Original Research Paper
Electronic learning- virtual
N. Naderi; M.J. Mahdian; Z. Tanha
Abstract
Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread ...
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Background and Objectives: Hybrid education as a new approach in educational systems is a combination of face-to-face and virtual education. This educational method tries to exploit the advantages of both types of education and minimize their disadvantages. In recent years, especially with the spread of the Corona Virus and the need for social distancing, this training has become one of the popular and necessary methods in many educational institutions. On the other hand, the SWOT matrix is a strategic tool used to identify strengths, weaknesses, opportunities and threats in an organization. In schools, this matrix can lead to improving the educational and management processes to formulate effective strategies to improve performance and productivity by identifying and analyzing internal and external factors. Using the SWOT matrix in schools can help administrators and teachers to identify the school's internal strengths and weaknesses and to examine external opportunities and threats. The current research was conducted with the aim of identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT.Methods: This research was applied in terms of its purpose and in terms of approach, it was a type of mixed-methods study of exploratory type. The statistical population consisted of 36 experts and experts in the field of educational sciences and educational management of universities in Lorestan province, and to determine the sample size, 14 people were selected via the purposeful sampling method and using the theoretical saturation method. A semi-structured interview was used to collect the data. To calculate the validity of the quanitative part, Kendall's coefficient of agreement was used with a value of (0.759) and for the reliability of the qualitative part, the recoding method was used with a value of (0.92). According to the obtained results, the interview tool has adequate validity and reliability.Findings: According to the obtained results, taking into account internal organizational factors (strengths and weaknesses) and external organizational factors (opportunities and threats), the SWOT matrix after the end of the third stage of the Delphi method and establishing an agreement among the respondents of 38 codes or indicators for internal organizational factors (strengths of 19 codes and weaknesses of 19 codes) and 20 codes or indicators for external factors (opportunities 10 codes and threats 10 codes) were approved by experts and prepared for evaluation in the form of SWOT method. Also, in determining the strategic position of the combined education system, an offensive strategy and 14 strategies along with their priority and the interpretive structural model of combined education strategies were presented.Conclusion: Identifying the components and indicators of the hybrid education model (face-to-face and virtual) in the form of SWOT and using these results would make mutual relations in educational spaces more favorable and ultimately increase the quality of education.
Original Research Paper
Emerging educational technologies
P. Arianejad; F. Mozafar; M. khanmohammadi; B. Saleh sedgh poor
Abstract
Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in ...
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Background and Objectives: By utilizing the capabilities that technology provides for education, it is possible to eliminate or minimize the effects of the shortcomings of the current educational system. Computer-based educational simulators are among these technologies that have been widely used in various fields over the years. Currently, in the field of interior architecture, which is a highly demanded area in vocational training, acquiring skills for implementing interior decorations by students in this field and attracting them to the job market depends on the existence of well-equipped workshops, sufficient materials and supplies, and skilled instructors, along with practice and repetition of activities. Given the shortage of some materials, supplies, and equipment, as well as the limited experience of some instructors, using computer simulation technology as an educational complement can resolve the existing issues. For maximum effectiveness, it is essential to validate the simulator model specifically for the practical workshop courses in this field. The aim of this research is to validate the computer-based educational simulator model by examining the relationships among its components.Methods: This study was a type of mixed-methods research conducted through an exploratory hierarchical approach in three phases, including document research and Delphi method, surveys, and correlation studies. The statistical population in the first phase included written and electronic resources in the fields of education, interior architecture education, and computer simulators, as well as specialists, professors, and experts in architecture, interior architecture, and educational technology. In the second and third phases, the statistical population consisted of instructors in the interior architecture field who taught at least one practical course in the 2020-2021 academic year at the 10th, 11th, or 12th grades. A semi-structured interview checklist and a researcher-made questionnaire were the tools used in this research, and the model evaluation was conducted using path analysis.Findings: The findings indicated that the proposed model had good fit (RMSEA = 0.00, GFI = 0.998, CFI = 1.00, x² = 2.011, P-value = 0.570) and all direct paths in the model were significant (P < 0.05). Additionally, all indirect paths of the content realism of educational pedagogy on diverse learning opportunities and experiences through mediating variables such as interaction with students, student evaluation, activity repeatability, instructor supervision, learning environment management, and alignment with students' abilities were significant.Conclusion: The results indicated that the presented model had sufficient validity for designing a computer-based educational simulator for practical courses in the interior architecture field. In the model, among eight variables, the realism of educational content based on pedagogy acted as an independent variable through mediating variables such as interaction with students, student evaluation, learning environment management, instructor supervision, alignment with students' abilities, and activity repeatability, influencing the creation of learning opportunities and experiences as a dependent variable. By examining the relationships among the variables in the model and their effects on each other, it could be concluded that representing workshop activities in a simulation environment and bringing learning experiences closer to what existed in reality increases the likelihood of transferring those learning experiences to real situations. In such an environment, considering the physical and mental abilities of users and adapting the facilities of the environment to their capabilities would enhance the opportunity to utilize the existing learning opportunities and experiences in the environment. Designing exercises based on educational content and various levels of students, along with their repeatability and the role of instructor supervision, would increase the effectiveness of the simulator. Moreover, in an interactive simulation environment where the learning process is managed by the student and evaluation is also one of its features, the student could experience active learning.
Original Research Paper
Educational technology- primary school
R. Pasha; E. Zaraii Zavaraki; P. Sharifi Daramad; E. Sadipoor
Abstract
Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical ...
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Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical reasoning and using mathematical methods. This problem can reduce their self-confidence and academic motivation and will ultimately have a negative effect on their academic progress in mathematics. The present study was conducted with the aim of meta-analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (studies published in 2011-2023).Methods: The method used in this research was meta-analysis and the socio-statistics of the research included all the research documents published in the period of 2011-2023. In order to screen and sample the collected documents, the input criteria included subject appropriateness, the appropriateness of the type of research method (experimental and semi-experimental studies), the precise expression of method coordinates, the report of statistical findings and the scope of the research (Iran), and the output criteria included research related to the epidemiology of the disorder. Mathematical learning, case, review, relational and descriptive research, failure to report statistical information needed to calculate the effect size, similar research and research lacked methodological adequacy. Based on this, 49 research documents were included as valid research documents in the meta-analysis process and the data was converted into an effect size index by using CMA software and using Hunter and Schmidt's approach (credibility test)Findings: The average effect size of the combined effect in the random model of educational interventions on the math academic performance of students with math learning disorder was found to be 0.687. This point estimate obtained based on Cohen's interpretative system showed the strong and high level of effectiveness of the existing educational interventions on the academic performance of students with math learning disorders. Also, the analysis of moderating variables revealed that the heterogeneity of the effect size in research studies was related to the variables of statistical population type, gender of the subject, educational level, geographical location, year of conducting the research, intervention strategy and type of educational interventionConclusion: The existing educational intervention methods focusing on metacognitive strategies and game-based and multimedia methods play an effective role in improving the mathematical performance of students with mathematical learning disorders and it is necessary to implement the interventions needed by this group of students from the third grade of elementary education. to be executed later. According to the findings of this research, it is suggested that in the macro-policy-making process of the education of students with learning disabilities, the category of metacognition and the use of metacognitive learning strategies should be given the necessary attention, and at the same time, educational interventions towards the purposeful use of games in its various forms of movement to be computerized and multimedia driven. Also, it is suggested that educational interventions should be implemented from the third grade of elementary education onwards, and among them, groups with special needs, such as mentally and physically disabled children, as well as hearing and vision impaired students, should be taken into consideration.
Original Research Paper
Learning Environment
R. S. Tabatabaei Yeganeh; M. Shafaei; F. Mozaffar; B. Ssaleh Sedghpour
Abstract
Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space ...
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Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space is an important example of the physical environment effective on morale. One of the factors that has not been paid attention to in the research done on creativity is the discussion of gender differences. Gender differences start from the fetal period and create significant differences, especially in the brain and subsequently in the development of learning and creativity. The present study examined the effect of the physical environment of children's educational open spaces, such as kindergartens and preschool centers, on the creative development of girls and boys aged between 3-6 in Tehran. There is a wide literature about the design of open space in schools and it has been discussed from different perspectives, but attention to the issue of gender differences in this field is scarce in Iran. The purpose of this research was to establish and improve the quality of open spaces in educational environments in order to strengthen the role of these spaces in line with the growth of creativity of 3-6-year-old children considering gender differences. Also, the main hypothesis of the research was that the principles of designing open educational spaces by creating diversity in architectural systems (physical and functional) would have different effects on the creativity of young girls and boys.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.
Original Research Paper
Educational Technology - Artificial Intelligence
L. Namdarian; M.R. Armanfar; H.R. Khedmatgozar
Abstract
Background and Objectives: One of the most significant recent developments is the emergence of educational technologies and the integration of artificial intelligence (AI) into learning systems, particularly in higher education. AI has the potential to fundamentally transform the processes of teaching, ...
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Background and Objectives: One of the most significant recent developments is the emergence of educational technologies and the integration of artificial intelligence (AI) into learning systems, particularly in higher education. AI has the potential to fundamentally transform the processes of teaching, learning, and knowledge acquisition, providing innovative solutions for improving the performance of learning systems. This research explores the key outcomes and new opportunities arising from the integration of AI technologies into higher education.Methods: This study utilizes a systematic literature review of relevant academic papers to first identify the AI technologies used in learning, and then analyze their impacts and functions in higher education learning systems. The research was conducted in two main steps. The first step analyzes four major learning theories, including constructivism, connectivism, personalized learning, and transformative learning. Based on these theories, a set of AI technologies aligned with the principles of each theory were identified and introduced. In the second step, this research used thematic analysis to categorize the various functions of these technologies in higher education.Findings: According to the results, AI technologies in learning systems include: Adaptive Learning Systems (ALS), which analyze learning data to adaptively adjust educational content for each student; Intelligent Tutoring Systems (ITS), which use intelligent algorithms to act as personal tutors for students; Learning Analytics (LA), which analyze students' learning data to enhance educational processes; AI-based Content Production and Management Systems (CPMS), which automatically produce and manage educational content; Plagiarism Detection and Citation Analysis Systems (PD&CA), which enable the evaluation of the authenticity and accuracy of research; Exploratory Learning Environments (ELEs), which allow students to engage in practical, exploratory learning experiences; and Intelligent Assistive Systems (IAS) for disabled students, which assist students with special needs in gaining better access to education. Some of the key functions of these technologies include personalized learning, which improves the learning experience by tailoring educational content to each student's needs; real-time and personalized feedback, which allows students to quickly view their performance and adjust their learning paths; automating assessments and improving teaching strategies and curricula, where AI helps optimize class assessments and course design; automatic and intelligent content creation and management; support for research and innovation, where AI tools help researchers analyze research data and achieve new findings; the creation of interactive virtual environments and immersive simulations that enable practical learning experiences in virtual settings; and making education accessible for all and supporting students with disabilities, where AI assistive technologies make education more accessible for all students, including those with disabilities.Conclusion: The results of this study show that integrating AI into higher education learning systems can lead to improved educational processes, personalized learning, enhanced access to education for all students, and increased efficiency in the management and production of educational content. However, the successful implementation of these technologies requires attention to challenges and considerations, including maintaining human interaction in education, data privacy and ethics, and teaching new skills to both faculty and students. Therefore, policymakers and higher education administrators must plan in such a way that, in addition to utilizing the opportunities presented by AI, they also ensure the preservation of the human aspects of education and focus on sustainable learning and the personal development of students. Furthermore, it is necessary to strengthen technological infrastructure and foster a culture of embracing digital innovations in universities to fully utilize AI's potential. Finally, more research is needed to evaluate the long-term impacts of these technologies on the quality of education and the development of students' skills.
Original Research Paper
Technology-based learning environments
Z. Kargar Shouroki; H. Hassani; K. Barzegar Bafrooei
Abstract
Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to ...
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Background and Objectives: Since teaching is one of the important pillars of students' education, the use of new teaching methods can bring a special attraction for students, and since interest and attention to some extent can affect the emotions in a person's external behavior, teachers, in order to be able to to achieve the goals of the education system, must be equipped with the latest teaching methods and all kinds of teaching methods. In recent years, with the advancement of technology and its effects on the learning environment, the tendency to use multimedia or web-based teaching methods (video, audio and text) has increased. The use of new technologies, computers, the Internet, gamification of education, showing animations by teachers and the integration of audio-visual media, especially the broadcasting of complementary educational animations, have been welcomed by teachers and students. Therefore, the main goal of this research was to investigate the effect of animation-based teaching on creative thinking and academic emotions of the sixth-grade female students in the academic year of 2023-2024.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.Methods: The current research design was a quantitative approach and a pre-test-post-test semi-experimental design with a control group. The current research population included all the sixth-grade female students of Yazd (6957 individuals). The sample of the current research was according to the experimental research and consisted of 60 students who were selected via available sampling method and were randomly and equally divided into two experimental and control groups of 30 students. The experimental group underwentfourteen 45-minute sessions of educational interventions, and the control group learned these topics in the traditional way. The data collection tools were Abedi's creative thinking questionnaires (2008) and Pakran et al.'s (2002) academic emotions. The Cronbach's alpha coefficients for these questionnaires in the present study were obtained as 0.83 and 0.88, indicating acceptable reliability. In order to analyze the data in this research, SPSS25 software and univariate and multivariate covariance analysis were used.Findings: The findings of this research showed that animation-based teaching had a positive and significant effect on increasing creative thinking (fluidity, flexibility, innovation and expansion) as well as increasing positive academic emotions and reducing negative academic emotions of the sixth-grade female students. Based on the eta coefficient, the fluidity component accounted for an impact and difference of 58%, the flexibility component accounted for an impact and difference of 43%, the innovation component accounted for an impact and difference of 49%, the expansion component accounted for an impact and difference of 39%, and the overall score of creative thinking accounted for an impact and difference of 56%. Additionally, the positive academic emotions dimension accounted for an impact and difference of 28%, while the negative academic emotions dimension accounted for an impact and difference of 54%.Conclusion: It can be said that animation can have positive effect such as personality development and talent development, creating flexible and closed creative thinking and expanding worldview, strengthening the taste for innovation, teaching complex concepts and generalizing them, transferring culture, etc. As a result, presenting animations in teaching can be used as a tool to reduce negative academic emotions in students and a field for the development of their creative thinking. It is suggested that teachers organize the content in the implementation of the curriculum by presenting animations in such a way that it is the basis for creative thinking and by creating opportunities for questioning, they ask the learners to explore the facts.
Original Research Paper
Information literacy
Z. Samimi; A. Mohammadi Dadkan
Abstract
Background and Objectives: Nowadays, one of the major concerns in the field of mental health and education is the excessive use of virtual social networks among adolescents. This phenomenon, due to the expansion of communication technologies and the widespread availability of digital tools, has become ...
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Background and Objectives: Nowadays, one of the major concerns in the field of mental health and education is the excessive use of virtual social networks among adolescents. This phenomenon, due to the expansion of communication technologies and the widespread availability of digital tools, has become an inseparable part of teenagers’ daily lives. Excessive use of these networks can have various impacts on different psychological, social, and academic dimensions. Therefore, identifying the factors associated with the level of social network use is highly important for researchers in psychology, education, and media studies. In this regard, previous research has indicated that cognitive skills such as executive functions—including abilities like self-management, planning, problem-solving, and behavioral inhibition—and also media literacy skills as an important tool for interacting critically and intelligently with media content, can influence the extent of social network use. Accordingly, the present study aimed to investigate the differences in executive functions and media literacy based on the level of social network use among students.Methods: The research method was descriptive and causal-comparative. The statistical population consisted of 2,400 male students in the first year of middle school in Khash during the academic year 2023-2024. Out of this population, 100 students with low use of social networks and 100 students with high use of social networks were selected using available sampling and online participation as the research sample. To collect data, the study used Social Network Addiction Questionnaire developed by Khajeh Ahmadi et al. (2017), the Philosophical Media Literacy Questionnaire (2014), and Barkley Deficits in Executive Functioning Scale (2011). Data analysis was performed using descriptive statistics indicators such as mean, standard deviation, frequency, and frequency percentage, as well as inferential statistics including multivariate analysis of variance (MANOVA), while respecting its assumptions such as normal distribution of scores and homogeneity of variance-covariance matrices. The significance level was set at 0.05, and analyses were conducted using SPSS version 27.Findings: The findings indicated that there was no significant difference between the two groups in terms of age and gender. To ensure matching between the groups, chi-square test for gender and independent t-test for age were conducted. The results showed that the chi-square test was not significant for gender (p=0.86) and the t-test was not significant for age (p=0.73), confirming that the groups were homogeneous with regard to these demographic variables. Furthermore, the inferential analysis revealed a significant difference in executive functions and all its components (including time self-management, self-organization/ problem-solving, self-control/inhibition, self-motivation, and emotion self-regulation) between students with low and high use of social networks. Similarly, a significant difference was found considering media literacy and all its components (including message comprehension, message purposes, message selection, critical view of messages, and critical analysis of messages) between the two groups. Students with lower use of social networks demonstrated higher executive functions and media literacy compared to the students with higher use of social networks.Conclusion: Based on the findings of this study, it can be concluded that students with different levels of social network use exhibit different cognitive statuses and media literacy skills. Specifically, excessive use of virtual social networks is associated with negative consequences in cognitive and media literacy domains. These findings highlight the importance of focusing on training cognitive skills and enhancing media literacy among students to reduce the adverse effects of excessive social network use. Therefore, it is recommended to develop and implement educational programs aimed at improving executive functions and media literacy in students so that their use of social networks can be directed toward more positive and constructive outcomes while minimizing potential harms. Such programs could include workshops, practical activities, and innovative teaching strategies integrated into school curricula. The results of this study can serve as a foundation for designing educational and psychological interventions to promote mental health and cognitive empowerment among adolescents.
Original Research Paper
E-Lerning
M. Iziy; Kh. Aliabadi; M.R Nili Ahmadabadi; Ali Delavar
Abstract
Background and Objectives: Today, instruction and learning in old models are not responsive for the learners of the current generation; many studies claim that this generation has different characteristics. According to the distinctive characteristics of this generation, the educational system must respond ...
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Background and Objectives: Today, instruction and learning in old models are not responsive for the learners of the current generation; many studies claim that this generation has different characteristics. According to the distinctive characteristics of this generation, the educational system must respond to their needs. Therefore, the current research aimed to identify the preferred teaching style of digital natives and construct and validate a scale to measure it.Methods: To achieve the goal of the research, a mixed exploratory design research of instrumental development type was used. In the first stage, 15 students with the characteristics of digital natives in Birjand University, who were identified through the Digital Native Assessment Scale, were given standardized open-ended questions and were interviewed in depth with general guide approach. Interview documents were analyzed using interpretational analysis. In the second step, the results of the first step were organized in the form of a scale to measure the preferred teaching style of digital natives. Then, the designed tool was implemented using the descriptive-survey research method and selecting a sample of 348 students with a combined method (stratified and cluster sampling) from the community of 11,368 students of Birjand University.Findings: In the first stage, fourteen categories including attention, class atmosphere, goals, prefer image over text, thriving on instant gratification, interaction, motivation, technology integration in teaching, preferred content, multitasking, presentation method, teaching time, teamwork and evaluation were discovered. Based on the results of this stage, the scale was designed and implemented. The results of exploratory factor analysis with the analysis of the main components led to the identification of 31 items with high factor load in 7 components. This questionnaire explained 60.13% of the changes in the preferred teaching style of digital natives in the present research population. The reliability of the total questionnaire was 0.92 and all seven components had the desired reliability.Conclusion: The study showed that the new generation of learners considered the informal atmosphere and moderation in behavior as part of the requirements of the classroom atmosphere. They prefer real examples and expressions of related or unrelated funny recollections to be attractive activities in attracting attention. Digital native learners prefer professors to express their standards and expectations clearly at the beginning of the semester and believe that this will regulate the student's behavior with the professor expectations and standards. They also emphasize the 70% preference of images over text in presentations. They do not like the teaching method of speech. Using music, PowerPoint, searching through mobile phone and showing movies are the preferred technologies of this generation. They prefer quick feedback, especially on social networks. They prefer face-to-face interaction with professors over other types of interaction. They are against teaching according to the syllabus of the lesson and prefer professors to emphasize on practical material by presenting examples. They are comfortable with multitasking (doing several tasks at the same time) in class, especially if these activities are mobile based. They prefer that the duration of teaching is one hour or less and its timing is adjusted according to the needs of the students. In the end, it is suggested that professors, university lecturers, and instructional designers, while paying attention to generational differences and taking into account the instructional preferences of the new generation, take steps to improve learning and increase the motivation of learners and adapt their approach to the instructional needs of the new generation.
Original Research Paper
Blended Learning
S. Veisikhani; F. Amin
Abstract
Background and Objectives: Learning is the most important goal of any educational system, which is influenced by many factors such as the type of thinking, educational content, learning style, learner's motivation and interest, personality traits, suitable environment, family factors, society, and the ...
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Background and Objectives: Learning is the most important goal of any educational system, which is influenced by many factors such as the type of thinking, educational content, learning style, learner's motivation and interest, personality traits, suitable environment, family factors, society, and the quality of the instructor. Monitoring learners' visual attention with the help of eye tracking technology provides information about how they interact with various forms and educational content, as well as how they learn. In general, it can be said that whenever we need information that shows human cognitive processes during various activities, observing eye movements along with other data that are referred to as objective measurement tools can open the way for our research. This research aims to investigate the effect of a number of factors such as the type of educational content (visual or written), learning style (visual or reading/writing), personality type (extrovert or introvert) and visual attention (fixation duration and fixation count), on increasing or reducing the learning rate of management students, designed in the electronic learning space.Methods: This research employed a pre-experimental approach to examine the topic. The study's statistical population consisted of management students at various levels in Tehran's state universities. Through simple non-probability voluntary sampling, 44 students were selected and randomly assigned to two experimental groups: recipients of visual and written educational content. Inclusion criteria were enrollment in management programs and willingness to participate. Data was collected using four online questionnaires (course exam, Goldberg's Big Five personality traits, VARK learning styles, demographics), and a Tobii fixed eye-tracking device in a laboratory setting. Inferential statistics like independent samples t-tests and Pearson correlation were used for data analysis and hypothesis testing. Moderation and mediation roles were assessed using Andrew Hayes' PROCESS macro.In order to ensure the validity of the test and the eye tracking device, the four steps of explaining the purpose of the test, calibration, performing the main test and also getting feedback from the participants after the test were done. Also, in order to establish the validity and reliability of the test, the subjects participated in the test without prior knowledge and knowledge about the subject of education. On the other hand, VARK's learning styles questionnaires and Goldberg's 5 big personality factors had the required validity and reliability due to their standard nature, and the test questions also had internal validity, form and content, and its reliability was based on the Coder-Richardson method, number 0.7627 was reported, which indicates its proper reliability.Findings: People with a visual learning style would learn better with visual content and would have more attention (concentration), while people with a reading-writing learning style would concentrate and learn better when working with textual and written content. Also, the learning rate of extroverted people increased in written content and introverted people in visual content. But their visual attention may increase or decrease. On the other hand, the mediation relationships, visual attention, in the relationship between the type of educational content and the learning rate, were not statistically confirmed.Conclusion: Based on the findings of the research, people with visual learning style or introversion learned more when faced with visual educational content. Also, as regards people with reading/writing learning style or extroversion characteristic, their learning improved when faced with written educational content. It should be noted that the extent of learning in the face of an electronic educational content was not a function of visual attention, and it is likely that it depends on other factors such as what was found in this research, i.e. personality traits or learning style of people, how the person acts and how to learn. Of course, more attention and focus on educational issues may lead to more learning, but the problem is that in all people, this attention is not visual attention and it does not happen by seeing, and it can be different from one person to another.
Original Research Paper
Electronic learning- virtual
H. Taghipour; E. Jafari; M. Rezaeizadeh
Abstract
Background and Objectives: Feedback is one of the most important factors in predicting, promoting, and improving the learning process, and its effective presentation, especially in virtual education management systems, requires the use of precise scientific and practical solutions. Feedback in virtual ...
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Background and Objectives: Feedback is one of the most important factors in predicting, promoting, and improving the learning process, and its effective presentation, especially in virtual education management systems, requires the use of precise scientific and practical solutions. Feedback in virtual environments not only affects students’ learning, but also can increase the level of motivation, interaction, and self-regulation of the learners. However, challenges such as learners' inattention to feedback, lack of emotional and educational interactions, and lack of personalization of feedback have reduced its effectiveness in e-learning systems. Therefore, the present study aimed to identify and examine effective feedback solutions in virtual education management systems.Methods: This research is applied in terms of purpose and qualitative in terms of methodology with a thematic analysis approach. The data collection tool was a semi-structured interview, and the framework of interview questions was developed based on an initial conceptual model, which was extracted based on theoretical foundations. The data were organized and analyzed in three stages (basic themes, organizing themes, and overarching themes) using MaxQDA software. After extracting the concepts, they were classified into components and categories.The population of the present study consisted of all experts in the fields of information technology management and e-learning. The research sample consisted of 10 of these experts who were selected based on a purposive and criterion-based sampling method. The inclusion criteria for sampling included education in related fields (such as information technology management and information technology engineering) and practical experience in designing and working with virtual education management systems. The interviews continued until theoretical saturation was reached; This means that after interviewing 10 people, no new codes were identified compared to previous interviews. This point was considered as the theoretical saturation point, which indicates the adequacy of sample diversity. In order to validate the findings, the member check method and Cohen's Kappa index were used. Two interviews were randomly selected and the coded concepts were presented to the participants for confirmation. Also, the level of agreement between the two coders was calculated based on Cohen's Kappa index, which was 0.78, indicating high coding validity.Findings: The research findings showed that effective feedback solutions in virtual learning management systems were classified into 52 subcomponents, 11 components, and 3 main categories. These categories included educational, implementation, and technical solutions, each of which played an important role in improving the quality of feedback in e-learning. Technical solutions included such concepts as visualizing feedback, diversifying assessment technologies, using diverse feedback sources, automating the feedback process, and utilizing natural language processing tools that help optimize the quality of feedback in virtual learning environments. Educational solutions emphasized feedback management, providing personalized feedback, diversifying assessment methods, and optimizing resource and content management to increase learner engagement and understanding of the feedback received. Also, implementation solutions included using continuous data to improve feedback processes, analyzing feedback accurately, and tracking feedback provided to learners, which played an important role in increasing the effectiveness of educational feedback.Conclusion: In addition to the educational field, those involved in virtual learning management systems should use a variety of solutions in the technical and administrative dimensions to provide effective feedback. In the educational field, personalizing feedback and using modern assessment methods are essential; in the technical field, utilizing new technologies, artificial intelligence, and automating feedback is important; and in the administrative field, continuous data analysis and feedback tracking should be considered. Therefore, a one-dimensional approach to feedback is not efficient, and to achieve the desired effectiveness, all these dimensions must be considered simultaneously.
Original Research Paper
Educational Technology - Public education
S. M. Seyyedkalan; N. Gashmardi
Abstract
Background and Objectives: Science learning in the classroom, which involves cognitive and practical activities, requires teachers’ creativity when designing technology-based science learning units. In this context, teachers' professional skills are crucial concerning both their mastery of subject ...
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Background and Objectives: Science learning in the classroom, which involves cognitive and practical activities, requires teachers’ creativity when designing technology-based science learning units. In this context, teachers' professional skills are crucial concerning both their mastery of subject matter and their ability to integrate Information and Communication Technologies (ICT). Therefore, science teachers should have a solid understanding of integrating ICT into teaching. Various models have been proposed in this area, including the Technological Pedagogical Science Knowledge (TPASK) framework for science teachers. Thus, this study aimed to design, develop and validate a suitable framework for the effective teaching of science in lower secondary schools based on the TPASK approach.Methods: This study was exploratory in terms of purpose and was applied and developmental. This was a mixed-methods study. The study was conducted in two phases. In the qualitative section, a descriptive-naturalistic approach was adopted, specifically using the case study strategy. To identify the components of the model, a thematic analysis method based on the Attride-Stirling method was employed. Thus, semi-structured exploratory interviews were conducted, and the opinions and viewpoints of individuals who had extensive experience in implementing the science curriculum and were familiar with the existing space and conditions were elicited to obtain information and model categories; therefore, the target population consisted of middle school science instructional leaders and distinguished science teachers, and purposive sampling was used to select them, and 17 semi-structured interviews were conducted until theoretical saturation was reached. The number of participants in this study could not be predicted from the outset. To ensure the reliability of the qualitative data, two methods of re-coding by a second coder and re-coding by the primary coder were used. The inter-coder reliability coefficient was found to be 0.79, while the re-coding reliability coefficient was 0.77, indicating a satisfactory level of agreement. The efficiency of the obtained model was also confirmed through questioning and searching by colleagues and participants involved in the study. In the quantitative phase, which was conducted using a survey method, a five-point Likert scale questionnaire was developed to validate the model, and the instrument’s face and content validity were assessed by six experts and faculty members. Subsequently, the questionnaire was distributed among 50 individuals, including curriculum specialists, reference educators in science education, IT trainers, educational group leaders, and experts in science education, using purposeful sampling. After data collection, the results were analyzed using SPSS version 27 and Structural Equation Modeling (SEM) with a Partial Least Squares approach (PLS3).Findings: Based on the results obtained from the qualitative data analysis using thematic analysis, 169 primary codes (basic themes), 22 subcategories (organizing themes) and five overarching themes related to the model of science education science in lower secondary schools based on the TPASK approach were identified. The quantitative results also indicated that in this model, all observed variables bear a factor value higher than 0.50 over their corresponding latent variable, with significant relationships among them. Cronbach's alpha and composite reliability coefficients for all variables in the model were over 0.70, indicating that the scale's internal consistency was satisfactory. The average variance extracted was more than 0.5 for all constructs in the model, confirming the model’s convergent validity. The coefficient of determination (R²) was deemed acceptable for all model constructs, and the Goodness-of-Fit (GOF) of the structural model was confirmed. The Q² criterion also indicated adequate predictive power of the model concerning the endogenous constructs of the research. The t-values of all model pathways were reported to be greater than 1.96, and the GOF index was obtained at an intense level. Based on the results of structural equation modeling using the partial least squares method, the findings confirmed the positive and significant relationships among the designed pathways within the model. In addition, the one-sample t-test demonstrated the appropriateness of the current status of the components.Conclusion: The themes introduced in this model included a deep understanding of educational technologies and their connection with pedagogical principles, providing science teachers with tools to deliver more engaging scientific content and enhancing students’ scientific and practical skills. Furthermore, it could help teachers understand and apply the interrelationships between technology, pedagogy, and content in their teaching methods, which ultimately would lead to improved teaching quality and may empower students to learn science more effectively. From a practical perspective, the TPASK framework can be considered a strategic tool for curriculum designers in science education. Incorporating a free-choice lesson to allow flexibility for teachers and students can be a practical approach to apply technology in order to determine content and the teaching-learning process in science education.
Original Research Paper
Educational Technology
A. Nazarpouri; E. Kohneshin
Abstract
Background and Objectives: The main goal of competency-based education is to give every student an equal opportunity to master the necessary skills and become a successful adult. In competency-based education, the focus is on personalized learning and it allows students to learn at their own pace, time, ...
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Background and Objectives: The main goal of competency-based education is to give every student an equal opportunity to master the necessary skills and become a successful adult. In competency-based education, the focus is on personalized learning and it allows students to learn at their own pace, time, and understanding, and after demonstrating mastery of concepts and skills, go to higher levels of learning. This research was done with the aim of identifying and presenting a fuzzy recognition map of the antecedents of competency-based education as a tool for personalizing education.Methods: The statistical population includes experts in the field of planning and educational technology in education in LORESTAN, using the purposeful sampling method and based on the principle of theoretical adequacy, a total of 25 people were examined as a research sample. In the qualitative part, by conducting semi-structured interviews with experts, and conducting content analysis using MAXQDA software, the 8 components were identified and extracted as prerequisites of competency-based education. Finally, in the second (quantitative) phase, the fuzzy Delphi technique was used in order to verifying the extracted components as well as to prioritize them.Findings: The results of prioritizing the antecedents of competency-based education showed that personal learning paths are the most important key factor for the success of the alignment program. Also, the components of "student as the main driver", "differentiation of learning and curriculum" and "flexibility of the educational environment" were placed in the second, third and fourth priorities, respectively.Conclusion: Considering that personal learning paths are the most important key factor for the success of the alignment program. Therefore, in order to implement competency-based training programs, it was suggested that students be allowed to progress at their own pace based on their individual abilities and previous knowledge. Also, the student should be considered as the main driver and the students should be empowered to have more control over the speed and direction of their learning.
Original Research Paper
Educational Technology - Blended Learning
N. Bigdelomehr,; F. Hatami; G. Lotfi Hossein Abad
Abstract
Background and Objectives: While integrated learning is widely recognized as an effective approach for enhancing student learning and motivation, there is a notable gap in research especially with regard to examining the impact of combining distinct physical activities, such as gymnastics, with specialized ...
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Background and Objectives: While integrated learning is widely recognized as an effective approach for enhancing student learning and motivation, there is a notable gap in research especially with regard to examining the impact of combining distinct physical activities, such as gymnastics, with specialized subject content like mathematics. Prior studies have largely focused on the general benefits of integrated instruction, often overlooking the precise and purposeful effects of specific physical activities on particular academic subjects. Addressing this research gap, the current study aimed to determine the influence of integrating gymnastics exercises with mathematical concepts on the achievement motivation, and mathematics learning of male fifth-grade elementary school students. Given the critical importance of mathematics in both academic and practical life, and the persistent challenges in fostering deep comprehension and motivation within this subject, this study sought to propose a novel and effective educational modelMethods: The present study employed an applied, quasi-experimental design utilizing a pre-test/post-test control group methodology. Thirty male fifth-grade elementary students were randomly assigned to either an experimental group or a control group, with 15 participants in each. Data were collected using a mathematics achievement motivation questionnaire and a standardized mathematics test, administered to both groups before and after the intervention. The experimental group participated in five one-hour sessions of integrated instruction, which incorporated gymnastics exercises relevant to mathematical concepts, while the control group received their conventional mathematics instruction. The collected data in this research were subsequently analyzed using a one-way Analysis of Covariance (ANCOVA).Findings: Results from the one-way Analysis of Covariance (ANCOVA) indicated that the group effect was significant for both achievement motivation and mathematics learning (P≤0.05). This signified that, after controlling for pre-test scores, there was a statistically significant difference in terms of mathematics achievement motivation and mathematics learning between the experimental and control groups. A comparison of the adjusted means revealed that the experimental group demonstrated significantly better performance than the control group in terms of both variables. These findings clearly indicated that the integrated instruction of gymnastics exercises and mathematics had a positive impact on students' achievement motivation and their learning of mathematical concepts.Conclusion: The present study unequivocally demonstrates that integrated gymnastics and mathematics instruction significantly enhances students' achievement motivation and mathematics learning. These findings are in line with broader integrated learning approaches and underscore the critical importance of incorporating targeted physical activities to deepen the comprehension of abstract concepts, such as those found in mathematics. In contrast to previous research that primarily focused on general physical activity integration across various subjects, this study highlights that the purposeful and specific integration of an activity like gymnastics can yield substantial improvements in learning and motivation within a specialized domain like mathematics. In light of these findings, it is recommended that educational policymakers consider incorporating this innovative and effective integrated approach into elementary school curricula. Such integration has the potential to elevate students’ motivation and optimize their learning outcomes. Furthermore, this study can serve as a foundational model for designing and implementing similar integrated educational programs across other subject areas, and thereby, enriches the overall learning experience.
Original Research Paper
Blended Learning
Y. Gorji Mahlabani; P. Jafari
Abstract
Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field ...
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Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field is improved due to the establishment of social interactions. Peer learning is dominant in design education from two perspectives; first, architecture is important because of its theoretical and practical nature and the teaching of skills such as creative and critical thinking, teamwork, etc. Second, professional activities in this field are social, so students need to learn how to establish appropriate social interactions in the university. Spatial layout theory examines the relationship between the architectural body and the social interactions of that space to evaluate the impact of space on social relations. This study investigated the effect of space on students' learning through social interactions and, accordingly, introduced an optimal structure for architectural students' social learning.Methods: This research examined the impact of space on social interactions and investigated the level of student learning based on existing interactions using both analytical and survey methods. The first section described the components of spatial syntax, social interactions, and learning. Then, with the help of specialized spatial syntax software (Depth Map), the influence of various spatial arrangements was analyzed. Subsequently, using a questionnaire, the study explored learning and the level of social interactions in two different faculties: the Faculty of Architecture and Urbanism in the International Imam Khomeini University and the Islamic Art University in Tabriz. These two faculties differ in physical and geometric characteristics and serve different functions.Findings: The spatial analysis of the two faculties was titled as follows. Based on the numerical data obtained from this analysis, the level of connectivity and interaction in the Faculty of Architecture and Urbanism in the Islamic Art University of Tabriz was higher than that in the Faculty of Architecture and Urbanism in the International Imam Khomeini University. The connectivity in the two axial plans and the visual field indicated in that at the International Imam Khomeini University, due to spatial limitations, movement was concentrated in the entrance area and staircases of the building, which also limited the visual field. In contrast, in the Islamic Art University of Tabriz, due to its relatively spacious environment, movement was distributed throughout the entire faculty, and there was a satisfactory level of visual field. According to the questionnaire results, the total mean of social interactions in the International Imam Khomeini University was lower than that of the Islamic Art University of Tabriz, with a ratio of 4.83 to 7.72.Conclusion: The research results indicated that two factors, communication and connectivity, would enhance permeability and spatial intelligibility, and contribute to the improvement of social interactions. Physical, architectural, aesthetic, security, perceptual, and functional elements impacted the level of experiential learning, risk-taking, conversation, and interaction in the external environment, collectively leading to the enhancement of social learning quality for students. Therefore, an optimal design of the educational architectural environment that encompasses these aspects is necessary for promoting social learning.
Original Research Paper
Educational Technology - Augmented Reality
V. Javani; M. Alemi
Abstract
Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational ...
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Background and Objectives: Virtual Reality (VR) technology is rapidly transforming our world, with its applications expanding across various fields including education, entertainment, and health. In the realm of sports, virtual reality offers unique opportunities for creating engaging and motivational experiences. However, research on the impact of this technology on motivation and enjoyment in sports activities, especially in Iran, is still in its early stages. This study aims to investigate the effect of virtual reality on increasing motivation and enjoyment in sports activities. Its main objective is to evaluate the role of using virtual reality in improving the sports experience and increasing individuals' participation in sports activities from professional to beginner levels.Methods: This study employed a mixed-methods approach, incorporating both quantitative and qualitative methodologies. The statistical population comprised residents of Tabriz aged between 18 and 40 years, categorized into three groups: 1) professional athletes, 2) individuals who exercise irregularly, and 3) individuals who do not exercise at all. Purposive sampling was utilized to select a total of 60 participants (20 from each group). In the quantitative phase, participants were randomly assigned to either an experimental group (exercising with virtual reality) or a control group (exercising without virtual reality). Standard questionnaires measuring motivation, enjoyment, and athletic performance were completed by participants both before and after the intervention period. For the qualitative phase, semi-structured interviews were conducted with 30 participants (10 from each group). The interviews focused on experiences, attitudes, and challenges related to the use of virtual reality in physical activities. These interviews explored participants' perspectives on incorporating virtual reality technology into their exercise routines.Findings: The results of this study demonstrated that virtual reality technology had a significant impact on sports performance, motivation, and enjoyment derived from sports activities. In the quantitative section, the experimental group that used virtual reality showed significant improvement in sports performance, motivation, and sports enjoyment compared to the control group. Qualitative analysis also confirmed the positive experiences of using virtual reality. Participants reported that virtual reality increased focus and led to greater mental and physical engagement in sports activities. They also experienced more pleasure and excitement during exercise. However, challenges were also identified. Some participants complained of physical discomfort such as dizziness and nausea when using virtual reality. Additionally, resistance to change and unfamiliarity with this new technology were considered as significant barriers.Conclusion: Virtual reality technology possesses considerable potential for enhancing the sports experience. By creating attractive and entertaining virtual environments, this technology can increase motivation, enjoyment, and sports performance. Virtual reality has the capability to transform ordinary exercises into exciting experiences and encourage participation in sports activities. However, to fully harness this potential, it is essential to address technical and physiological challenges. Moreover, attention to the needs of professional athletes and gradual integration of virtual reality into training programs is of paramount importance. Ultimately, with continuous technological improvements, virtual reality can serve as an effective tool for promoting health and sports performance in society. The findings of this study underscore the promising role of virtual reality in revolutionizing sports activities and potentially increasing overall physical activity levels across different segments of the population. As the technology continues to evolve, further research and development in this field will be crucial to maximize the benefits and minimize the drawbacks of integrating virtual reality into sports and exercise routines.Methods: This study employed a mixed-method approach, utilizing both quantitative and qualitative research methods. The target population included residents of Tabriz city, divided into three groups: professional athletes, individuals with irregular sports activities, and those without any sports involvement. Purposive sampling was used, and 60 participants (20 from each group) were selected. In the quantitative part, participants were randomly assigned to either the experimental group (exercising with VR) or the control group (exercising without VR). Participants completed standardized questionnaires before and after the intervention period to assess their motivation, enjoyment, and sports performance. For the qualitative component, semi-structured interviews were conducted with 30 participants (10 from each group). These interviews focused on the participants' experiences, attitudes, and challenges related to the use of VR in sports activities.Findings: The results of this research indicated that VR technology has a significant impact on sports performance, motivation, and enjoyment in sports activities. In the quantitative phase, the experimental group that used VR showed significant improvements in sports performance, motivation, and sports enjoyment compared to the control group. The qualitative analysis also confirmed the positive experiences of using VR. Participants reported that VR increased their focus, and mental and physical engagement in sports activities. They also experienced greater enjoyment and excitement during their exercise. However, some challenges were also identified. Some participants complained of physical discomfort, such as dizziness and nausea, when using VR. Additionally, resistance to change and unfamiliarity with this new technology were considered important barriers.Conclusion: Virtual reality technology has significant potential for enhancing the sports experience. By creating immersive and engaging virtual environments, this technology can increase motivation, enjoyment, and sports performance. VR can transform ordinary training routines into exciting experiences, thereby encouraging greater participation in sports activities. However, to fully capitalize on this potential, addressing the technical and physiological challenges is essential. Additionally, considering the needs of professional athletes and gradually integrating VR into training programs is of importance. Ultimately, with continued improvements in the technology, VR can serve as an effective tool for improving overall health and sports performance in the community. Future research should focus on optimizing VR protocols for different sports and skill levels, as well as investigating the potential of VR in injury rehabilitation and para-sports. As the technology continues to evolve, VR has the potential to democratize access to high-quality sports training and contribute significantly to public health initiatives aimed at increasing physical activity.
