggestions for designing and implementing more effective evaluation systems in electronic education. The execution of the electronic evaluation protocol not only increases the accuracy and reliability of assessments but also plays a significant role in enhancing the quality of education by motivating and encouraging students to learn. Integrated evaluation methods, by providing precise and reliable feedback, can assist teachers in identifying students' strengths and weaknesses and adjusting their educational programs based on their actual needs. Therefore, it is recommended that educational systems adopt electronic and integrated evaluation methods to improve the learning process and prepare students for future challenges.

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 Self-Efficacy,Cognitive Meta Cognitive Strategies with Academic Achievement among Students High School Boys Nomads of Fars Province

Volume 8, Issue 2 , April 2014, , Pages 97-107

https://doi.org/10.22061/tej.2014.101

Abstract

Abstract:The aim of the present study was to investigate the relationship between self-efficacy, cognitive meta cognitive strategies with academic achievement among students - high school boys nomads of Fars Province. The research method is descriptive – correlational. The population of this study, ... Read More

Original Research Paper-English Issue

The Effect of Education based on Modeling with COMSOL Simulation Software on Correcting Misunderstandings and Misconceptions of Electricity Physics Concepts

F. Khodadadi Azadboni; J. kamali

Articles in Press, Accepted Manuscript, Available Online from 26 May 2024

https://doi.org/10.22061/tej.2024.10084.2982

Abstract

Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students ... Read More Background and Objectives: The topic of electricity is often considered a challenging and abstract concept in physics. Learning non-intuitive scientific concepts can be challenging for students because they often hold incorrect conceptions about natural phenomena that lead them toward errors. Many students struggle to understand the underlying principles and behaviors of electrical systems. Identifying and correcting misconceptions about electricity physics is essential for promoting meaningful learning and conceptual understanding. Nowadays, using technology in educational settings is considered an essential aspect of teaching and learning. Utilizing technology, such as simulation software like COMSOL, can help to visualize and better understand these concepts. This research has been done with the aim of identifying and correcting the misunderstandings of 11th-grade high school students in learning the concepts of electricity by simulating COMSOL software.Materials and Methods: The present research is an applied study in terms of its objective and a mixed-methods research in terms of its methodology. The qualitative section utilized content analysis to extract misconceptions about the concepts of electricity in physics. Semi-structured interviews were conducted with SIX teachers using purposive sampling. Three types of coding, namely open, axial, and selective, were employed to extract the main misconceptions. The main misconceptions identified were Coulomb's law, the shape of field lines between two point charges, the electric field between capacitor plates, the motion of electric charges in an external electric field, charge distribution on surfaces, and the effect of an external electric field on conductive and non-conductive shells. Based on this pattern, a 6-item questionnaire was designed to validate the pattern of misconceptions about electricity concepts among students. The validation of the extracted pattern and the content validity of the questionnaire were assessed by experts in the field of physics education. The quantitative section of the research was a quasi-experimental study with a pretest-posttest design and a control group. The target population consisted of all male eleventh-grade students in high schools in Bojnurd city during the academic year 2022-2023. Using random sampling, 30 students were selected for each group. In the first stage, both groups took a pretest. Then, the experimental group received the independent variable (simulation-based learning using the COMSOL software) in six sessions of 90 minutes each. Meanwhile, the control group received traditional lecture-based instruction. After the intervention, both groups (experimental and control) took the dependent variable (the misconceptions test on electricity concepts). The data were analyzed using ANCOVA (Analysis of Covariance) with the help of SPSS software. Findings: The post-test results showed that in addition to correcting students' misconceptions and increasing their learning level, the use of computer and COMSOL simulation software helped them better understand the concepts and increased their concentration. The results of this analysis showed a significant difference (p<0.05) between the learning and progress of the experimental group and the control group. The errors of the experimental group changed significantly compared to the control group. In the topics under investigation, the minimum percentage of misconception correction in the experimental group was 46.66%. Meanwhile, the minimum percentage of misconception correction in the control group was observed to be 36.66%.Conclusions: The research results have demonstrated that Simulation software enables students to visualize and interact with abstract concepts, making them more tangible and easier to comprehend. By using COMSOL, students can manipulate different variables in electrical systems, observe the effects, and gain insights into the underlying principles. This hands-on approach can correct misconceptions and improve students' understanding of electricity in physics. By providing interactive and visual representations of electrical phenomena, simulation software can make the subject more accessible and engaging, leading to improved learning outcomes. According to the obtained results, it is suggested that educational technology and modeling using COMSOL software be promoted in teachers' professional development programs. This action can lead to the development of knowledge of educational content and the correction of misunderstandings of concepts.

Original Research Paper-English Issue

The Opportunity to Up-skill Students’ Verbal Representation in Design Process at Online Architecture Studios

H. Pourmehdi Ghaemmaghami; A. Khaki Ghasr

Articles in Press, Accepted Manuscript, Available Online from 13 June 2024

https://doi.org/10.22061/tej.2024.10357.2998

Abstract

Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios ... Read More Background and Objectives: All academic fields, including architecture, were taught online during the COVID-19 pandemic. Architectural design studios were the most challenging courses offered online among all the architectural courses. The benefits and disadvantages of teaching in online design studios have been studied through research on practitioner feedback. The current study focuses on the advantages of online studios and emphasizes the importance of verbal representation in the architectural design process. As verbal representation is utilized in the design process, with verbal description being one of its tools, the question arises: Is it feasible to enhance the verbal representation skills of architecture students, despite the limitations in content transmission and the challenges encountered during online studio delivery?Materials and Methods: The research methodology is qualitative. It is based on a systematic literature review and case study in which authors have used an autoethnography approach, sharing their experiences as online instructors during the COVID-19 crisis. The case study was carried out via thematic analysis supported by coding employing tactics including observations, memos, self-evaluation of students, and questionnaires. The research took place at Shahid Beheshti University's Faculty of Architecture and Urban Planning for five academic semesters (2019-2022). The statistical population included 147 students (111 undergrads and 36 graduates). Findings: The results demonstrate that, due to the constraints of material sharing compared to face-to-face studios, architectural design online studios rely primarily on listening senses and linguistic skills. The results show an improvement in students' verbal representation (both oral and written), which varies depending on the studios. In online studios, 86% of students reported that their writing ability had improved, and 73% reported that their oral representation had improved. It is worth noting that students in online studios rate verbal representation in written format as the second most improved skill out of six. As a result, the level of usage and acceptability of written and oral representation in the creative process in online studios has not been consistent, and it may alter for various reasons. Some key points that make it successful include the instructor's preference for employing verbal description and representation in the studio, the student's potential in verbal description, the theme of the design studio, and where we are in the design process.Conclusions: Online architectural design studios provide students with the chance to improve their verbal representation skills. Additionally, one of the bases of delivering online studios is the ability to express ideas clearly via language, which also plays a compensating role during the design process in maintaining the studios' quality. Use of this feature in hybrid, online, or face-to-face studios could be part of future plans. The valuable tasks to be carried out should be defined and experienced in this context so that they can be implemented at the beginning, middle, or end of the design process. The practice of expressing the scenario, defining the design problem, writing the design statement, preparing sessions for reading descriptions from renowned authors' texts, as well as the sessions for critiquing the works of students and architects in the online studios in tutorial and judgment sessions, can be listed among them.

Original Research Paper-English Issue

Examining the Impact of Ceiling Slope on Student Stress and Cognitive Performance: A Neuro-Architectural Study Utilizing VR

R. Raisi; K. Fattahi; S.M. Zakeri; S. Daneshmand

Articles in Press, Accepted Manuscript, Available Online from 23 June 2024

https://doi.org/10.22061/tej.2024.10699.3043

Abstract

Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. ... Read More Background and Objectives: The learning environment refers to different settings in which students partake in their studies or learning. In recent years, there has been a focus on implementing diverse research to analyze physical settings to improve students' performance in educational settings. The emergence of Neuro-architecture, a growing field that integrates neuroscience principles into architectural design, has gained popularity in optimizing student engagement and learning outcomes. By understanding the neural mechanisms that influence interactions with the built environment, neuro-architecture provides novel avenues for developing learning spaces that support optimal students’ performance. Previous Neuro-architecture research has explored various physical aspects within educational settings, including classroom size, color palettes, lighting, acoustics, and indoor air quality, revealing their impacts on memory, attention, emotional reactions, cognitive abilities, and learning advancement. However, limited attention has been given to stress-induced arousal, as well as the influence of classroom ceiling slope on students' stress levels and cognitive abilities. This study seeks to fill this gap by examining how the classroom ceiling slope relates to students' stress levels and cognitive function. Employing Virtual Reality (VR) simulations, cognitive assessments, and physiological measures, the study aims to answer the research question: How do varying ceiling slope orientations affect physiological responses linked to stress-induced arousal and cognitive function? The findings of this study will enhance the realm of research on learning environments by providing insight into the influence of physical features, such as the slope angle of classroom ceilings, on student wellness and academic performance.Materials and Methods: The research employed a quasi-experimental design to explore the effects of various Ceiling Slope Variations (CSV) on stress-induced arousal and cognitive performance. A total of 18 participants, comprising nine males and nine females, participated in the experiment, selected based on five inclusion criteria established to maintain study consistency and reliability. In the first phase, participants' stress levels were evaluated through the utilization of an Emotibit bio-data logger and Visual Analogue Scales (VAS) test for measuring and mapping psychological responses. This involved monitoring heart rate variability (HRV) and electrodermal activity (EDA) in the surveyed individuals, with the objective of understanding how various ceiling slope orientations affected stress levels. The subsequent phase focused on assessing participants' cognitive abilities by utilizing the N-back test, a well-established task for gauging working memory and attention. The aim was to investigate how different CSV configurations influenced cognitive performance. In the final phase, the relationship between participants' psychological and physiological responses was analyzed using the Analysis of Variance (ANOVA) test. This examination aimed to uncover the connection between stress-induced arousal and cognitive performance in relation to the diverse ceiling slope orientations.Findings: The findings highlight the important role of ceiling slope orientation in impacting stress levels and cognitive performance among students. Specifically, the research emphasizes that a backward-sloping ceiling design, particularly in relation to the class board, is associated with enhanced cognitive abilities, including higher accuracy rates and reduced instances of incorrect answers, compared to traditional classroom layouts. Conversely, the conventional classroom design results in the lowest cognitive performance levels. Furthermore, the study indicates that variations in ceiling slope can also trigger physiological responses in students, such as changes in heart rate and skin conductance, leading to diverse stress levels. The results suggest that integrating a backward sloping ceiling design can significantly alleviate stress levels in the surveyed participants, showcasing the potential benefits of such ceilings in educational environments.Conclusions: This research highlights the critical importance of educational space design in alleviating stress and enhancing cognitive abilities among students. Through the utilization of VR simulations and the assessment of physiological and cognitive reactions, the study offers valuable insights into how variations in ceiling slope can impact stress levels and cognitive performance. The results indicate that integrating a backward sloping ceiling design can play a significant role in reducing stress and boosting cognitive functions in students. These findings underscore the importance of developing educational environments that prioritize neuro-architectural principles to promote optimal learning outcomes and student welfare. It is imperative for educational institutions to take into account these considerations when structuring classrooms, ensuring the creation of spaces that nurture students' cognitive processes and overall well-being.

Original Research Paper-English Issue

Iranian Pre-Service EFL Teachers’ TPACK Competencies: A Case Study of Semnan Farhangian University

N. Salehi

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

https://doi.org/10.22061/tej.2024.10708.3046

Abstract

Background and Objectives: Over the past decades, the integration of technology in education has transformed how various subjects are taught and learned. This trend has also impacted English as a Foreign Language (EFL) education, opening up new possibilities for interactive learning, global communication, ... Read More Background and Objectives: Over the past decades, the integration of technology in education has transformed how various subjects are taught and learned. This trend has also impacted English as a Foreign Language (EFL) education, opening up new possibilities for interactive learning, global communication, and cultural exchange through online tools and platforms. The increasing demand for engaging and interactive learning experiences has made it essential to train pre-service EFL teachers (PSEFLTs) in effectively merging technology and EFL instruction, allowing them to leverage the benefits of digital tools and resources. This training can begin with an assessment of their current Technological Pedagogical Content Knowledge (TPACK). To this end, the current study seeks to explore PSEFLTs’ perceived TPACK competencies and their actual practices for incorporating technology into their teaching, ultimately enhancing their effectiveness in diverse educational contexts. Materials and Methods: Ten undergraduate students enrolled in an English Language Teaching (ELT) program at Semnan Farhangian University in Iran were recruited, comprising six females and four males selected through purposive sampling. They were in their last year of their academic program. This study employed a qualitative case study design, with data collected through semi-structured interviews and classroom observations. The open-ended interview questions and observation checklist were formulated based on a review of the literature on TPACK. In this study, the EFL teacher educators acted as peer debriefers, which contributed to enhancing the validity of the research. Pilot interviews and observations, member-checking, and data triangulation were also conducted to strengthen the credibility of the study. To analyze the data, the researcher employed thematic analysis. Findings: The findings indicated that while PSEFLTs demonstrated a solid foundation in CK, PK, and PCK, their TK, TCK, TPK, and TPACK competencies appeared to be limited. Specifically, the PSEFLTs exhibited a strong grasp of the content and effective teaching strategies; however, their understanding and application of technology in educational contexts were insufficient. This gap suggests that despite having the necessary knowledge to teach effectively, they struggled to integrate technological tools and resources into their instructional practices. Observations also revealed a limited use of technology for student-centered learning. Conclusions: The findings of this study shed light on a concerning gap in the current Iranian pre-service EFL teacher education programs, indicating that future teachers, while possessing strong content and pedagogical content knowledge, are not adequately equipped with the essential TPACK foundation needed to incorporate technology into their teaching methodologies seamlessly. This deficiency in preparing pre-service teachers in the integration of technology could potentially impede their effectiveness in delivering engaging and innovative instruction to their students. The implications of this study extend beyond the classroom, calling attention to the need for policymakers, curriculum developers, and material planners to reassess and enhance teacher training programs to better align with the demands of the 21st-century educational landscape. By effectively addressing the identified weaknesses in the TPACK of PSEFLTs, stakeholders can equip them with the necessary knowledge and skills to utilize the potential of technology in teaching, thereby significantly improving student learning outcomes and fostering a more engaging educational environment.

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Original Research Paper-English Issue

The Effect of Badges in gamification Point System on 1st Grade Students' Reading, Writing Skills, and Academic Engagement

Z. Morovati; N. Mohammadhasani; Y. Mahdavi Nasab

Articles in Press, Accepted Manuscript, Available Online from 31 May 2025

https://doi.org/10.22061/tej.2025.10407.3006

Abstract

Background and Objectives Learning reading and writing skills in the first grade is crucial and fundamental. It has always been considered highly important for students to learn these skills at an early age. By learning to read in elementary school, students can accurately and comprehensively read various ... Read More Background and Objectives Learning reading and writing skills in the first grade is crucial and fundamental. It has always been considered highly important for students to learn these skills at an early age. By learning to read in elementary school, students can accurately and comprehensively read various texts, including words, sentences, and simple texts. Strengthening their reading skills enables students to understand and benefit from the information available in books, newspapers, magazines, and other resources, which is essential for effective learning and progress in different subjects. Moreover, learning writing skills is also of great importance in the first grade. With this skill, students can express their thoughts, ideas, and experiences fully and accurately. They can arrange sentences in a logical order, use correct grammar rules, and form paragraphs correctly. This fundamental skill is crucial for written communication in the future and helps students develop strong analytical skills, creativity, and oral communication abilities. Engaging students in the learning process is one of the major challenges faced by teachers. Therefore, the use of an engaging learning method has become a concern for teachers in the field of teaching and learning. This study aimed to investigate the impact of gamification with badges on reading and writing skills as well as academic engagement among first-grade elementary school students.Materials and Methods: The research population consisted of all female first-grade students in Qazvin province during the academic year 2020-2021. A cluster sampling method was used to select the sample from different classes across the city. The sample size included three groups of 25 students each, divided into two experimental groups (gamification with badges and gamification without badges) and one control group. The research design employed a pretest-posttest design with a control group. The research instruments included researcher-developed reading and writing skill tests and the Rio Academic Engagement Questionnaire. The reliability of each measure was calculated using Cronbach's alpha. Descriptive statistics were used to analyze the data, including means and standard deviations, while inferential statistics included Analysis of Covariance and Tukey's post hoc test using SPSS software.Findings: The results of the Analysis of Covariance indicated that the use of gamification had a significant effect on reading skills (F = 6.166, p< 0.003) and writing skills (F = 4.88, p< 0.010), as well as academic engagement (behavioral: F = 134.462, p < 0.000; emotional: F = 43.546, p< 0.000; cognitive: F = 348.598, p< 0.000; and agentic: F = 349.853, p< 0.000). Furthermore, Tukey's post hoc test revealed that the gamification with badges group outperformed the gamification without badges group in three subscales of the academic engagement (behavioral, agentic, and cognitive).Conclusions: The findings of this study demonstrated that the use of gamification had a positive impact on reading and writing skills as well as academic engagement among elementary school students. Some recommendations include utilizing gamification strategies to create interactive, engaging, and lively learning environments, designing gamified learning environments to enhance motivation, participation, collaboration, and engagement, and exploring the effects of gamification (e.g., leaderboard) on increasing students' teamwork abilities.

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Original Research Paper-English Issue

On the Regulatory Engagement, Internet Self-efficacy, Course Satisfaction, and Reading Comprehension in Online English Classes

R. Nejati

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

https://doi.org/10.22061/tej.2025.11412.3145

Abstract

Background and Objectives: Online learning involves a complex array of factors that collectively shape the educational experience. One key element is learning engagement, which enhances academic performance, knowledge retention, and overall course satisfaction. Another important aspect is self-regulation; ... Read More Background and Objectives: Online learning involves a complex array of factors that collectively shape the educational experience. One key element is learning engagement, which enhances academic performance, knowledge retention, and overall course satisfaction. Another important aspect is self-regulation; these skills are essential for success in online courses due to the lack of external structure and supervision. Additionally, internet self-efficacy and course satisfaction significantly impact the effectiveness of online education. Considering and addressing these elements can lead to a deeper understanding of online learning. Materials and Methods: This study involved 315 students, aged 18-22, enrolled in a general language course at a university in Tehran, Iran. Of these, 282 completed the online questionnaires. The study utilized four questionnaires and an English test, including the Online Self-Regulation Questionnaire (30 items), the Online Student Engagement Scale (19 items), the Online Learning Self-Efficacy Scale (22 items), the Course Satisfaction Questionnaire (21 items), and the reading section of the TOEFL (40 items). These were administered through the university's virtual education platform. Persian versions of the questionnaires were used to ensure students’ comprehension. Since these questionnaires had not been previously published or available in Iranian research journals, the researcher translated them with the assistance of two professors proficient in both languages. Back translations ensured accuracy. This descriptive correlational study included statistical analyses such as reliability, correlation, and regression, alongside a thorough construct validity assessment. Additionally, mediation analysis was conducted to examine the complex effects of course satisfaction and internet self-efficacy on the relationship between regulatory engagement and reading comprehension. Findings: The Cronbach's alpha values for self-regulation, engagement, self-efficacy, course satisfaction, and the reading test were .94, .90, .90, .93, and .86, respectively, indicating strong reliability and internal consistency of the instruments. The RMSEA values for engagement, self-regulation, satisfaction, self-efficacy, and reading were 0.08, 0.07, 0.08, 0.07, and 0.01, respectively, demonstrating satisfactory results. Notably, a coefficient of 0.84 was observed between self-regulation and engagement, and 0.7 between self-efficacy and satisfaction. A bivariate correlation of 0.7 or higher can present challenges in testing and interpreting regression coefficients. To better understand these relationships, the researcher created composite variables named 'regulatory engagement' and 'satisficacy' (course satisfaction and internet self-efficacy). The β index for satisficacy was .47 (p = .00), indicating it as a significant predictor of the learning outcome, while the β index for regulatory engagement was .06 (p = .26), showing a weaker prediction. This finding suggested that regulatory engagement indirectly influenced learning outcomes via satisficacy, with satisficacy (η2=.81) being a significant predictor and regulatory engagement (η2=.47) having an indirect effect through satisficacy. This underscores the critical role of regulatory engagement in enhancing satisficacy and its impact on learning. Conclusions: The results of this study highlight the importance of promoting regulatory engagement to improve satisfaction and self-efficacy, thereby enhancing reading comprehension. However, this study has its limitations. The data collected from the current sample may not be fully applicable to other contexts. Moreover, the composite variables introduced in this study may add complexity and require further validation in different settings. Future research should investigate the intricate relationships between regulatory engagement, satisficacy, and reading comprehension, considering additional variables and assessing the generalizability of these findings across various populations.

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Original Research Paper-English Issue

Self-Efficacy and Self-Regulation in EFL Teachers: The Role of MALL and ICT Engagement

Z. Cheraghi; A. Derakhshan; F. Moghisseh

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

https://doi.org/10.22061/tej.2025.11240.3122

Abstract

Background and Objectives: The rapid advancement of technology has not just significantly transformed, but revolutionized language education by integrating Information and Communication Technology (ICT) and Mobile-Assisted Language Learning (MALL). These tools, far from just enhancing, have completely ... Read More Background and Objectives: The rapid advancement of technology has not just significantly transformed, but revolutionized language education by integrating Information and Communication Technology (ICT) and Mobile-Assisted Language Learning (MALL). These tools, far from just enhancing, have completely redefined language learning by making it more interactive and accessible. However, their successful implementation depends on teachers' proficiency and confidence in using them. In Iran, where English as a Foreign Language (EFL) instruction is crucial for students' academic success, understanding the factors influencing teachers' engagement with ICT and MALL is essential. Self-efficacy, or the belief in one's ability to succeed, and self-regulation, which involves goal-setting and monitoring progress, are critical for teachers as they adopt new instructional methods. Recent research indicates that self- efficacy and self-regulation are important for how teachers master their practice. Despite the presence of enough literature on online learning and teaching, however, there is little research examining the relationship between teachers' self-efficacy and self-regulation and their knowledge of MALL and ICT engagement. In this study Self-efficacy and self-regulation were chosen as key constructs in exploring MALL and ICT due to their significant impact on teachers' success in language teaching. This study aims to address the relationship between EFL teachers' knowledge of ICT and MALL with their self-efficacy and self- regulation. The study also sought to explore EFL teachers' attitudes and opinions regarding MALL, ICT knowledge, and their effects on developing teachers' traits. Materials and Methods: The research employed a mixed-methods design of two phases which enriches the findings, allowing for a more nuanced interpretation of the results and better addressing the complexity of the research question. The quantitative phase involved 120 EFL teachers. They were chosen by convenience sampling from private language centers in Tehran. The participants needed to complete three scales in self-efficacy devised by Smith and Betz’s (2000), self-regulation articulated by Miller and Brown (1991), and ICT and MALL engagement (Zylka et al., 2015(. The collected data were analyzed using descriptive statistics to identify significant relationships between variables. Moreover, Pearson product-moment correlation coefficient was run to find the correlation coefficient between the variables of the study. The qualitative phase included structured interviews with 20 teachers that were randomly selected to gain deeper insights into their experiences. The qualitative data and interview results were extracted and analyzed manually to identify common themes and patterns in the participants' responses, enriching the overall understanding of their engagement with technology in language instruction. Findings: The results indicate a positive correlation between teachers' knowledge of ICT and MALL and their self-efficacy and self-regulation. Quantitative analysis revealed that teachers proficient in digital technologies and mobile applications for language learning demonstrated higher confidence and effective self-regulatory strategies. Qualitative insights from structured interviews confirmed teachers' strong understanding of ICT and MALL, highlighting how technology engagement enhanced lesson planning, classroom management, and teaching effectiveness. This combination of quantitative and qualitative data underscores the significant relationship between teachers' technological competencies, self-beliefs, and self-regulatory practices. Conclusions: The study indicates that teachers' MALL and ICT knowledge is associated with their self –efficacy and self- regulation. It concludes that teachers' use of ICT in teaching practice can be facilitated by their ICT self-efficacy for instructional purposes. It emphasizes the importance of increasing ICT proficiency among educators and underscores technology's critical role in language instruction. Ongoing professional development should focus on integrating ICT and MALL into practices, boosting teachers' confidence and self-regulation for more effective learning environments. The findings suggest tailored support systems for Iranian EFL teachers to improve language education, ensuring that educators adapt their methods to meet the linguistic demands of the 21st century. The use of convenience sampling and a focus on private language centers in Tehran may restrict the generalizability of the study's results. Future research should aim for a more diverse sample across different locations and educational settings to improve the applicability of the findings.

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Original Research Paper

The effectiveness of blended learning with electronic concept maps on social studies learning

H. Zabet; M.A. Rostaminezhad; P. Asadzade

Articles in Press, Accepted Manuscript, Available Online from 07 October 2024

https://doi.org/10.22061/tej.2025.10220.2967

Abstract

Background and Objectives: The integration of in-person teaching with digital education has given rise to a new approach to learning and teaching known as blended learning. When implemented effectively, blended learning can enhance the academic success and overall learning experience of students. Additionally, ... Read More Background and Objectives: The integration of in-person teaching with digital education has given rise to a new approach to learning and teaching known as blended learning. When implemented effectively, blended learning can enhance the academic success and overall learning experience of students. Additionally, the use of modern theories of learning, such as constructivism, and learning strategies like concept mapping, can transform students from passive receivers of information to active participants in their academic journey. Concept maps created using computer-based tools have been integrated into many learning strategies, including blended learning. A recent study was conducted to explore the effectiveness of concept map-based blended learning on the social studies learning of male sixth-grade students.Materials and Methods: The study followed a semi-experimental research method with a pre-test-post-test design and a control group. The participants were all male sixth-grade students from Birjand in 2023. The sample size consisted of 60 male students chosen through available sampling. The pre-test-post-test of the social studies researcher was used to collect data. The test questions' content validity was assessed using a two-dimensional table of objective-content, and the face validity was confirmed by experts and three sixth-grade colleagues. The test's reliability coefficient was calculated through Cronbach's alpha coefficient, which was 0.81. The test consisted of two parts, with the first part collecting demographic information and providing instructions for completing the questions. In addition to descriptive statistics, the analysis of covariance statistical test was used to analyze the data.Findings: Based on the results of the study, it can be concluded that there is a notable difference in the average scores of the learning variables of the experimental and control groups. The application of combined training based on a conceptual map has proven to explain 19.2% of the variance of the learning post-test scores, which is a significant result (F (57,1) =60.13, p<0.005, partial ŋ2=2.19 %).Conclusions: According to research, blended learning based on concept maps has been found to be effective in enhancing students' social studies learning. The ongoing COVID-19 pandemic has forced many educational institutions to adopt virtual education as the only means of ensuring the safety of students and staff. However, with the end of the pandemic, there are concerns about the weaknesses in various educational fields that have come to light during this period. Therefore, the use of blended learning centered on the use of electronic concept maps is an effective approach to eliminate the weaknesses caused by virtual education during the pandemic and an effective measure to compensate and stabilize their learning in the post-coronavirus era. This approach will make a deeper connection between the main concepts of the new lesson and the students' previous learning, and the main role in this process will be the responsibility of the student. Among the limitations of the current research, we can mention experimental interventions by the researcher, which can influence the bias of the results. Not having a follow-up phase was another limitation of the above study. Therefore, it is suggested that other researchers, by removing the mentioned methodological limitations and also applying other variables affecting learning, should try to conduct new research with different societies and sample sizes, in other subjects and levels of study, and with different genders. This increases the accuracy of the results and increases the generalizability of the results. Based on the results obtained from the present study, it is possible to hold workshops and training courses in order to enable colleagues to use electronic concept maps and use them in teaching. In addition to the above, electronic concept maps can be used in the teaching-learning process in the curriculum of the second elementary school. An effective method is to use a combination of work and technology courses, social studies and art. In addition to strengthening learning, this can also be effective in developing students' aesthetic sense. Finally, using technological literacy in the design of concept maps and encouraging students to use it during class presentations can be considered as other practical suggestions that strengthen the motivation of students to progress.

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Original Research Paper

Investigating the Mediating Role of Teachers’ Digital Literacy in the Relationship Between E-Learning and Instructional Interactions in Elementary Schools in Tehran

H. Toorani; A. Jafari

Articles in Press, Accepted Manuscript, Available Online from 07 October 2024

https://doi.org/10.22061/tej.2025.10164.2952

Abstract

Background and Objectives: The rapid advancements in information and communication technologies (ICT), along with their integration into mobile devices, have transformed the landscape of education, introducing innovative methods for teaching and learning. This technological integration has significantly ... Read More Background and Objectives: The rapid advancements in information and communication technologies (ICT), along with their integration into mobile devices, have transformed the landscape of education, introducing innovative methods for teaching and learning. This technological integration has significantly influenced how the learning process is conceptualized and guided. Teachers, as the primary facilitators of learning, play a pivotal role in engaging students in virtual learning environments. However, the effectiveness of e-learning in fostering teacher-student interactions is contingent upon several factors, one of the most critical being teachers' digital literacy. Digital literacy not only determines teachers' ability to utilize e-learning tools effectively but also enhances their capacity to foster meaningful instructional interactions. The aim of this study was to investigate the mediating role of teachers’ digital literacy in the relationship between e-learning and instructional interactions in elementary schools in Tehran. Materials and Methods: The research was applied in nature, with a survey-based approach adopted for data collection. The statistical population consisted of 20,968 elementary school teachers across all 19 educational districts in Tehran. Of this total, 18,824 were female and 2,144 were male. Based on Morgan’s table, the sample size was estimated at 376. A multi-stage cluster sampling method was employed. Initially, Tehran was divided into five geographical regions (north, south, center, east, and west). After dividing Tehran into these geographical regions, one cluster (region) was randomly selected from each region by assigning a code. In the subsequent stage, 20 clusters (schools) were randomly selected from each chosen region by assigning codes to ensure balance among the regions. To measure the variables under study, three validated instruments were employed: the Digital Literacy Questionnaire, E-Learning Questionnaire, and Teacher-Student Interaction Questionnaire. These tools provided a comprehensive framework for assessing teachers' digital literacy, the efficacy of e-learning, and the quality of teacher-student interactions. Structural equation model and linear regression were used to analyze the hypotheses. Findings: The findings of the study underscore the significant positive impact of e-learning on teacher-student interactions. Furthermore, digital literacy was identified as a critical mediating factor that enhances this relationship. Specifically, the results demonstrated that teachers with higher levels of digital literacy were better equipped to leverage e-learning platforms, leading to more effective instructional interactions. The mediating role of digital literacy highlights its importance as a foundational skill that amplifies the benefits of e-learning technologies. This finding suggests that digital literacy not only facilitates the adoption of e-learning tools but also enriches the quality of teacher-student engagement in virtual learning settings. Conclusions: The study's results emphasize the necessity of improving teachers' digital literacy to enhance the overall quality of education and promote effective teacher-student interactions in elementary schools. Digital literacy serves as a critical enabler, allowing teachers to navigate and utilize e-learning tools more effectively. Consequently, targeted interventions to improve teachers' digital literacy should be prioritized as part of broader educational reforms. Additionally, the development of ICT infrastructure within schools is imperative for the successful implementation of e-learning initiatives. Providing teachers with access to reliable digital tools and resources can further enhance their ability to deliver engaging and interactive virtual lessons. Moreover, tailored training programs focused on the practical use of e-learning platforms and digital teaching strategies can empower teachers to maximize the potential of ICT in education. By addressing these areas, schools can create a conducive environment for effective e-learning and foster stronger instructional interactions between teachers and students. The findings of this study contribute to the growing body of knowledge on the role of digital literacy in modern education and underscore its importance in adapting to the demands of the digital era.

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Original Research Paper-English Issue

Enhancing the Teaching of Longitudinal Relationship Theorems in Iranian High School Geometry: Integrating GeoGebra Software and Practical Examples

M. Mehri Tekmeh; M.A. Fariborzi Araghi; E. Reyhani

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

https://doi.org/10.22061/tej.2025.10662.3040

Abstract

Background and Objectives: This comprehensive study delves into the comparative effectiveness of diverse educational approaches in enhancing students' comprehension and learning skills, specifically in the domain of geometric theorem proofs. The research focuses particularly on the section related to ... Read More Background and Objectives: This comprehensive study delves into the comparative effectiveness of diverse educational approaches in enhancing students' comprehension and learning skills, specifically in the domain of geometric theorem proofs. The research focuses particularly on the section related to longitudinal relationships within triangles, a crucial component of the 11th-grade geometry curriculum. To identify the most impactful teaching strategies, this investigation meticulously compares three distinct pedagogical methods: (1) using illustrated examples formulated by the researcher through GeoGebra software, (2) exclusive use of examples, and (3) adherence to traditional teaching methods. Materials and Methods: This research employs a quasi-experimental design with two experimental groups and one control group, including pre-test and post-test assessments. In terms of its objective, it is considered an applied study. The study population comprised 332 female 11th-grade students from District 3 of Isfahan during the second half of the 2021-2022 academic year. For the selection of the statistical sample, 60 students from three schools in District 3 of Isfahan were chosen using a purposive sampling method. All participants completed Cattell's Culture Fair Intelligence Test and a pre-test in Geometry 1 with identical questions. The first experimental group received an instructional video on constructing simple shapes and measuring shape components using GeoGebra software, along with virtual instructions on effective software use. The first author addressed their issues in five one-hour sessions. Additionally, five practical examples related to longitudinal relationships in triangles from the 11th-grade geometry textbook were presented, with responses designed using GeoGebra. Content validity was ensured through feedback from five experienced professors and teachers, who also reviewed aspects such as adherence to Persian grammar. The test questions demonstrated good reliability (Cronbach's alpha = 0.81). Given that this number exceeded 0.7, the test questions demonstrate good reliability. After confirmation and correction, the examples were provided to both experimental groups consecutively over five weeks, with 90-minute sessions conducted in the classroom. Examples were given to students without answers. The first group used GeoGebra to solve examples, hypothesize relationships between components, and verify them. Subsequently, correct answers were provided, and students were required to infer and prove the principles of relevant theorems with teacher guidance. Data analysis was conducted using SPSS 25 software, including ANCOVA analysis, Kolmogorov-Smirnov test, and Levene's test. Findings: ANCOVA (Analysis of Covariance) results revealed statistically significant differences among the groups. Notably, the primary experimental group, which utilized a combination of carefully selected examples and interactive GeoGebra software, demonstrated superior performance compared to the second experimental group. This enhanced performance was particularly evident in two critical areas of geometric understanding: the accurate identification of relevant geometric theorems and the subsequent application of these theorems to complex problem-solving scenarios. Conclusions: This comprehensive research underscores the significant benefits of integrating examples and GeoGebra software in geometry education. The findings demonstrate that this combined approach not only enhances students' understanding but also fosters their creativity and promotes active participation in the learning process. By engaging with interactive, visual representations of geometric concepts, students are empowered to explore, hypothesize, and verify mathematical ideas independently. This increased engagement ultimately leads to a more robust and lasting comprehension of geometric principles. It is recommended that educators actively encourage students to install GeoGebra software on their personal devices and allocate specific time for students to gain proficiency in its use.

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Original Research Paper-English Issue

Evaluating the usability of augmented reality for teaching Multiplication to kids

N. Zanjani; F. Fathi; M. Ajdadi; M.J. Eslampoor

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

https://doi.org/10.22061/tej.2025.11541.3165

Abstract

Background and Objectives: The integration of technology in education has significantly transformed the teaching and learning processes. Among the new technologies, augmented reality stands out due to its ability to provide interactive and engaging educational experiences. This technology has been able ... Read More Background and Objectives: The integration of technology in education has significantly transformed the teaching and learning processes. Among the new technologies, augmented reality stands out due to its ability to provide interactive and engaging educational experiences. This technology has been able to improve students' motivation, participation, and understanding of concepts. On the other hand, multiplication, as a fundamental mathematical operation, poses a challenge for students to learn because of its abstract nature. In math subjects, augmented reality has been used to teach geometry and rarely for other areas. Therefore, further exploring the use of this technology in other areas of teaching math, such as algebra, is worth examining. The objective of this research is to explore the usability of augmented reality applications to teach multiplication. Usability is critical to investigate, as it ensures that young users can easily engage with and benefit from educational content. The difficulty of using applications and the lack of attractiveness will negatively impact user engagement. Therefore, examining usability requirements is of great importance. Materials and Methods: The research method included an expert review and a user survey. A class of 17 third-grade students was selected from a private school, and the researchers implemented instructional plans in collaboration with teachers. The application used was designed by an Iranian group and included multiplication lessons, tests, and educational videos. Its augmented reality capability allowed students to interactively understand multiplication concepts using the phone's camera. The System Usability Scale questionnaire was used with a 5-point Likert scale that was localized for children and translated into Persian to evaluate the usability. This questionnaire included 13 questions about ease of use, interaction, and overall satisfaction with the program. The content validity of the questionnaire was checked using the CVR index, while Cronbach's alpha coefficient was used to check its reliability. The answers were analyzed using SPSS software, and the mean, standard deviation, and correlations were checked. Findings: This research showed that the augmented reality application for teaching multiplication to children is generally usable and attractive. The questionnaire's validity was confirmed with a CVR score of 0.99, and its reliability was evaluated with Cronbach's alpha of 0.704 at an almost acceptable level. Participants found the program easy to use and engaging, and required little help from adults. Correlation analysis showed that the need for more help was negatively related to decreased confidence in performance, while a better understanding of the program was positively related to willingness to continue working with it. According to an expert review, the design of the program was compatible with the cognitive needs of children and uses simple design, bright colors, and attractive characters; However, the use of a small font and the lack of in-app audio and visual guides were among its weaknesses. Physically, the app had large buttons, well-spaced components, and simple menus that made it easy to work with. In terms of social-emotional needs, it was possible to choose a male or female narrator and use the augmented reality feature, but there were no customization options such as changing the background or characters, and gamification elements such as scoring or creating a sense of progress. Conclusions: Incorporating augmented reality applications into math education can increase student engagement and motivation, but considerable attention to usability guidelines and improvements in app design are necessary. This research, in addition to highlighting the principles that are necessary in the design of the user interface of the augmented reality program for teaching multiplication, to make it attractive and easy to use for children, has taken an innovative step in the evaluation of educational programs by presenting the Persian version of the System Usability Scale questionnaire for children, using a systematic approach to translate and localize the questionnaire.

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Original Research Paper-English Issue

Identifying the opportunities of artificial intelligence for teacher leadership in the education process

K. Khabareh

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

https://doi.org/10.22061/tej.2025.11612.3171

Abstract

Background and Objectives: The 21st century has witnessed the rapid advancement of technologies that have transformed human life. Artificial intelligence, one of these emerging technologies, has the potential to fundamentally change various sectors, including education. In recent years, artificial intelligence ... Read More Background and Objectives: The 21st century has witnessed the rapid advancement of technologies that have transformed human life. Artificial intelligence, one of these emerging technologies, has the potential to fundamentally change various sectors, including education. In recent years, artificial intelligence has been utilized in educational systems to enhance the quality of learning and teaching. This research, considering the increasing importance of artificial intelligence in education and its impact on the role of teachers, conducts a thorough examination of the role of this technology in teacher leadership in the educational process and seeks to identify the opportunities presented by artificial intelligence for improving teachers’ leadership and performance. Methods: The present research is qualitative and of a narrative nature. The study population consisted of a total of 70 articles, from which 30 articles were selected based on acceptance criteria. The critical Glaser tool was also used to ensure the quality of the selected articles. For data analysis, a coding method was employed, initially extracting 162 open codes. Subsequently, 18 axial codes were identified, and finally, 3 selective codes representing the opportunities of artificial intelligence in teacher leadership during the educational process were recognized. Findings: The findings of the research indicated opportunities for artificial intelligence in teacher leadership in the educational process across three categories:1.Planning: Assisting teachers in delivering intelligent content to students, providing information about students’ educational backgrounds, automated scheduling and planning of lessons, designing customized training, offering teaching methods based on individual student needs, and providing intelligent platforms for self-learning.2. Implementation: Making the teaching process more engaging through chatbots, fostering active student participation in the learning process, improving the quality of education and the learning experience, creating independent learning opportunities for students, personalized instruction, and providing an exploratory learning environment.3.Evaluation: Automated grading of assignments and exams, providing feedback on the effectiveness of educational performance, managing data related to the evaluation of assignments and exams, assisting students in improving their learning, predicting students’ academic performance, and making data-driven decisions based on evaluations. Conclusions: Artificial intelligence serves as a transformative force in the field of education, playing a central role in improving the quality and personalization of the learning process. AI can be used as a powerful tool to enhance teacher leadership and improve the overall educational process. This technology offers tools for lesson planning, enhances teaching methods, and accurately assesses student performance. It not only assists teachers in their leadership roles but also provides access to extensive educational resources and enables immediate feedback. By analyzing learning data, AI facilitates the provision of personalized educational content tailored to the individual needs of each student. In this way, it helps optimize the learning experience and increases interaction between teachers and students. The educational implications of AI technology will transform how students learn and how teachers operate. Ultimately, the use of artificial intelligence in education will improve educational systems, leading to enhanced learning quality and improved student outcomes worldwide.

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Original Research Paper-English Issue

Exploring Iranian University Students’ Expectations and Technology Use for Out-of-Class English Language Learning

M. Zeitounly; M.R. Ghorbani; M.A. Robatjazy

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

https://doi.org/10.22061/tej.2025.11598.3170

Abstract

Background and Objectives: This study examines the expectations and actual use of technology by Iranian university students for out-of-class English as a Foreign Language (EFL) learning. It explores the factors influencing technology use, barriers encountered, and students' recommendations for enhancing ... Read More Background and Objectives: This study examines the expectations and actual use of technology by Iranian university students for out-of-class English as a Foreign Language (EFL) learning. It explores the factors influencing technology use, barriers encountered, and students' recommendations for enhancing technology-driven language learning. The research aims to provide insights into how students adapt to technological barriers in Iran, such as internet filtering, high costs, and low-speed connections. The study is guided by the Technology Acceptance Model (TAM) and Expectation-Disconfirmation Theory (EDT), which posit that satisfaction arises when actual experiences meet or exceed expectations. Materials and Methods: Using a sequential exploratory mixed-methods design, the study consisted of both qualitative and quantitative phases. The qualitative phase involved semi-structured interviews with 24 senior English students (11 males, 13 females), while the quantitative phase included a survey of 48 undergraduate TEFL and English Literature students (7 males, 41 females). The research was conducted during the 2024–2025 academic year. Findings: Students were generally satisfied with their technology use for language learning, as their actual experiences closely aligned with their expectations. Despite infrastructural and political constraints, such as low internet speed, filtering of websites requiring VPNs, and high costs, students demonstrated resilience and resourcefulness in utilizing digital tools for language acquisition. Key factors influencing technology use included time flexibility, accessibility, cost efficiency, and teacher support. However, students reported significant challenges, including lack of teacher guidance and distractions associated with technology use. Quantitative analysis revealed no significant differences between students' expectations and their actual use of technology. Additionally, there were no notable gender-based differences in either expectations or usage patterns, indicating that male and female students face similar challenges and opportunities. These findings align with TAM and EDT, suggesting that students’ satisfaction arises from the alignment between their expectations and actual experiences. Students emphasized the importance of teacher guidance in improving the effectiveness of technology use, highlighting the need for educators to provide direction on selecting appropriate tools and strategies. They proposed practical recommendations, including reducing internet filtering, incorporating gamified learning tools, establishing consistent study routines, and focusing on high-quality resources to optimize their learning experiences. Conclusions: This study underscores the critical role of technology in facilitating out-of-class EFL learning in restrictive contexts like Iran. It highlights students' ability to overcome challenges, leveraging available resources for language acquisition. Policymakers are encouraged to reconsider restrictive measures, such as internet filtering, as students have demonstrated responsible and effective use of technology for educational purposes. Teachers are urged to guide students in utilizing technology more effectively, ensuring personalized and structured learning experiences. Despite its contributions, the study faced limitations, including a small sample size restricted to English-major students at two universities, which may limit the generalizability of findings. Future research should expand to include students from diverse academic disciplines, educational levels, and geographical regions. Incorporating teacher perspectives and conducting comparative studies across different cultural contexts would provide a more comprehensive understanding of technology's role in EFL learning. By addressing barriers and leveraging teacher support, this study highlights how technology can further enhance autonomous learning experiences. Policymakers and educators are encouraged to foster a more supportive environment for technology integration, ensuring equitable and effective access to digital resources for all learners.

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Original Research Paper

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

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

Articles in Press, Accepted Manuscript, Available Online from 23 February 2025

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.

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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

Background and Objectives: Artificial intelligence has significantly changed the perspectives 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 ... Read More Background and Objectives: Artificial intelligence has significantly changed the perspectives 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 in the humanities in Zanjan. Methods: This research was applied in purpose and quantitative in 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 in the 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 randomly 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 the Self-Directed Learning Questionnaire by Fisher et al. (2001), the Academic Engagement Questionnaire by Reeve and Tseng (2011), and the Critical Thinking Disposition Questionnaire by Ricketts and Rudd (2005). The educational intervention spanned 8 sessions, each 90 minutes long, 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 with 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 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 in the humanities in Zanjan. Conclusion: Drawing on the findings from this research, we can conclude 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.

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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

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

Articles in Press, Accepted Manuscript, Available Online from 26 February 2025

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

Meta-Analysis of the Effect of Educational Interventions on the Academic Performance of Students with Math Learning Disorders in Elementary School (Studies Published in 2023-2011)

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

Articles in Press, Accepted Manuscript, Available Online from 10 March 2025

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 2023-2011).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 2023-2011. 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.

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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

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

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

The principles of designing educational open spaces for boys and girls aged 3-6 based on the Hexagon Model of Creativity

reyhaneh sadat tabatabaei yeganeh; Minoo Shafaei; Farhang Mozaffar; Bahram Ssaleh Sedghpour

Articles in Press, Accepted Manuscript, Available Online from 25 June 2025

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

Abstract

Background and goals: The importance of creativity in today's society is not hidden from anyone. A successful society will be a society based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and ... Read More Background and goals: The importance of creativity in today's society is not hidden from anyone. A successful society will be a society 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 have 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 examines 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 3-6 years in Tehran. There is a wide literature about the design of open space in schools and it has been discussed from different aspects, but attention to the issue of gender differences in this field is scarce in Iran. The purpose of this research is 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. The main question of the current research is, what are the principles of designing open educational space to foster the creativity of boys and girls aged 3-6 years? And how can physical/functional factors in the outdoor educational space affect the creativity of boys and girls aged 3-6 years? Also, the main hypothesis of the research is that the principles of designing open educational spaces by creating diversity in architectural systems (physical and functional) have different effects on the creativity of young girls and boys. Methods: The present research is applied and its research method is 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 3-6 years. 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 (rotational) 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.

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Original Research Paper-English Issue

A Mixed-Methods Probe into CALL and non-CALL Integrated Assessment and EFL Learners' Summary Writing Ability

R. Bagheri Nevisi; R. Shazdeh Ahmadi

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

https://doi.org/10.22061/tej.2025.11060.3100

Abstract

Background and Objectives: Educational research has paid close attention to technology in language learning, especially computer-assisted language learning. CALL provides a dynamic and interactive platform for students to engage with language learning activities, multimedia resources, and communication ... Read More Background and Objectives: Educational research has paid close attention to technology in language learning, especially computer-assisted language learning. CALL provides a dynamic and interactive platform for students to engage with language learning activities, multimedia resources, and communication channels. CALL has immense potential in helping English as a Foreign Language (EFL) learners to develop their skills through the summary writing process. Computer-Assisted Language Learning (CALL) has emerged as a prominent approach in language education, utilizing computer technology and interactive materials to support language learning. This mixed-methods study aimed to explore the effectiveness of CALL in enhancing the summary writing ability of English as a Foreign Language (EFL) learners, compared to a non-CALL integrated assessment.Materials and Methods: The study employed a mixed-methods approach, combining quantitative data analysis and qualitative insights. Two intact classes of intermediate-level EFL learners, comprising 40 participants, were selected based on their intermediate language proficiency. Various measures, including placement tests, reading materials, scoring guidelines, interviews, and self-assessment reports, were utilized. Data analysis involved a One-Way Analysis of Covariance (ANCOVA) to examine the impact of instructional methods on summary writing performance.Findings: The findings emphasized the potential of CALL-integrated assessments, highlighting personalized instruction, timely feedback, authentic writing practice, collaborative learning, integrated language skills development, and effective curriculum design.Conclusions: The study's implications extend to personalized instruction, authentic practice, collaborative learning, integrated language skills, curriculum design, and formative assessment. The results contribute to the ongoing discourse on technology in language learning and demonstrate the positive impact of CALL on EFL learners' summary writing ability. Integrated assessment approach for non-calls involves self-reflection. Students are encouraged to analyze their own writing by examining their own progress, strengths, and weaknesses. Students can take ownership of their language learning and learn it in their own way. It enables students to set targets and track their progress over time. Reflection on writing skills can enhance students' self-awareness and a proactive approach to learning a language.

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Keywords Cloud