Original Research Paper
Modern Educational Approaches
S. Haghjoo; E. Reyhani
Abstract
Background and Objective:Recent research by Rivera and Sinclair et al. Shows the impact of spatial abilities on achieving different goals in different fields of study and real life, and suggests the need to extend its learning to all levels of education. Traditional approaches to teaching geometry based ...
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Background and Objective:Recent research by Rivera and Sinclair et al. Shows the impact of spatial abilities on achieving different goals in different fields of study and real life, and suggests the need to extend its learning to all levels of education. Traditional approaches to teaching geometry based on the classification of shapes and objects and their properties have been intuitively focused on ultimately formal proof. Currently, more emphasis is placed on spatial abilities such as mental rotation, representation of three-dimensional objects, and coordination of motion and position. Incorporating such abilities into textbooks plays an important role in students' understanding of the concepts of geometry. Structure of Observed Learning Outcome (SOLO) is one of the most practical theories that falls into the general and local frameworks of cognitive development. The importance of this theory is that it can assess students' understanding of a subject at all ages. The aim of this study was to investigate the ability of students' spatial skills in solving one task and to analyze their responses based on SOLO taxonomy. Solo theory is one of the theories of mathematical education, which has a great application in our cognition of mathematical understanding and math learning of students. Methods: The research method is descriptive of survey type .A question of the Purdue standard questionnaire on spatial visualization has been selected which its formal and content validity has been confirmed by 3 math education professors and 4 teachers of geometry. By using the criterion of Cronbach's alpha, this approximate reliability coefficient(0.9) was obtained.The participants in this study were 498 students from the tenth , eleventh and twelfth grade students who were selected randomly in a multi-stage cluster of theoretical and technical schools in Bushehr. Findings: The results show that in the field of visualization 59% of students in ordinary schools are in a unistructural level. In this regard, none of the technical students reached multistructural and relational levels. While analyzing responses, their thinking patterns, multiple solutions, strategies and common misconceptions have been analyzed. The results of the study are very important for the planners, the authors of the textbooks and the researchers. Conclusion: The SOLO model helps teachers assess student learning outcomes and assess students' understanding. In order to improve students' understanding of spatial visualization and increase spatial skills, it is suggested that such issues be used in curricula and textbooks. The use of dynamic geometry and software is effective in better understanding spatial visualization, as shown by research by Demir and Ildiz. The use of the solo model is also suggested to researchers and teachers to assess students' understanding of a subject.
Original Research Paper
Game-based Education
S.A.H. Hosseini Anari; M. Neshati
Abstract
Background and Objective:In recent years, we have witnessed a dramatic growth of digital gaming media in entertainment and popular culture. Games are firmly entrenched in human culture and have consistently impacted their social life and leisure on an unprecedented scale. One of the achievements of digital ...
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Background and Objective:In recent years, we have witnessed a dramatic growth of digital gaming media in entertainment and popular culture. Games are firmly entrenched in human culture and have consistently impacted their social life and leisure on an unprecedented scale. One of the achievements of digital gaming media is that it stimulates issues beyond entertainment. In general, the game can be described as a voluntary activity in which the player has freedom of action and can enter or leave the game at any time. An emerging strategy in the field of play is gamification, but gamification is slightly different from normal play. Gamification can be defined as the use of gamified thinking in areas that do not have the nature of play, which is created to create interaction and motivation in people to achieve the desired goals. Nowadays, gamification has been turned into a strong motive tool to engage and increase users’ participation in the educational systems. Previous research indicates generally the importance and efficiency of gamification methods to improve educational processes, but in these researches, the characteristics of each audience and its effect on their behavior were not investigated. In this research, we attempt to study individual characteristics such as their gender and education background on their effectiveness rate from gamification. Methods: For this study, we designed an educational system based on gamification approach named as “Elenow” and gave it to the students (N=41) who were studying “Technical writing and presentation method” course. Elenow is a web-based system which is accessible on users’ mobile. In addition to the data collected by Elenow system, a questionnaire was given to the audiences and asked them about the effectiveness of gamification process implemented by the Elenow system. Also, the information about the students’ educational background was extracted from the university educational systems. Findings:The most important findings of this research revealed that the individual characteristics of audiences are significant factors on their effectiveness from gamification. Therefore, we can’t consider a single approach for all individuals participating in a gamified activity. Conclusion: The most important results of this research are: as the audience of educational systems has different individual characteristics, such as gender, the effectiveness of each element of the designed gamification is different for them. Also, their level of interest and satisfaction with the elements of gamification, such as; signs, points, etc. are not the same; therefore, in designing gamified mechanisms for educational purposes, a single version cannot be considered for all audiences. For this reason, it is important to consider these features in gamified designs. In particular, some symptoms motivate female students and others motivate male students. While women get better feedback than homework-related symptoms, men are more interested in receiving skill-related symptoms.
Original Research Paper
Educational Technology
M. Rahimi; A. Shahryari
Abstract
Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social ...
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Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social communication in the context of cyberspace, but also can accelerate and facilitate the process of homework and student projects from the beginning (resource search) to the end (report writing). Obviously, the use of new technologies requires the use of special skills and strategies for successful and beneficial interaction with virtual environments and technology. Research on information literacy provides a long list of skills needed by technology users in the 21st century to manage the challenges of using new technology tools. Definitely one of the basic and important skills that is needed when working with word processors is typing words quickly and correctly to enter data and receive appropriate feedback from the system or other users. The ability to type quickly and insert words correctly is essential in the use of cyberspace and the effective use of many applications, and not mastering how to enter information correctly can disrupt the process of installing or running applications. This study aimed at examining the role of autocorrect software use in learning English as a foreign language. Methods: 203 university students of General English courses participated in the study. Their use of autocorrect software was evaluated by Autocorrect Software Use Scale (ASUS). ASUS assesses autocorrect software use with respect to five components including the importance of spelling skills in learning English with autocorrect, students’ awareness of the way autocorrect works, its educational value, its error correction function, and its value in improving English spelling and writing skills. Achievement in learning English was assessed by both formative and summative evaluations in General English course. The data were analyzed by both descriptive (mean and standard deviation) and inferential statistics (correlation and regression methods). Findings: The results of correlation showed that there was a positive and significant relationship between learning English and ASUS and its four components; while the strongest correlations were related to factor 1, the importance of spelling skills in learning English (r= .215, p < .01) and factor 3, educational value of autocorrect software (r= .214, p < .01). The result of multiple regressions revealed that these factors function as the facilitator of learning English and can significantly predict more than 10% of its variance. Conclusion: The present study showed that the attitude towards using automatic word correction software has a significant relationship with learning English as a foreign language. The importance of spelling skills and awareness of the educational value of software was one of the facilitating components of language learning, while the general language course focuses on vocabulary learning, reading, and learning techniques. It is suggested that research be conducted on the role of automated software in classes that focus more on oral skills. The role of these software programs in sending text messages via SMS or micro-blogs (such as Twitter) in language learning should also be examine
Original Research Paper
Game-based Education
M. Rajabiyan Dehzireh; F. Dortaj; S. Pourroostaei Ardakani; S. Esmaeili Gojar
Abstract
Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary ...
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Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary era, will be an important part of the future education. To this end, educational systems have decided to change their teaching methods and have thought about how to teach and learn and how to prepare the digital generation to live in this culture. To improve and make education effective for today's digital learners, considering the features and capabilities of educational computer games, it seems that one of these methods is to use educational computer games as an educational strategy in educational systems. The purpose of this study was to investigate the effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. Methods: The research method is Quantitative and semi-experimental method of pre-test-post-test design with control group. The statistical population is all elementary students of Shahriar In the academic year 2017-2016. The sample consisted of 60 students (30 in the control group and 30 in the experimental group) who were selected through targeted sampling. Research tools included Garnefski et al cognitive emotion regulation and Baer et al mindfulness questionnaires. Findings: The research findings show that the use of instructional computergames effects on cognitive emotion regulation and students' mindfulness (p < 0.01). There is a significant difference in the components cognitive emotion regulation and mindfulness between the two groups (experiment and control) (p < 0.01). In positive strategies of cognitive emotion regulation and mindfulness, the moderated mean of the experimental group is more than that of the control group and in negative strategies of cognitive emotion regulation. The moderated mean of the experimental group is less than that of the control group. This shows that the use of instructional computergames effects on the improvement the components of cognitive emotion regulation and mindfulness in students (p < 0.01). Conclusion: Because learners engage in interactions in the educational computer game environment that use working memory cognitive resources for meaningful learning, direct instruction and guidance can play an executive role by providing minor alternatives to compensate for the lack of knowledge-based guidance for the learner by accurately retelling a management example and solving a problem. Of course, educational computer games in certain applications such as navigation tasks, reviewing and processing implicit gestures or processing complex narratives and background information can impose heavy requirements on our cognitive system according to the personal resources needed, here significant player involvement with the game or automating a player's computer skills due to intensive training can help the player solve this problem. During games, especially educational computer games, students gain access to new mental concepts, gain more and better skills, and use positive emotion regulation strategies while playing. The results of the research show that instructional computer games improve the cognitive emotion regulation and Mindfulness in students, it is suggested to use instructional computer games in classrooms.
Original Research Paper
Architecture
J. Mahdinezhad; B. Ssaleh Sedghpour; R. Najjari
Abstract
Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has ...
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Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has overshadowed architecture. Fixed and uniform programs in higher education in architecture, in the field of architectural activity, have paid little attention to traditional architecture, which can be understood by going through the city and looking at the buildings built in recent years. In order to formulate an organized system for teaching architecture in educational centers, it is necessary to know the basic effective principles in architectural education. In educational processes, the relationship between traditional and modern education is decisive. The purpose of this relationship, in addition to the transfer of information, is to gain in-depth knowledge that is more important than the exact meaning of the message sent. In order to define the specific features of scientific communication, modern concepts in the form of new perspectives on educational methods should be used. This gives rise to new theories of communication that incorporate different ways of recognizing, learning, and transmitting information in order to make non-interrelationships between modern and traditional education. Learning from the potential of traditional architecture, especially Bazaars is helping to design modern commercial-social spaces in today's urban space. To create effective and dynamic urban spaces, that are in harmony with the social, cultural, environmental, physical, psychological and economic needs of the society people has always been the interest of, architects and urban planners. The purpose of this study is to construct, validate, stabilize and standardize the scale of socialization in traditional Bazaar. Methods: The construction of socialization -related items was conducted through an open interview selected by open and central coding, and after review, and evaluation of validity and reliability, 58 items were presented for the participants by eliminating problematic issues. The sample size is 326 which have been selected by random cluster sampling. In order to evaluate the internal coordination of the questions, differential coefficient method and to validate, the exploratory factor analysis, has been done. Finally, the normative table was presented for the main factors. Findings: Considering the results of the research, it can be concluded that this questionnaire has a proper validity and justifiability, and the factors that can be extracted from the factor analysis can measure the learning of traditional architecture. Conclusion: The findings indicate an acceptable initial validity and reliability for the sociability scale. To assess the validity of the questionnaire, exploratory factor analysis was used, which indicates the extraction of 12 components: Culture and belief, new business centers, activity-behavioral component, functional capability, socio-cultural component of the market, social factor, diversity and visual attractiveness, social mixing, physical component, structural values of place, environmental impact on place, physical quality, access and communication. The scale has sufficient factor load to predict the validation measurement tool, ensuring the degree of sociability.
Original Research Paper
Modern Educational Approaches
S. Sardashti; M. Shafaie; Farhang Mozaffar
Abstract
Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for ...
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Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for collaboration and participation serve as a stimulus for learning, and it is the culture of the studio that means sustainability to students. One of the interactive teaching methods that seems to be in line with the multiplicity of today's world and the different nature of architecture and the workshop education system is the critical pedagogy method invented by the Brazilian thinker Paolo Freire. Freire considers the main purpose of education to be the development of creative and critical human beings who look critically at all the thoughts, ideas and values in society, as well as the actions of individuals and the way they deal with various events and happenings to find their roots. Freire's model in critical education mostly includes critical dialogue in which students (whole class) present their views and review evaluations and critiques. Participate in evaluating the thoughts of others and together with them, by combining views and examining arguments, take a more accurate and comprehensive approach to the issue and discover effective solutions. Therefore, it can be inferred that the critical education methodwith its special characteristics has the potential to improve the quality of architectural design classes. The aim of this study is to illustrate the procedure of applying critical pedagogy in Iran higher education context –architecture discipline- to identify challenges and improve the method in the selected environment. Methods:The qualitative method (interpretation) was selected as research method and content analysis was performed on the collected data. 24 postgraduate architecture students were selected as the sample, and by using a bipartite subject, comparison between two methods (traditional and critical) become possible. To verify and extend the model, the experiment was repeated next year with 22 different students. Findings: The results indicated that the effects of critical pedagogy have been perceived by students in eight categories: (1) improving intrinsic motivation (2) improving social skills, oral skills and self-confidence, (3) improving the speed and quality of development process of architectural ideas, (4) creating diversity and cheerfulness, (5) reducing stress and anxiety, (6) waste of time and vain discussions, (7) educational marginalization, and (8) self-censorship. The first 5 categories are positive feedbacks and the other three are negative feedbacks considered as challenges of applying critical pedagogy. At the end, some strategies are purposed to overcome these challenges and improve the quality of the classes. Conclusion:Some solutions to overcome the challenges are suggested including: students choosing an external reality topic, phasing group corrections, continuing the method to institutionalize it, changing students' view of the teacher as the source of information or the professor as a superior and miraculous person and change the view and reduce students' distrust of themselves. Characteristics for the critical teacher are also mentioned, such as humility, humor, high capacity of the teacher against laughter and jokes, great patience of the teacher in the face of useless discussions, and familiarity of the critical teacher with theories of psychology and psychoanalysis.
Original Research Paper
Curriculum Planning
M. Yousefi; A. Assareh; A. Hoseini Khah
Abstract
Background and Objective:Reflecting on different societies and despite the claim of progress in the fields of education, technology, society, etc., there are still many problems in human relations, civil relations and inefficiency of individuals. With this explanation, the question arises as to whether ...
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Background and Objective:Reflecting on different societies and despite the claim of progress in the fields of education, technology, society, etc., there are still many problems in human relations, civil relations and inefficiency of individuals. With this explanation, the question arises as to whether various advances have not been able to be used in practice. Has the development of education and technology not been in the public and real interests of human beings? Is education not adapted to the needs of society? Have various developments not found operational ground? And perhaps there are many other questions that can be asked about this. But with a little care it can be seen that each of these factors is rooted in a major cause, and that is the type of education and educational goals. The widespread objection of educational theorists is that learners in traditional systems seldom have the opportunity to learn something in-depth through the transfer of subject matter. At the present time, however, efforts should be made to lay the foundation for children's intellectual skills in the very early years of childhood and to shape their personalities so that they can look to their future with an open, independent and selective attitude. To this end, all available potentials and facilities such as teachers, students, parents, peers, learning environment and community around the school should be used to provide the desired indicators as much as possible. The goal of this article is about explain and analysis of project based curriculum. This study has considered rationale of project based learning in different aspects. Methods: In attention to the main goal of research and also rational of curriculum that is defined based on its basics, principles, and messages, so the fivefold questions of research include how defined the philosophical, psychological, and social basics of project based learning and the same time it considered its message and principles. In order to reach to analyze and explain of above aim applied research syntheses in which selected, contextualized, and categorized researches related to project based learning with a regular method. In the next step selected 101 researches which had objective criteria, then based on syntheses principles, rethinking, data rearrangement presented combination of their findings. Findings:Researcher with the help of research and with identifying of philosophical, psychological, and social basics of project based learning and drawing of message and principles of this kind of learning tried to analysis and explain rationale of project based curriculum. Conclusion: A study of previous research has shown that a direct study of project-based learning has not been conducted in the form of a curriculum. Most project-based research has been in the fields of agriculture, architecture, or project management. Although it has been considered in a few cases in formal education, it has been studied more as a teaching method and has dealt with only one element and not the whole curriculum
Original Research Paper
e-learning
E. Jafari; K. Fathi Vajargah; M. Arefi; M. Rezaeizadeh
Abstract
Background and Objective: Not only has MOOC been able to reach a valuable place in the world of teaching and learning as an online educational tool, but it has also been recognized as a wave of thought that has attracted the attention of many writers and researchers. However, this issue is questionable ...
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Background and Objective: Not only has MOOC been able to reach a valuable place in the world of teaching and learning as an online educational tool, but it has also been recognized as a wave of thought that has attracted the attention of many writers and researchers. However, this issue is questionable in Iran because not only is MOOC not used as a dominant educational tool, but so far no research has been done on this issue. But in order to establish the effectiveness of this system in universities and educational centers, a comprehensive view of its situation in other countries must be obtained. Given the benefits as well as the challenges and threats that MOOCs may have for the country's higher education, foresight and adopting measures and strategies in the field of proper management in the use of MOOCs and their local production is very basic. Also, due to the need for adaptation of universities and educational institutions in Iran to different learning methods and online and new educational plans to ensure quality in providing services to users and adaptation to technological spaces that grow and develop online, conducting academic research on developments Higher education is very vital. The purpose of this study was developing a conceptual model for Mooc-based curriculum in higher education. Methods: This was a qualitative study and conducted based on grounded theory approach. The statistical population includes educational technology and higher education technology experts. Using the purposeful sampling approach and interviewing 14 people, theoretical saturation was achieved in the categories. Data was collected using semi-structured interviews. The reliability and validity in qualitative part of the research was through reviewing by experts who did not participate in the study. Findings: The important issue of current study is the higher education curriculum which is developed in four aspects of goal, content, teaching-learning methods and evaluation analysis and according to causal conditions, the underlying conditions and mediation terms of terms of developing strategies and based on that the final model is presented. Conclusion: The production of MOOCs in Iran is done by considering the contextual conditions and requirements of the environment, considering the philosophy of this matter, and adopting strategies in order to realize the MOOC-based curriculum model, which, if done correctly its effective consequences can be seen. In the present study, it was revealed that despite the weaknesses and challenges associated with MOOCs, the view of experts is positive about the existence of a MOOC-based curriculum. This means that the MOOC-based curriculum model can be used in higher education. Higher education, by taking appropriate measures in line with these challenges, can provide a suitable platform for this innovation in the field of teaching-learning. Also, due to the multicultural nature of Iranian society and the open space of discourse that exists in the MOOCs, it can be used for communication between cultures and subcultures in Iran considering these subcultures in the field of education.
Original Research Paper
Electronic learning- virtual
Z. Abbasi
Abstract
Background and Objective:In general, the purpose of e-learning is to provide equal, free and searchable access to courses and to create a uniform learning environment for different people everywhere and to optimize the presentation of course materials for deeper learning. In such an educational environment, ...
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Background and Objective:In general, the purpose of e-learning is to provide equal, free and searchable access to courses and to create a uniform learning environment for different people everywhere and to optimize the presentation of course materials for deeper learning. In such an educational environment, unlike traditional (teacher-centered) teaching methods, people benefit from the subjects to the extent of their capacity and ability. In e-learning, it is possible to achieve maximum productivity in education by combining different methods of presenting educational content such as text, audio and video, etc. Virtual education utilizes the capacity of computer networks, Internet technologies, satellite networks, and new digital sciences. In fact, the art of using network technologies is to design, select, transform, and manage the educational process. The purpose of this study was to investigate, identify, and rank the most important key factors in the success of the Persian language e-learning course in universities (Al-Mustafa society and Imam Khomeini International University, Qazvin). Methods: This is an applied research in terms of the purpose, descriptive in terms of the method of data collection and cross-sectional study. The statistical population of this study was 60 Persian language instructors who taught at least one full term using the E-learning system. The main instrument for data collecting was a researcher-made questionnaire based on the Likert scale of 5 scales. Findings: The results of the research showed that the factor of content was considered as the first priority, technology as the second, students as the third priority, the organizational factor as the forth one, and the last priority was the general issue. In the study of the organizational factors, the educational- management strategies in organization gained the highest amount of 12.32, the highest percentage of variance 32.08 and the highest coefficient of reliability of 0.875, among the factors of student, the sub-factor trust, adaption and response to the needs with the special value of 8.094 and the variance of 27.93 was the most important sub-factor. Also, in determining the factors of content, the factors affecting content production with a specific amount of 5.314, indicated the highest percentage 42.151 of the total variance related to the factors of content. The applicability of technology with a specific value of 6.07 and 36.54 percent of the total variance was the most important sub-factor of the factor of technology. The leadership and strategic factors with the specific value of 10.404 and 26.035 percent of the total variance proved to be the most important sub-factor in general factors. Conclusion: Based on the set of attitudes of success factors in the use of e-learning in higher education centers, this study aims to prioritize these factors in teaching Persian to foreigners. In this research, these two questions have been answered: What are the key factors of success in using the Persian language virtual education system as a second/foreign language from the perspective of teachers of these courses? And what is the priority and importance of these key success factors identified in the education system of the country's universities? In response to the first question, the findings show that from the perspective of teachers of Persian language e-learning courses to foreigners, the content factor ranks first, the technology factor ranks the second, the student factor ranks third, and the general factor is the last after the organizational factor. Also, in answer to the second question, each of these factors has several sub-factors.
Original Research Paper
e-learning
E. Zarei; M. Javaheri; A. Shikhi
Abstract
Background and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology ...
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Background and Objective:At first glance to the science of educational technology, what usually comes to mind, is the application of new technologies in the education of learners, such a belief indicates a mechanical approach to the scope of technology and education. But experts see educational technology as more than just the use of educational tools. They believe that educational technology includes a systematic approach, design, implementation, evaluation and problem solving of educational programs and the simultaneous use of human and inhuman resources, and its ultimate goal is deep, sustainable and effective learning. e-learning is the result of the use of new technologies in education and is one of the inductive methods of teaching learning in which the subject starts from presenting a specific observation or a subject and the audience hypothesizes, collects information, combines information and discovers the problem. e-learning is introduced as an online process by which learning can be done using the Internet and web pages. The teacher can design a new e-space or use the e-learning environments available on the Internet in connection with any of the subjects. The purpose of this study was identifying effective factors and obstacles in using e-learning of primary school students in Karaj. Methods: The present study is a qualitative research and utilized a focus group method. The research instrument was semi-structured interview. By applying the focus group method, the data were gathered through interviewing 29 experts and specialized teachers in the area of e-learning in three stages including Open Source (Primary), Axial and Selective (Optional) Coding. Findings:Open codes were consisted of 75 concepts, and axial codes were compromised of nine categories including organizational elements, information literacy, technology, educational design, beneficiaries, educational sources, environmental factors, limitations and attitude factors. In the area of the barriers and problems in using e-learning, 48 core concepts and codes wererecognized as the axial code of thepresent study in nine categories including structural and organizational obstacles, lack of required training for teachers, weakness of students, inconformity of the current curriculum with information and communication technology, no satisfactory management, no precise goal and objective, cultural conditions and hindrances, lack of appropriate incentive system, space and equipment. Conclusion: Research show that as a learner-centered learning method, e-learning facilitates and enhances high-level cognitive skills such as analysis, synthesis, evaluation and judgment, critical thinking, search and problem solving. Therefore, it is suggested to pay attention to all levels of learning. If the ministry of education fails to provide the necessary infrastructure for the development of e-learning, they will certainly face various challenges. It is recommended to provide the necessary infrastructure for all schools in the country in all provinces.
Original Research Paper
e-learning
N. Ojaghi; Z. Esmaeili; M.R. Sarmadi; B. Saeidipour
Abstract
Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development ...
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Background and Objective:e-learning is a new way of teaching that provides and manages learning opportunities to transfer knowledge and skills through the Internet and computer networks. At present, traditional teaching methods are no longer able to meet the needs of continuous growth and development of educational skills. New technologies offer more, newer and more exciting learning opportunities, such as the opportunity to gain a learning experience tailored to each student's ability and way of learning. e-learning through the use of information and communication technology breaks down the boundaries of access and time and provides new tools for learners to learn. On the other hand, because in Iran it is not possible to benefit from higher education in the form of face-to-face classes for all applicants, the expansion of e-learning provides a golden opportunity for the young, dynamic and student generation. Designing optimal e-learning services is a complex task and requires interdisciplinary skills. This research was conducted to investigate the relationship between psychological characteristics, previous experiences, academic background, management and computer skills and student retention in an e-learning environment. Methods: The present research is applied -quantitative in terms of its purpose and descriptive-survey in terms of collecting data. The statistical population in this study encompasses the electronics active students of Payamenoor University. Using 41 researcher-made questions, students were asked to specify their views in relation to any questions in a 5-point Likert scale (from totally agree to totally disagree with). The content validity of the research instrument was approved by five thesis supervisors, consultants, and experts. A confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. All of the questions variables were fitted with factor load. The reliability of the instrument was confirmed by the Cronbach's alpha coefficient which was equal to 0.83. Findings: The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory). The results of Pearson correlation test showed a significant relationship between academic background and student retention (r=.17), previous experiences and student retention (r=.14), computer management skills and student retention (r=.47), and psychological characteristics and student retention (r=.52). Conclusion: The results of simultaneous regression also showed that predictor variables account for about 76% of student retention changes.
Original Research Paper
Teacher Education
M. Bahrami; Sh. Moradkhani
Abstract
Background and Objective:Job stress is one of the most important reasons that reduces the efficiency and quality of education. Job stress can also be the result of various factors such as lack of required resources, volatile job position, etc., which subsequently and gradually cause short-term or long-term ...
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Background and Objective:Job stress is one of the most important reasons that reduces the efficiency and quality of education. Job stress can also be the result of various factors such as lack of required resources, volatile job position, etc., which subsequently and gradually cause short-term or long-term negative consequences with physiological characteristics. Burnout is also a consequence of job stress, which first appeared in the United States in the 1970s and then gradually in many other countries and different occupations. This study aimed to examine factors that may influence burnout among English as a foreign language (EFL) teachers of public schools and private language institutes in Iran. Methods: To address this objective, both quantitative and qualitative data collection and analysis procedures were applied. Quantitative data were collected from 180 teachers from both public schools and private institutes through Maslach Burnout Inventory. Also, qualitative data were gleaned through conducting individual, semi-structured interviews with 10 of the participants (5 teachers from public schools and 5 instructors from private institutes). Findings: The results of independent samples t-test showed that private institute teachers were in a significantly worse condition in terms of burnout in comparison with their public school counterparts. On the other hand, the results of analyzing the content of the interviews revealed that economic conditions, job security, social status, lack of motivation, and lack of serenity were the main factors contributing to burnout among EFL instructors in private institutes, while lack of motivation and variety in the education process were the only factors causing burnout among teachers in public schools. Conclusion:The results showed that environmental factors such as demand and job resources are very effective in reducing or increasing job burnout. Given the positive factors affecting the reduction of burnout in public schools, policy makers in language schools will also be able to design and implement remedial programs to reduce burnout in private school teachers. As a result, the difference between the two learning environments is greatly reduced and the quality of teaching is increased to an acceptable level. In addition, the results showed that teachers who are more successful in their emotional interactions and relationships with others in the workplace are more likely to manage their work stress. Staff at the Ministry of Education, while emphasizing the factors that reduce the risk of job burnout, should also try to address the few factors that cause this problem among English teachers in schools.
Original Research Paper
S. Yarmohammadi; F. Ashrafganjouei; A. Zarei
Abstract
Background and Objective:Today, the use of information technology is an integral part of jobs, especially management. Sports managers must be able to persuade technical experts to use information technology innovations to change the nature of the organization's jobs and affairs in order to be more productive ...
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Background and Objective:Today, the use of information technology is an integral part of jobs, especially management. Sports managers must be able to persuade technical experts to use information technology innovations to change the nature of the organization's jobs and affairs in order to be more productive and effective. If there is an obstacle to the use of information technology, the organization will no longer be effective and competitive. IT teaches managers how to repair an organization and start a new business, and how to be effective in relation to the environment and other organizations. Therefore, in case of problems in the implementation of information technology and there are obstacles in the way of its application in the organization, the organization will become an unusable ruin and compete with other organizations. The purpose of this research was cognitive analysis of factors influencing the use of Information Technology based on change management at the Ministry of Sport and Youth of the Islamic Republic of Iran. Methods: The research method is descriptive-survey and the study is applied considering its purpose. The statistical population includes 812 employees of all sections of the Ministry of Sports and Youth in 2016. The statistical sample size was calculated on the basis of Cochran's formula. 261 people were randomly selected based on stratified sampling. To collect data, two standard and international questionnaires were used: TEM for IT and ADKAR for change management. Findings:Data were analyzed through descriptive and inferential statistics including Kolmogorov-Smirnov test, single sample t-test, Pearson correlation coefficient and multiple regression tests. The results showed that in the cognitive analysis, the barriers to the use of information technology from the perspective of change management are: perceived utility, willingness to use, attitude towards application, and finally, the perceived ease of use in the application of the priority of the first to fourth. The findings indicate the extent to which these components are applied and influenced by the use of technology in the Ministry of Sports and Youth. Conclusion: When the use of a new technology, especially information technology, is supported by sports managers according to existing values and professional needs, the human resources of that organization will not only have more confidence in using information technology, but also a higher degree of perception and demonstrate the benefits of the system; and they will probably make better use of this technology. Therefore, some suggestions are presented below. Senior managers and those involved in sports pay more attention to the individual aspects of people working in the organization, provide the necessary training before the implementation of information systems and provide them with the benefits and capabilities of new technologies as well as usefulness and ease of use of technology components; also they need to familiarize themselves with information; involve others in the decisions that are made to use such technologies in order to get things done in less time or to facilitate the work process.
Review Paper
Modern Educational Approaches
E. Lalbakhsh; V. Ghobad; S. Azizi
Abstract
Background and Objective:The large gap between academic lessons in architecture schools and the labor market in society has made many graduates of architecture schools unfamiliar with the work process and solving architectural issues in society. An important constituent which has been present in Iranian ...
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Background and Objective:The large gap between academic lessons in architecture schools and the labor market in society has made many graduates of architecture schools unfamiliar with the work process and solving architectural issues in society. An important constituent which has been present in Iranian education and training culture from yesteryear, which can be seen in novel education stands around the world, is collaborative education. In this method, learners get accustomed to concerns related to collective benefits and group problem solving. Thus, after graduation students gain higher ability to identify issues in society and solve problems with colleagues and interact with others. The aim of this study is to present a model for collaborative architectural design education, on the subject of decreasing the gap between academic education and work. Some of the benefits which can be gained from this method include preparing learners for work and social life, improving awareness of the educational issue by grouping students of different levels, strengthening students’ responsibility and commitment towards their surrounding environment, objectivism in education, academic education based on the realities of society. Methods: In this study, the method is qualitative and post positivism. It is inductive and first-degree data was collected, organized, and classified. It sought to discover issues surrounding architectural design education in a collaborative manner. Findings:The presented model consequently showed that it is not only synergistic, but also instigates efficiency in design education students. It can also significantly reduce the gap between academic education and the labor market. Conclusion: The results of theoretical and field studies on the proposed model show that architectural design in a participatory and interactive manner while synergizing in education leads to the effectiveness of design education among students. Because in this model, the distance between academic education and students' daily life is reduced. At the same time, students achieve group benefits by raising a sense of solidarity. In this model, students feel responsible for their surroundings and gain more knowledge about the artificial environment around them. Therefore, by identifying the architectural problems of their surroundings, they seek to solve the problem as a group. Students in the architectural design studio, while communicating and creating a dialogue space, will not only be effective in enhancing each other's design capabilities, but will also seek to solve the problem by explaining clear goals and defining the architectural problems around them, by identifying a common goal. Therefore, teaching participatory architecture design reduces the gap between education and society, improves the efficiency of academic education in architectural design, and prepares the learner for professional and social life. It strengthens the student's sense of responsibility and commitment to their environment. It causes objectivism in education and makes it possible to start education by describing the issues of daily life and achieving an accurate understanding of the realities of society. It also enhances learning capabilities through social relationships, organizing experience, innovation, and creativity through pluralism. In the method of teaching participatory architecture design, it is possible to transfer experiences between different levels of students. In this way, based on this model of architectural design education, one of the most important shortcomings of architectural education, which is the long distance between the labor market and the university, will be eliminated.
Original Research Paper
Mathematics Education
F.Z. Heidari; N. Asghary
Abstract
Background and Objective:Many international studies have been done in order to trace the intellectual path of students in manipulation with the concept of variables and algebraic expressions, as well as to examine and specify their functional problems. However, despite the importance of these two concepts, ...
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Background and Objective:Many international studies have been done in order to trace the intellectual path of students in manipulation with the concept of variables and algebraic expressions, as well as to examine and specify their functional problems. However, despite the importance of these two concepts, comprehensive research has not been conducted in the seventh, eighth and ninth grades in Iran, and research has often focused on how to manipulate and write algebraic expressions. Due to the change in Iran's mathematics curriculum in 2009 and the consequent change in mathematics textbooks, the need for a clear picture of students' understanding of these two concepts is doubled.Algebraic expressions are the important part of Algebra and its deep understanding is necessory for solving algebraic problems. The purpose of this study was to investigate grade 7th, 8th and 9th students' understanding of algebraic expressions. Methods: 400 students were selected by multistage cluster sampling from 7th , 8th and 9th grade students in Tehran. A researcher-made test was designed and implemented. Out of 400 students, 15 students were selected and semi-structured interviews were conducted in order to clarify and interpret students' perceptions. Findings:The results of the test and interviews showed that most students have a poor structural understanding of algebraic expressions and they have understood them merely procedurally. Increasing academic bases did not almost improve structural understanding, but procedural understanding improves with increasing levels. Conclusion:The results of this study showed that most students in algebraic expressions (simple and complex) have a purely procedural understanding, which means that they have understood algebraic expressions as a set of algorithms and processes. As it turned out from the interviews, these people, when it is necessary to perform an operation on the algebraic expression and consider the algebraic expression as a whole, only memorize the steps as a parrot because they have no understanding of the whole structure of the algebraic expression; and they focus only on the steps within an algebraic expression. In complex algebraic expressions, compared to simple algebraic expressions, the percentage of students who had a purely procedural understanding was reduced. The results of interviews with a number of students showed that this decrease was not due to an increase in students' structural understanding, but for reasons such as ignoring the distributive action, not understanding algebraic expressions, not understanding the process in complex algebraic expressions.
Original Research Paper
Modern Educational Approaches
P. Hashempour; M. Ahmadi; H. Nadimi
Abstract
Background and Objective:Many cognitive psychologists put emphasis on an integrative view of cognitive and affective faculties of the mind. In the course of theoretical developments in the above area, theorizing on the concept of "emotional intelligence" is considerable. The concept of emotional intelligence ...
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Background and Objective:Many cognitive psychologists put emphasis on an integrative view of cognitive and affective faculties of the mind. In the course of theoretical developments in the above area, theorizing on the concept of "emotional intelligence" is considerable. The concept of emotional intelligence explains how people are different in perceiving, processing, and using emotional information in the process of cognition and thinking. Studies show that those differences are strong predictors of the individuals’ success in their education, profession, and even their lives, architectural student is no exception. Many studies have reported the significant impact of emotional intelligence on important life outcomes, including mental and physical health, work performance, academic achievement, and social relationships. However, many emotional intelligence skills are learnable and can be improved through training and practice. But the problem is that due to the traditional emphasis of schools and universities on mere scientific education, general and specialized courses taken in formal education courses in various disciplines, including architecture, usually do not consider this type of ability. Methods: The present study- with a descriptive-analytical approach and using logical reasoning method, explores the role of emotional intelligence in developing an effective architectural education, particularly at the design studio context. In this regard, a study was conducted on how emotional intelligence influences the students’ design thinking, as well as those properties that affect the process of learning, such as adaptability, engagement, and motivation. Findings:Given the possibility of nurturing the emotional intelligence, maintained by the research findings, teaching tactics can be developed to enhance emotional intelligence of design students as an effective way to integrate cognitive and affective aspects in the course of design studio instruction. Conclusion:By prioritizing the important role of emotional intelligence in the effectiveness of design education, we can emphasize the entry of such programs in this field. It seems that if an intervention program is prepared based on strong theoretical foundations and implemented by professors who are themselves at a high emotional level; improving the emotional intelligence of architecture students and consequently their learning and further success in the profession can be expected. It is clear that the development of an intervention program that responds to the emotional requirements of the field of architectural design education, the development of its exercises based on theoretical foundations and valid experimental findings, as well as providing opportunities to practice emotional skills during workshop activities, requires extensive research. But in this case, based on what was stated in the present article, it can be claimed that the approach based on the ability of emotional intelligence, provides a good potential to set the framework of this program. In order to implement and adapt the program as much as possible to the emotional needs of the design workshop, the program can be based on the main emotions experienced in the workshop, the identification of which also requires future research, and the program can be implemented in basic workshops
Review Paper
Educational Technology
M. Moeinikia; A. Zahed Babelan; E. Aryani Ghizghapan; Z. Bigdeli
Abstract
brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant ...
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brought another technology called information and communication technology (ICT). This technology has a much wider impact capacity, compared to previous technologies, and in the field of education, by being affected by this new capacity, beneficial developments can be made in the pillars of the relevant components. It is a matter of further reflection and understanding in recognizing various aspects, including opportunities or threats arising from the use of this technology. In other words, today the world with the features that have shaped the computer and Internet communications, has emerged to the extent that the networking community has led to the comprehensiveness, complexity and technological networking in various fields. The purpose of the present research was analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning on students’ learning outcome. Methods: The research method is a meta-analysis. The population of the study consists of the written works such as theses and articles available on the websites Irandoc, Magiran, Sid and Noormagz and some papers indexed in journals between years 1387-1394. From among the done works, 36 studies were selected. Data analysis was performed with the help of three software programs, SPSS 22, CMA 2 & EXCEL. For descriptive statistics frequency and percent frequency were used, for inferential statistics, to calculate the effect size G Hedges, fixed effect and random effect model were used. To study the significance of frequency of the research, counting method (chi-square) and in order to combine effects sizes T Vainer possible combination method was used. To study the problem of publication bias in primary studies Funnel chart was used. Findings: It showed that publication bias in the primary study of learning outcome variable existed. To fix this problem, two models of fixed and random effects of Dual and Tweedy fitness test were used. In order to study the homogeneity of the studies, Q and I2 tests were used. The results showed that the primary studies are not homogeneous. Also, the calculated effect size was significant for studies under both models, fixed and random, for the examined variables. Vainer t possible combination results showed that there were significant differences between the combined effects sizes. Finally, the application of ICT in teaching and learning in students' learning outcome is verified Conclusion: According to the results of the research on the significance of the effect of using ICT in the learning efficiency of learners, it is suggested that practitioners (education planners) to consider the use of teaching aids and the use of new technologies as a priority. It is obvious that the development of ICT expansion infrastructure in the country, especially in educational centers, and providing opportunities for the entry of information technologies into schools and universities without ICT, which creates new social contexts for students to learn, is a key step in this direction. Ultimately, it is certainly the teachers who hold the key to effectively using technology to improve learning, but if teachers do not fully understand how to use ICT effectively to advance student learning, the huge investments made in ICT innovations will be easily wasted. According to the results of the research, it is suggested to encourage teachers to use new technologies in the process of teaching and learning in order to use them more and better, proper training should be held and to raise the level of their scientific knowledge in the above fields. Certainly, in order to succeed in this way, proper investment to equip schools with new technological tools is an important and vital thing that needs to be given more attention by the authorities
Review Paper
Educational computer games
Z. Batooli; F. Fahimnia; N. Naghshineh; F. Mirhosseini
Abstract
Background and Objective:Despite the advent of new technologies and the consequent change in lifestyle in recent decades, education systems have retained their traditional way of teaching and have not adapted to the characteristics of the digital generation. At the same time, the characteristics of digital ...
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Background and Objective:Despite the advent of new technologies and the consequent change in lifestyle in recent decades, education systems have retained their traditional way of teaching and have not adapted to the characteristics of the digital generation. At the same time, the characteristics of digital people have also influenced their teaching-learning methods. One of the latest developments in the field of new technologies is the revitalization of educational environments. Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. Meanwhile, digital generation features have been effective on their learning-teaching methods. One of the most important and recent developments in the field of modern technologies is gamified learning environments. The purpose of this study was to review the studies in the field of ‘Gamification in e-Learning’ and to provide the content analysis of this field and its effectiveness in education. Materials: After searching the databases with related keywords and based on input criteria, 60 relevant articles were selected in this study. The selected articles were analyzed in terms of the game elements, gamified e-learning courses and the purpose of the articles. The effectiveness of the gamification on participation, learning, motivation, anxiety, peer assessment, collaboration, website optimization, cost reduction and faculty load were among the subject areas of these articles. The programming languages and English language were the most gamified educational courses. The game element point, leaderboard, badge, levels, challenge and feedback were used more than other elements. Findings: The results indicated the effectiveness of gamified e-learning environments to increase learning, engagement and motivation of learners. Conclusion: The present study tries to have a comprehensive review of studies in the field of gamification in e-learning, although it was accompanied by limitations such as not reviewing articles in non-English languages and not reviewing studies published in a format other than journal and conference articles. Undoubtedly, in order to succeed in projects related to gamification in e-learning, looking at its different dimensions and planning in those areas will be very fruitful, and research such as the present study can provide a comprehensive view for designing long-term gamified e-learning environments. The subjects obtained from the analysis of the field studies of gamification in e-learning can be done in Iran, although additional and more detailed research with various methods will help to enrich it.
Original Research Paper
Modern Educational Approaches
S. Goharrokhi; A. Saberi Kakhki; M. Sohrabi; M. Jabbari Noughabi
Abstract
Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method ...
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Background and Objective:Specialists in education divide teaching methods into two main categories: traditional methods and active teaching methods. In traditional methods, the teacher is versatile and students are passive and accepting, and one-way teaching is done by the teacher. Active teaching method refers to methods in which students play an active role in the teaching process and gain experience using teacher guidance and learning has a two-way flow. Teaching methods seem to be on a spectrum, ranging from teacher-centered to student-centered. The command method is a teacher-centered method. In this way, expectations and goals are clear to students and are more suitable for use in large classrooms. Different teaching styles are used by the trainers, but there is not any theoretical agreement on the style that will have the most productivity. Therefore, the purpose of this study was to compare the effect of command and reciprocal teaching styles on the performance and learning of basketball throw with emphasize to Jentile Model. Materials: This is a quasi-experimental study conducted in pre-test and post-test phases. Participants included 43 volunteer teenage girls who were selected by available sampling. The participants were randomly divided into three groups: command, reciprocal and control. Participants practiced basketball free throws in accordance with the Gentile’s model and their performance was measured in four steps including pre-test, immediate retention and delay retentions. For analysis of data, mixed ANOVA with repeated measures and Bonferroni tests were used. Findings: Both command and reciprocal styles had a significant effect on participants' performance (P≤ 0.05). However, there was no significant difference between these styles (P≥ 0.05). Based on the results, it can be said that both styles can have a positive effect on the training process and improve this skill. Conclusion: The general results of the present study indicate that there is no significant difference between the two teaching methods in teaching and learning a basketball fixed shot, which means that both command and two-way methods can have positive effects on the teaching process. Although some researchers today have paid more attention to active teaching methods and emphasized it more, but the results of the present study showed that command teaching method causes the same progress in the learner that students in both teaching methods are likely to have related benefits. These methods have been used, some of which were mentioned in the discussion, and no significant difference was observed between the two teaching methods. Therefore, it is suggested that researchers manipulate other constraints in their research to clarify the hidden angles of the effectiveness of teaching methods.
Original Research Paper
Modern Educational Approaches
N. Farajpour; S. A. Samavi; M. Javdan
Abstract
Background and Objective:In various studies, the factors affecting academic achievement and performance are divided into two categories: the first category are variables and factors that are outside the learner and include factors such as teacher teaching method and socio-economic status of students ...
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Background and Objective:In various studies, the factors affecting academic achievement and performance are divided into two categories: the first category are variables and factors that are outside the learner and include factors such as teacher teaching method and socio-economic status of students and the category; the second are the variables that are related to the learner and are known as personal factors that include motivation, attitude, self-efficacy and cognitive factors. From the perspective of educational psychologists as well as teachers, motivation is one of the key concepts and is used to explain different levels of student performance. The purpose of this study was to examine the causal relationship between motivational variables and academic performance in science, mediated by conceptual understanding in male and female students of the eighth grade. Methods: The sample was recruited from all of eighth grade students in Darab city, Iran. The research method was correlational. The data gathered through the three questionnaires: the modified version of Harter's (1980, 1981) scale, Attitude Survey Questionnaire, and the researcher-made conceptual understanding of Science. In the descriptive section, the mean, standard deviation and correlation coefficient were used and in the inferential section, structural equation modeling was used. Findings: The results showed that all relationships between variables, except the extrinsic motivation for conceptual understanding were significant. Results also indicated that all indirect hypotheses, except the indirect relation of extrinsic motivation to the academic performance in science mediated by conceptual understanding were confirmed. Conclusion: In the explanation of the present study that there is no significant relationship between external motivation and conceptual understanding, it can be pointed out that students who are motivated externally, study activities simply to achieve the desired outcomes such as approval or reward and prevent undesirable consequences such as punishment. In other words, the external factor controls their behavior and encourages them to perform a specific activity. According to behaviorists, learning is a change in the obvious behavior of the individual and its realization requires the use of positive and negative reinforcers. And these environmental stimuli, which are used to reinforce or inhibit observable behaviors, lead to behavioral changes. Since behaviorists focus on observable and measurable behaviors, not on inaccessible mental processes, and given that conceptual understanding is a mental process related to one's perceptions, it is not unreasonable to expect that there is no significant relationship between external motivation. And observe conceptual understanding.
Original Research Paper
Educational Environment
S. Kowsari; A. Tarkashvand
Abstract
Background and Objective:People differ in their ability to understand complex concepts, to adapt effectively to the environment, to learn from experience, how to reason, and to overcome obstacles using thinking. Learning experts believe that learning occurs in different ways in people and in most learning ...
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Background and Objective:People differ in their ability to understand complex concepts, to adapt effectively to the environment, to learn from experience, how to reason, and to overcome obstacles using thinking. Learning experts believe that learning occurs in different ways in people and in most learning situations, people use their desired learning style. The similarity of users and the similarity of learning methods in different people, causes the incompatibility of the body of schools with the individual characteristics of students and different ways of learning in them. Student's individual characteristics and learning styles highly depend on their intelligence. According to Gardner's multiple intelligence theory, intelligence in individuals has different aspects and types. Each of these intelligences can be strengthened by acquiring skills in doing some activities. The present study seeks to find spatial qualities that increase students' inclination to do these activities in each space. Understanding these qualities and applying them in school spaces can increase the likelihood of occurrence of intelligence-related activities and consequently increase the likelihood of developing these intelligences in students. Therefore, in this research, field studies have been conducted to identify the physical characteristics and qualities of spaces which lead to more correspondence between spaces and intelligence-nurturing activities. Methods: The statistical population of this study was elementary school students in Mashhad. 172 students were selected as a sample population, using a clustered random sampling method. They were asked to identify and describe the qualities of their desired space pictures for doing the above-mentioned activities among 6 provided images. The qualities were coded and classified according to the importance and frequency of repetition in SPSS software. Findings: Qualities derived using the qualitative research strategy and the in-depth interview technique, after evaluations and analyses, have turned to guidelines for designing elementary schools. The purpose of these guidelines is to increase the desirability of school spaces for occurring activities that develop each intelligence in students. Conclusion: Some qualities have been proposed only to improve the conditions under which a particular activity group occurs in a particular space and have not been repeated in other spaces and activity groups. Therefore, these qualities, from the students' point of view, merely facilitate the occurrence of that group of activities in the relevant space. On the other hand, some qualities for a single space are repeated in different activity categories. This means that activities appropriate to that space all need those qualities in order to be realized in the desired way. In other words, the space inherently needs those qualities. For example, shading on a learning terrace tends to involve all related activities. Another part of the qualities, such as the size and pleasantness of the space, are repeated in most spaces and activity categories. Students' frequent attention to these qualities, in different spaces as well as in different activity categories, can have several reasons
