Original Research Paper-English Issue
e-learning
F. Khodadadi Azadboni; J. kamali
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 ...
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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
e-learning
H. Pourmehdi Ghaemmaghami; A. Khaki Ghasr
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 ...
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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
Technology-based learning environments
R. Raisi; K. Fattahi; S.M. Zakeri; S. Daneshmand
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. ...
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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
Educational Technology - Teacher Education
N. Salehi
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, ...
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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.
Original Research Paper-English Issue
Gamification
Z. Morovati; N. Mohammadhasani; Y. Mahdavi Nasab
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 ...
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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.
Original Research Paper-English Issue
Electronic learning- virtual
R. Nejati
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; ...
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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.
Original Research Paper-English Issue
CALL
Z. Cheraghi; A. Derakhshan; F. Moghisseh
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 ...
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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.
Original Research Paper
Educational Technology - Blended Learning
H. Zabet; M.A. Rostaminezhad; P. Asadzade
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, ...
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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.
Original Research Paper
Electronic learning- virtual
H. Toorani; A. Jafari
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 ...
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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.
Original Research Paper-English Issue
Education technology -training course
M. Mehri Tekmeh; M.A. Fariborzi Araghi; E. Reyhani
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 ...
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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.
Original Research Paper-English Issue
Educational Technology - Augmented Reality
N. Zanjani; F. Fathi; M. Ajdadi; M.J. Eslampoor
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 ...
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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.
Original Research Paper-English Issue
Educational Technology - Artificial Intelligence
K. Khabareh
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 ...
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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.
Original Research Paper-English Issue
Artificial Intelligence
M. Rahimi; Sanaz Sadidi Shal
Abstract
Background and Objectives: Flipped instruction (FI) inverts the traditional lecture-homework model, engaging learners with content before class through a variety of technologies. AI in this regard can bring adaptability and interactivity to both the pre-class and in-class phases, especially in understanding ...
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Background and Objectives: Flipped instruction (FI) inverts the traditional lecture-homework model, engaging learners with content before class through a variety of technologies. AI in this regard can bring adaptability and interactivity to both the pre-class and in-class phases, especially in understanding scientific concepts in higher education courses. While there is growing research on the value of AI-assisted FI in subjects such as science and engineering, the impact of this revolutionary instructional practice in teacher education courses remains open to further research. This study employs a quasi-experimental design to investigate the effects of AI-assisted FI on the understanding of technical and scientific concepts in the course Psychology of Language Learning.Materials and Methods: The participants included three groups of BA students who enrolled in the course Psychology of Language Learning (n=73). Group 1 (n=26) received AI-assisted FI, where pre-class instructional content was prepared by NotebookLM, an AI-powered research and writing tool. Group 2 (n=25) received conventional FI, where pre-class instructional content included the instructor’s PowerPoints with voiceovers. Group 3 (n=22) received conventional instruction utilizing a lecture-based instructional approach. In-class phase activities included quizzes, group/pair work, completion of task sheets, question-and-answer activities, and oral discussions. Post-class reinforcement included summary writing, transcribing, and generating concept maps. The participants’ achievement in the course and understanding of the technical concepts were assessed by the researcher-made midterm and final exams.Findings: A two-way Multivariate analysis of Variance (MANOVA) was used to compare the participants’ achievement in the course and understanding of the technical terms. The results illustrated a significant difference between the three groups in general achievement and in both the midterm and final exams of the course with a strong effect size. Tukey’s HSD test showed that Group 1, who experienced AI-assisted FI, outperformed both Groups 2 and 3 in midterm and final exams. It was also found that Group 2, who learned the technical concepts using conventional FI, outperformed Group 3, who participated in a traditional and lecture-based course, in both exams. No difference was observed between male and female students.Conclusions: The significant improvement in conceptual understanding among students who experience AI-assisted FI suggests that integrating AI tools, such as NotebookLM, can meaningfully enhance learning experiences by providing personalized, adaptive, and interactive pre-class content. This implies a shift in pedagogical design, from traditional, instructor-centered delivery models to learner-centered environments where students actively engage with content before class. Moreover, the use of AI in pre-class instruction supports differentiated learning by accommodating individual pacing and comprehension levels, thus promoting educational equality. For instructors, AI tools reduce the need for repetitive content delivery, enabling them to focus on facilitating higher-order learning, critical thinking, and collaborative in-class activities. From an institutional perspective, the successful application of AI-assisted FI in this study can reform curriculum development, faculty training, and the integration of AI tools into learning. Notably, while this study focused on educational psychology in ELT, the model has broad potential for transferability to other fields, particularly those requiring mastery of complex or technical concepts, such as engineering education, STEM curricula, or health education.
Original Research Paper-English Issue
Technology-based learning environments
M. Zeitounly; M.R. Ghorbani; M.A. Robatjazy
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 ...
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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.
Original Research Paper-English Issue
CALL
R. Bagheri Nevisi; R. Shazdeh Ahmadi
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 ...
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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.
