Original Research Paper
Educational Technology - Public education
G. Azamtaheri; N. Soolmaz
Abstract
Background and Objectives: Writing skill as a way of exchanging information, expressing thoughts, feelings and communication is clearly compared to the past. This skill, as one of the basic skills in students' academic courses, plays a very important role in the transfer of their thoughts and ideas. ...
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Background and Objectives: Writing skill as a way of exchanging information, expressing thoughts, feelings and communication is clearly compared to the past. This skill, as one of the basic skills in students' academic courses, plays a very important role in the transfer of their thoughts and ideas. Writing skill has a great impact both on the academic world and the professional life of students. The use of educational technology in improving writing skill in elementary school as an important issue is of particular importance due to the impact of technologies on teaching and learning process. Also, teaching writing skill in elementary school is the basis for the development of this skill in future academic courses. Therefore, the present study was conducted with the aim of investigating the effect of using educational technology on the writing skill of 6th-grade students.Methods: The present research method was semi-experimental with pre-test and post-test and control and experimental groups. The statistical population of research included the 6th- grade students in the schools of the 14th district in Tehran in academic year of 2023-2024, of which 60 students were selected via simple random sampling and were randomly divided into two groups of 30 students, experimental and control. The reliability of the researcher-made test was obtained 0.82 through Cronbach's alpha coefficient. Then, the pre-test of writing skill was administered in both groups. In the next stage, the experimental group received four 90-minute sessions of training on the use of educational technology in writing, and the control group did not receive any training with educational technology. Finally, the writing skill test was administered as a post-test for both groups. Data analysis was conducted using SPSS (Version 26) software and covariance analysis methods.Findings: The findings of research showed that the use of educational technology was effective for the selection of writing topics, paragraph writing, and ability to produce coherent writing by observing the components, with educational technology coefficients of 86, 82 and 85, respectively. It means integration of educational technology not only cultivated students' ability to generate creative and relevant writing topics, but also strengthened their paragraphing and organizational skills. The interactive and engaging nature of the technology-driven environment encouraged students to develop inventive titles and equipped them with strategies to organize ideas and structure responses within a narrative framework. Furthermore, this structured approach facilitated an increased awareness among students of the logical flow required in writing, enhancing their overall coherence and creativity. In other words, findings showed that the use of educational technology in teaching writing had a direct relationship with development of students' writing skill, and using this method can be useful as an efficient tool to increase students' writing progress. With the use of educational technology, students could access information that was not available in classroom in the past. They also got different information about different writing topics and this information gave them different ideas to choose an interesting topic. In addition, they learned various points about how to write paragraphs to make the text more coherent. Finally, the use of educational technology led to reinforcement of what has been learned to become a real story.Conclusion: The results indicated that the use of educational technology iwass effective in improving the writing skill of the 6th- grade students. In other words, according to the results of examining the effectiveness of use of educational technology on the ability to choose the title, the ability to write paragraphs, and the ability to produce coherent writing, that are variables of the 6th-grade writing skill. Regarding making the environment of teaching essay fun and enjoyable through educational technology, students tried to present creative titles. Also, with the use of educational technology, the learner realized how to ask themselves questions in a story and how and where in narrative to answer that question, and this issue was effective in strengthening student's paragraph writing. Finally, the use of educational technology made students creative and improved the quality of their writing skill; as a result, they obtained the ability to produce coherent essays. Since the use of educational technology had a significant effect on all three variables, it can be concluded that use of educational technology is generally effective in improving writing skills of the 6th-grade students.
Original Research Paper
Educational Technology - Artificial Intelligence
A. Mehri; E. Sadipour; F Dortaj
Abstract
and methods of education and learning as a new educational technology. A segment of artificial intelligence includes natural language processors that can produce human-like texts, such as AI chatbots. Due to their abilities to understand human language and answer users' questions, AI chatbots are recognized ...
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and methods of education and learning as a new educational technology. A segment of artificial intelligence includes natural language processors that can produce human-like texts, such as AI chatbots. Due to their abilities to understand human language and answer users' questions, AI chatbots are recognized as important tools for education and learning. However, because the use of AI chatbots in education is still a recent development, there are currently very few studies on the effectiveness of this technology in learning. Accordingly, this research aims to examine the effects of AI chatbot-based blended learning in psychology on self-directed learning, student engagement, and critical thinking disposition among 11th-grade female students majoring at humanities in Zanjan.Methods: This research was applied in purpose and quantitative with regard to the nature of the collected data. It employed a quasi-experimental method with a pre-test and post-test design, involving a control group. The statistical population for this study comprised all 11th-grade female students majoring at humanities in Zanjan. A multi-stage cluster sampling technique was used, wherein one public girl’s high school in Zanjan, specifically Roghani Zanjani School, was selected for the study, and two classes of students were assigned to the experimental and control groups. The sample consisted of 45 participants, divided into 21 in the experimental group and 24 in the control group. Data collection tools included Self-Directed Learning Questionnaire developed by Fisher et al. (2001), Academic Engagement Questionnaire designed by Reeve and Tseng (2011), the Critical Thinking Disposition Questionnaire devised by Ricketts and Rudd (2005). The educational intervention spanned 8 sessions, each lasted 90 minutes, using the Sider software that offers and supports the ChatGPT AI chatbot. Given the multi-dimensional nature of all three dependent variables and the implementation of pre-tests, Multivariate Analysis of Covariance (MANCOVA) was utilized, and the pre-test and post-test data were analyzed via SPSS version 26.Findings: The analysis of the data using statistical measures such as mean and standard deviation showed that the mean scores of the post-test for the experimental group increased in comparison to those of the control group across all three dependent variables when compared to the pre-test. Furthermore, the results from the multivariate analysis of covariance indicated a significant difference in self-directed learning, academic engagement, and critical thinking disposition between the experimental and control groups at the post-test (p < 0.01). Thus, given the higher mean scores of the experimental group in the post-test relative to those in the control group, it can be concluded that the AI chatbot-based blended learning approach in the psychology course proved effective in increasing self-directed learning, academic engagement, and critical thinking among 11th-grade female students majoring at humanities in Zanjan.Conclusion: Drawing on the findings of this research, it can be concluded that the use of AI chatbots in conjunction with the formal psychology curriculum has great potential to enhance self-directed learning, academic engagement, and critical thinking disposition. However, there is a concern that dependence on the AI chatbot could result in diminished academic engagement, with learners potentially accepting the output data without critical evaluation. Therefore, it is recommended that educators and learners utilize AI chatbots as educational complements and learning aids while considering ethical educational implications, stressing the importance of teacher supervision and instructing adolescents in self-regulation. It should also be noted that this study had limitations, including a lack of resources and prior research, restrictions on access to AI chatbots for IPs within Iran, and various hardware and software challenges in installing the AI chatbot software.
Original Research Paper
Electronic learning- virtual
M. Jamalinejad- Halima Jani; F. Khodadadi Azadboni
Abstract
Background and Objectives: Virtual education has increasingly gained importance in recent years, becoming one of the main pillars of educational systems worldwide. This type of education has turned into a necessary solution for continuing the learning process, especially when schools are closed. However, ...
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Background and Objectives: Virtual education has increasingly gained importance in recent years, becoming one of the main pillars of educational systems worldwide. This type of education has turned into a necessary solution for continuing the learning process, especially when schools are closed. However, students often face challenges in understanding physics concepts through traditional methods. Transmitting curriculum content through various virtual education networks requires effective strategies to address these challenges. In this research, the effectiveness of concept maps is examined as one of the generative learning strategies and approaches to improve students' learning levels in conveying abstract physics concepts.Methods: The present research method was a quasi-experimental pre-test / post-test design with a control group. The statistical population of the research included all female students in the 11th grade of regular schools in District 5 of Mashhad Education Department, who were studying during the academic year 2023-2024. Using purposive sampling, 60 students from Samieh High School in Mashhad were selected. These individuals were randomly assigned to one control group and two experimental groups. One experimental group received teacher-generated concept maps, while the second experimental group worked with student-generated concept maps. The control group received instruction through traditional teaching methods. To collect data, a researcher-made academic achievement test was utilized in a pre-test/post-test format. The content and face validity of the test were confirmed by physics teachers and education professors, and its reliability was assessed using the test-retest method. Additionally, independent t-tests and analysis of covariance (ANCOVA) were used for data analysis. To assess the normality of the data distribution, four tests were utilized: Shapiro-Wilk, Kolmogorov-Smirnov, Cramer-von Mises, and Anderson-Darling. The significance levels in these tests were above 0.05, indicating a normal distribution of the data.Findings: The results indicated that the use of concept maps in a virtual environment had a positive and significant impact on students' learning outcomes. The analysis of covariance regarding academic performance revealed a significant difference between the scores of the two groups using different teaching methods: teacher-centered concept mapping and student-centered concept mapping. The independent t-test results showed a high significance level (99%) in academic progress between the control group and the teacher-centered experimental group. The impact of the teacher-constructed concept mapping teaching method was significantly higher than that of the student-constructed concept mapping method (significance level 0.05) and the traditional teaching method (significance level 0.01), with this method achieving the highest scores among students. Additionally, the scores from the student-constructed concept mapping teaching method were significantly higher than those of the traditional teaching method (significance level 0.01). The greatest increase in mean scores was observed in the teacher-centered concept mapping group (74%), followed closely by the student-centered concept mapping group (72%). The traditional teaching method group showed the least increase (59%). These findings clearly highlighted the effectiveness of using concept maps in teaching physics topics for enhancing student performance.Conclusion: In this research, concept maps were utilized as a generative and innovative educational strategy to enhance the sustainable learning levels of students in the topic of magnetism, yielding remarkable results. These maps, leveraging beautiful and comprehensible visual metaphors, facilitated the visualization of concepts, especially in abstract and complex areas such as magnetism and magnetic fields, which can be challenging for students. The findings of this research indicated that students, despite the educational gaps that have emerged, are capable of receiving effective education in virtual environments. The use of well-designed concept maps that include appropriate visual metaphors allows students to easily grasp abstract concepts and achieve deeper learning. It is worth mentioning that this study specifically focused on female students, and the results may not be generalizable to male students. It is recommended to utilize teacher-created concept maps that incorporate beautiful and comprehensible visual metaphors to enhance students' learning levels and address the educational gaps created in virtual settings.
Original Research Paper
Artificial Intelligence
A. Allahkarami
Abstract
Background and Objectives: With the expansion of artificial intelligence in education, interactive tools such as "Replika" have gained attention as an innovative solution for enhancing language skills. These tools, by providing opportunities for interactive conversation and personalizing the learning ...
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Background and Objectives: With the expansion of artificial intelligence in education, interactive tools such as "Replika" have gained attention as an innovative solution for enhancing language skills. These tools, by providing opportunities for interactive conversation and personalizing the learning experience, can help strengthen speaking and listening skills and boost learners' confidence. Furthermore, the role of artificial intelligence in creating a safe, flexible, and non-judgmental environment for language practice is of particular significance, especially for learners who experience anxiety or limitations in traditional language interactions. This study explored the lived experiences of faculty members at Farhangian University regarding their interactive conversations with the artificial intelligence tool, Replika.Methods: This qualitative study employed a descriptive phenomenological approach to deeply explore the lived experiences of faculty members at Farhangian University in Kurdistan province regarding their interactive English conversations with the artificial intelligence application Replika. Fourteen faculty members who had practiced English conversation with Replika for an average of 30 minutes daily over a five-month period participated in the study. Purposeful sampling with maximum variation was used. Data were collected through semi-structured interviews, each lasting 30 to 40 minutes. Data analysis followed Colaizzi’s seven-step method. To enhance the credibility and trustworthiness of the findings, member checking, comprehensive documentation of the research process, and evaluation by two experts in qualitative methodology and language education were used. Moreover, the transferability of the findings was strengthened by including participants from diverse academic disciplines and teaching backgroundsFindings: Data analysis revealed that the lived experiences of Farhangian University faculty members with interactive conversation using the AI Replica were categorized into five main themes: Learning Simulation and Optimization (personalized learning, processing complex concepts, language skill development, explanatory feedback), Psychological Enrichment (self-regulation, cognitive support, socio-emotional support), Trust (self-disclosure, anthropomorphism), Accessibility and Learning Facilitation (widespread access, educational support, personalized learning, educational equity, facilitation of interactions and educational discussions, multimedia and interactive learning environment), and Considerations and Challenges (privacy and security, over-reliance, language processing challenges, information limitations, disregard for individual and cultural differences, technical problems).Conclusion: The research findings indicated that interactive conversation with AI Replica can serve as an innovative tool in the learning process and language skill development. This technology, by providing personalized learning and cognitive and emotional support, can help improve learners' self-regulation. However, challenges such as privacy issues, over-reliance, and language processing limitations present barriers to its widespread use. To optimize the use of this technology, it is suggested that strategies such as using diverse scenarios, setting clear learning goals, focusing on feedback and error correction, utilizing challenging activities like puzzles and cognitive challenges, establishing a regular schedule for continuous conversation, and reviewing learning strategies before use could be beneficial. Adherence to these principles by learners can enhance the effectiveness of this technology in language learning and cognitive skill development. Additionally, further research is necessary to investigate the long-term impacts of this technology on the learning process and educational interactions.
Original Research Paper
Preparation and compilation of electronic content
Z. Motamedi Lashtneshaei; F. Hassani Jafari; M. Larijani
Abstract
Background and Objectives: Currently, the introduction of multimedia and the need for electronic teaching in education have created a revolution in teaching and new methods of student participation. The term multimedia was introduced in the 1950s and attempts were made to improve the quality of education ...
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Background and Objectives: Currently, the introduction of multimedia and the need for electronic teaching in education have created a revolution in teaching and new methods of student participation. The term multimedia was introduced in the 1950s and attempts were made to improve the quality of education by combining multiple media, and these features allow for advancement, balance, creativity, and better communication between the user and the software. The basis of this method goes back to the cognitive processing theory, which was widely used with the emergence of new computer technologies. Cognitivism, as part of the contemporary cognitive movement, was formed due to dissatisfaction with traditional education. In cognitive processing theory, it is assumed that the information processing system in humans has two separate channels (visual/image processing and auditory/verbal processing). Each of these channels has a limited capacity. In this regard, the aim of the present study was to compare the effect of teaching content produced with Active Inspire software and traditional tools based on the problem-solving model on the successful intelligence of elementary school students in experimental sciences in the 2022-2023 acadmeic year.Methods: The method of the present study was quasi-experimental with a pre-test and post-test design with a control group. The statistical population of the study included all elementary school students in District 2 of Karaj, 1970 students, of which the sample size was 40 students, selected by multi-stage random method, and placed in two homogeneous groups of 20. The data collection tool for the variable of successful intelligence is the standard questionnaire of Grigorenko and Sternberg (2000), whose validity was assessed as desirable by experts and its reliability was 0.86. In this study, before teaching, students completed the standard questionnaire of Sternberg to measure successful intelligence. Then, the materials related to analytical intelligence, creative intelligence, and practical intelligence of the experimental sciences course were taught to the students in two modern (Active Inspire software) and traditional methods. After the end of the re-education sessions, a questionnaire was distributed among the subjects and their opinions were surveyed about successful intelligence. After the end of the re-education sessions, a post-test was administered to the subjects. Descriptive statistical methods and inferential statistics such as covariance, independent and dependent t-tests were used in the statistical software (SPSS) version 22.Findings: The results showed that the content produced with multimedia software (Active Inspire), compared to the traditional teaching method, had a significant effect on successful intelligence with an environmental approach. The results also showed that the content produced with multimedia software (Active Inspire), compared to the traditional teaching method, had a significant effect on students' analytical intelligence, creative intelligence, and practical intelligence in experimental sciences lessons with an environmental approach.Conclusion: From this, it can be concluded that multimedia software (Active Inspire) in comparison with traditional tools based on the model Problem solving can strengthen analytical intelligence, creative intelligence and action intelligence, and generally strengthen the successful intelligence of elementary school students
Original Research Paper
Electronic learning- virtual
M. Javadipour; F. Seraji; F. Rezaei
Abstract
Background and Objectives: Students' exposure to frequent teacher feedback is identified as one of the primary educational resources in e-learning. The role of feedback in the electronic environment encompasses the social perspective and human relationships in feedback, feedback related to the student's ...
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Background and Objectives: Students' exposure to frequent teacher feedback is identified as one of the primary educational resources in e-learning. The role of feedback in the electronic environment encompasses the social perspective and human relationships in feedback, feedback related to the student's learning process, and the reception of substantive feedback. This article focuses on the power of feedback in relation to e-learning and the methods that can make it more effective. In this context, feedback is conceptualized as information provided by an agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of an individual's performance or understanding. In e-learning, feedback is often delivered from the "system" rather than an actual person. In e-learning, as in other occupational and educational environments, receiving feedback is crucial for the learners who enrolled in online courses, as it allows them to identify, improve, and correct their errors along the way, enabling the achievement of ultimate goals. In some instances, it may not be possible to request explanations or delve deeper into a subject, although the presence of messages and groups in the online course serves as a valuable resource in this regard. Therefore, for a student in a digital course, receiving feedback, much like in traditional learning, is vital for determining whether understanding of various topics is complete or requires further depth. This represents a mutual exchange between students, teachers, and e-learning course developers. This research sought to examine the quality and quantity of feedback in e-learning, the challenges of giving and receiving feedback in e-learning, as well as strategies for enhancing the desirability of feedback in the electronic environment.Methods: The present study was based on a qualitative research method and a phenomenological approach. The data for this research were grounded in the lived experiences of teachers and students who had participated in e-learning courses, classes, and units in schools. Participants were selected using the snowball sampling method. A total of 21 participants were included, comprising 9 teachers of e-learning courses and 12 students with experience in e-learning courses in schools, who were selected and interviewed. After collecting the completed forms, the interview texts were refined, reread, categorized, and findings were presented using qualitative content analysis techniques. In this research, the data derived from notes taken during the interviews were read line by line. Subsequently, key concepts and statements were extracted, topics and sub-topics were formed, and were ultimately categorized.Findings: The results of conducting interviews throughout this research led to the identification of four main themes and 20 sub-themes regarding the process of providing and receiving feedback in e-learning. This indicates that every educational program, both during the planning and implementation phases, must pay attention to these aspects in order to achieve its educational objectives.Conclusion: According to the interviews conducted with the participants in this research, the positive and constructive impacts of feedback in the e-learning environment were highlighted. Furthermore, challenges and problems in the process of feedback exchange between teachers and learners were identified, which would made detrimental effects on teaching-learning activities. It is evident that if this crucial issue remains unresolved, learners will face challenges in the teaching and learning process.
Original Research Paper
Educational Technology - Artificial Intelligence
S. Moradi; M. H. Zarei
Abstract
Background and Objectives: The applications of artificial intelligence in education (AIED) is emerging, and the focus of research on identifying these opportunities determines the future directions of education in order to benefit from fair education and equal opportunity globally. Therefore, the purpose ...
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Background and Objectives: The applications of artificial intelligence in education (AIED) is emerging, and the focus of research on identifying these opportunities determines the future directions of education in order to benefit from fair education and equal opportunity globally. Therefore, the purpose of this research was to identify the applications of AIED from the point of view of the activists in this field and to examine its impact on improving the quality of learning from the point of view of teachers as well.Methods: This was applied research with a mixed-methods design (qualitative-quantitative) of sequential transformation type with two approaches of content analysis and descriptive survey. To identify the applications of AI from a semi-structured interview with 13 subject experts who were purposefully selected by snowball sampling with the selection criteria of theoretical data saturation and to check the effectiveness of these applications, 81 first and second secondary school teachers of the city. Lande, who were selected randomly based on the sample size Morgan’s determination table, responded to the researcher-made questionnaire with 46 items. The authenticity of the interviews and the content validity of the questionnaire were confirmed by 4 subject experts and the reliability of the questionnaire was measured via Cronbach's alpha (0.94). The data of the qualitative section were analyzed in MAXQDA by the Grounded Theory method of Strauss and Corbin with the interpretive paradigm of Burrill and Morgan, and the data of the quantitative section were analyzed in SPSS26 with descriptive statistics, Friedman test and t-test.Findings: The findings of the qualitative section included 4 selected codes, 21 central codes and 101 open codes, which include the applications of AIED with 8 central codes, the benefits of using AI with 6 central codes, the challenges of using AI with 5 central codes andtThe basic principles of using AI with 1 core code. The results of Friedman's test showed that "communicating with experts and external resources and increasing interactions at the global level, designing and presenting practical, attractive, effective and appropriate content based on the needs of students, organizing the conditions to improve classroom management and reducing the repetitive tasks of teachers" to the titles of the first to third priority applications in the field of AI and the components of "freeing up teachers' time and reducing their repetitive tasks, fighting discrimination and promoting social justice, the ability to change the social development of students" were ranked in the last three. Also, the average of all components was higher than the hypothetical average (3.5) and showed the effectiveness of all components in increasing the quality of learning. In addition, the results of the t-test showed that all the components were effective in increasing the quality of learning among the learners and it is important from the teachers' point of view because the t-value obtained in all the components was higher than 1.96.Conclusion: In this research, in addition to identifying the applications of AIED, all the advantages, principles, challenges and concerns considering the applications of AIED were identified and the extent of the impact of the applications of AI on increasing the quality of students' learning was investigated. The results of the qualitative part showed that subject experts and activists in this field considered the most important applications of AI in increasing the accuracy of evaluations and personalization of education and believed that if they were used properly, the benefits of these applications could be used and the challenges would be minimized. The results of the quantitative section also showed that from the teachers' point of view, in the applications of personalizing education and improving classroom management, it had a greater impact on the teaching-learning process of students and its further improvement.
Original Research Paper
Educational computer games
F. Esfandiyar; K. Salehi; F. Seraji
Abstract
Background and Objectives: The rapid transformation in technology and the evolving lifestyles of the new generation have significantly exposed today's students to the "digital divide." This divide has led students to seek more interactive, engaging, and personalized learning methods. Digital educational ...
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Background and Objectives: The rapid transformation in technology and the evolving lifestyles of the new generation have significantly exposed today's students to the "digital divide." This divide has led students to seek more interactive, engaging, and personalized learning methods. Digital educational games are powerful tools for bridging this gap and providing captivating learning experiences. This research aimed to investigate the impact of game-based educational applications (apps) on facilitating mathematics learning among second-grade elementary students.Methods: This study employed a quasi-experimental design with pre-test, post-test, and a control group. The statistical population comprised of all female second-grade elementary students in Firoozkooh during the 2023-2024 academic year. The research sample was conveniently selected from Golehaye Behesht Girls' Elementary School, consisting of two intact natural classes. Specifically, two classes out of the three second-grade classes in this school were chosen, with one class randomly assigned to the experimental group and the other to the control group. The primary educational tool used in this study was the "Chakmeh" digital game, developed by the researcher using the Unity game engine. Unity is a robust and flexible engine for creating both 2D and 3D games. The game comprised 52 pages and featured four educational stages based on the concepts of process-oriented addition and subtraction from the second-grade mathematics textbook (place value, number patterns, introductory addition and subtraction, and advanced addition and subtraction). A researcher-made mathematics test was used to assess process-oriented addition and subtraction concepts. The experimental group received instruction for 18 sessions based on a curriculum designed according to the Karbasi-Jiménez model, utilizing the new game-based teaching method with the "Chakmeh" digital game. In contrast, the control group was taught using traditional methods. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics, specifically univariate analysis of covariance (ANCOVA).Findings: The results of the ANCOVA revealed that students in the experimental group, who learned using the "Chakmeh" digital game, showed significant improvement in learning process-oriented addition and subtraction concepts compared to the control group (p<0.0001). The effect size (η2=0.43) indicated that 43% of the variance in students' mathematics scores could be attributed to the use of the educational game. Furthermore, the calculated Cohen's d (1988) of approximately d≈1.74 falls into the category of a large effect. These findings demonstrated the effectiveness of digital game-based learning in facilitating mathematics concepts for second-grade elementary students.Conclusion: The findings of this research suggest that the implementation of game-based educational applications is an effective method for facilitating the mathematics learning process and enhancing motivation among elementary students. Given these results, the design of such applications should be based on the individual needs of students and used as a supplement to traditional teaching methods. Overall, this study indicates that using gamification in mathematics education has high potential and capacity for improving learning and increasing student motivation. Therefore, it is recommended that this tool be used more extensively alongside other methods, and with consideration for individual student characteristics, to enhance the quality of learning and overcome the limitations of traditional approaches.
Original Research Paper
Educational Technology - Blended Learning
Z. Abedi; R. Heidari Ghezeljeh
Abstract
Background and Objectives: The present study investigated the effect of blended gamified teaching on students' learning concerning their personality types. The hypothesis was that the application of this method and attention to personality types in designing blended gamified instruction could effectively ...
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Background and Objectives: The present study investigated the effect of blended gamified teaching on students' learning concerning their personality types. The hypothesis was that the application of this method and attention to personality types in designing blended gamified instruction could effectively enhance students' mathematics learning and alleviate their learning challenges. Furthermore, through the enhancement of insights regarding the distinctive characteristics of students, this methodology aspires to facilitate the augmentation of their performance and self-evaluations, thereby equipping them to engage in more astute decision-making in their forthcoming personal, academic, and professional endeavors.Methods: This study was conducted using a quasi-experimental framework that included pre-and post-tests, as well as experimental and control groups. The statistical population for this investigation consisted of female seventh-grade students in District 7 of Tehran during the 2023-2024 academic year. The sample was obtained through cluster sampling. Four seventh-grade classrooms from two different girls' schools were selected as the accessible sample. Participants from one of the schools, totaling 66 students, were randomly assigned to the experimental group, while participants from the other school, totaling 49 students, made up the control group. The experimental group received instruction in algebraic concepts and equations as part of the seventh-grade mathematics curriculum through six sessions of blended, gamified instruction. This approach utilized both prepared games and researcher-developed games on existing educational platforms. In contrast, the control group was taught the same mathematical content through a blended teaching method over equivalent sessions. An academic achievement questionnaire was administered to assess learning in this study. Experts in the field confirmed the validity of this instrument. The reliability of the academic achievement questionnaires (both pre-test and post-test) was measured using Cronbach's alpha coefficients, which were found to be 0.94 and 0.97, respectively. Data analysis was conducted using descriptive and inferential statistical methods, with SPSS statistical software employed for the inferential analysis.Findings: After compiling statistical data from the pre-test, post-test, and assessments of learning and motivation, the data were analyzed in two distinct sections: descriptive statistics (including mean, standard deviation, and normality testing) and inferential statistics (which included t-test and Univariate Analysis of Covariance). The results from the analysis of the variables revealed that the mean scores of the pre-test and post-test were examined and interpreted concerning the students' personality types. The study examined how the independent variable, blended gamified instruction, influenced the dependent variable, students' learning (scores). It was found that students in the experimental group, regardless of their personality types classified by the Myers-Briggs Type Indicator (MBTI), improved as a result of engaging with the blended gamified approach. This demonstrated the significant effectiveness of blended gamified teaching on their educational outcomes.Conclusion: An analysis of the impact of personality types on student learning scores within the context of gamified instruction revealed some interesting findings. Introverts (I) across all personality types showed unequivocal improvements in their scores due to blended gamified teaching. In contrast, extroverts (E) exhibited inconsistent score changes, with some showing no significant increases as a result of this instructional approach. Specifically, the ESTP and ENTP personality types demonstrated the most notable advancements in scores, while the ESFP and ENFP groups experienced a decline in scores, indicating a reverse effect. Furthermore, additional analyses revealed that regardless of personality type, gamification enhanced intrinsic motivation for all students.
Original Research Paper
Technology-based learning environments
N. Khosrojerdi; R. Mirzaei; S. M. Seyedol Hosseini
Abstract
Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design ...
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Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design and environmental psychology, many academic spaces—such as the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad—lack integration of these principles. This gap manifests in inadequate physical comfort, diminished place attachment, and reduced educational effectiveness. The research underscores the scattered yet substantial scholarly discourse on spatial design, environmental potentials, and learning behavior, while noting the absence of a unified conceptual model. To address this, the study proposes a framework rooted in environmental psychology to guide the architectural design of skill-based higher education centers. The model aspires to be both comprehensive and adaptable, enhancing spatial responsiveness to pedagogical needs. The Faculty of Skills and Entrepreneurship serves as a contextual case study, supporting the framework’s application, validation, and generalization across similar educational environmentsMethods: This study employed a qualitative methodology based on grounded theory, using open, axial, and selective coding through MAXQDA software. Data were gathered via document analysis, surveys, and expert Delphi interviews. The conceptual model was developed and structured using Interpretive Structural Modeling (ISM) to hierarchize key variables.Findings: This study developed a conceptual model specific to the architectural setting of the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad. Expert insights guided the thematic grouping of open and axial coding results into 70 identifiers and 50 attributes. Through Delphi validation, 6 core dimensions and 28 components related to environmental psychology in educational spaces were identified. MAXQDA analysis enabled the graphical visualization of these variables in a hierarchical tree structure. Finally, Interpretive Structural Modeling (ISM) defined the causal relationships among the model’s key dimensions. Using MAXQDA and ISM, the study categorized environmental psychology factors into 4 observable and 20 latent variables.Conclusion: on of variables using the Interpretive Structural Modeling (ISM) method indicated that the emotional and functional dimensions occupy Levels 1 and 2, respectively, while the socio-cultural and meaning-making dimensions were positioned at Level 3. These hierarchical levels reflected the relative degree of influence each dimension exerts on the architectural form.
Original Research Paper
Electronic learning- virtual
S. Sharifati; Esmaeil Zaraii Zavaraki; H. R. Maghami; A. Delavar; F. Dortaj
Abstract
Background and Objectives: Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, ...
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Background and Objectives: Participation has been proposed as an intrinsic part of learning. In addition, participation has a positive impact on learner satisfaction and retention. Online participation provides a platform for learners to interact with their peers and instructors. When used effectively, online participation can increase student engagement and motivation by creating opportunities for collaboration, access to resources, and a platform for sharing academic achievements. Therefore, student participation in online learning should be further studied to determine its effects on student learning. The value of the traditional classroom environment is to engage. As a result, examining instructional design patterns and models with a systems approach, after examining instructional design patterns and models with a systems approach, it was found that most instructional design patterns prescribe inflexible methods due to the assumption that learners have identical learning approaches. We need to design and validate flexible models that are specifically productive based on specific conditions in specific areas and focus on performance improvement. The gap that exists in the past research is that the design and validation of the online participation model has not been addressed. What are the components of this pattern? Therefore, the present study sought to design and validate the online participation model with a qualitative method. With this method, in this research, the researcher examined the design of the online participatory model; therefore, this research can provide both empirical and theoretical background in the field of online participation model. The purpose of this research was to design and validate the online participation model.Methods: In this research, in order to identify the elements and components of the online participation model for students, a qualitative research method was used in two steps. which include: 1-research synthesis 2-interview with experts. Using the keywords "collaborative learning", "online participation", "online participation model" in the Scopus Science Direct, ProQuest, Eric, Springer and Google Scholar databases in the period from 2018 to 2024; then by applying the final criteria, 16 articles were selected as samples. In the qualitative interview section, in this section, the statistical population included professors and students in the field of educational technology in a state university. The inclusion criteria for the study included having a PhD in educational technology and having at least 5 years of teaching experience in an online learning environment. The sampling method was purposive and a semi-structured interview was conducted with 20 professors and students of the field of educational technology in the state university. Inductive qualitative content analysis method was used for data analysis.Findings: The result of the research showed that by examining the past research and the experts' point of view, there were 13 components including goals, learning theories, teaching and learning strategies, exploratory community, neurocognitive aspects, types of presence, interaction, content sequence, content type, infrastructure, evaluation, challenges and opportunities. The results of the research also showed that experts assessed the validity of the online participation model appropriately and that the online participation model had internal validity for students.Conclusion: In summary, this review of research synthesis on identifying the components of online engagement in higher education and providing a conceptual and operational model reveals a dual narrative in this regard. On the one hand, transformative capacities—from personalized learning to innovative teaching methods—offer considerable promise for improving engagement among faculty and students in online courses. As a result of this research, it can be concluded that the instructional model presented in this synthesis study can be used as an effective framework to increase the motivation and progress of students and professors in online instructional courses for greater participation and interaction. In addition, instructional programs should be provided to introduce technologies, tools, and strategies for increasing participation to professors and students, which would be useful in increasing their success in this field.
Original Research Paper
Electronic learning- virtual
M. Javdani; F. Rasti; F. Keshavarz
Abstract
Background and Objectives: Today, information and communication technology, especially cyberspace, plays a special role in the transformation of the education system. Given the limitations of access to technological facilities in some schools and the need to create appropriate infrastructure, teachers ...
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Background and Objectives: Today, information and communication technology, especially cyberspace, plays a special role in the transformation of the education system. Given the limitations of access to technological facilities in some schools and the need to create appropriate infrastructure, teachers must update their teaching methods using modern technology. New technologies such as massive open online courses (MOOCs) and small private online courses (SPOCs) have transformed the nature of education. MOOCs, with free access, unlimited capacity, and automated content, provide public education to millions of people, but teacher-student interaction is limited. In contrast, SPOCs are designed for small groups (ten people) with a focus on quality, interaction, and personalization. These courses are especially effective in professional education by combining online and face-to-face learning (such as a flipped classroom), direct feedback from teachers, and adapting content to the specific needs of organizations or educational communities. Therefore, this study examined the challenges and opportunities of SPOCs through a systematic review as a method for evaluating the existing evidence on SPOCs.Methods: The study was applied in terms of purpose and qualitative in terms of approach and was conducted as a systematic review using the PRISMA guidelines and the seven-step meta-synthesis method of Sandelowski & Barroso. The studies studied were selected through purposive sampling from reputable foreign databases between 2013 and 2023. In the aforementioned databases, the keywords of online courses, Spoke, and small private online courses were examined, and in the initial search, 504 articles were identified. Considering the inclusion and exclusion criteria, 20 articles were identified as eligible and entered into the coding and thematic analysis process according to Brown and Clark (2006).Findings: Open coding was performed on the data obtained from these studies in the initial stages, and 130 initial codes were identified and extracted using the initial study and categorized. The process of continuous comparison of the initial codes based on similarities led to the extraction of 4 main themes and 18 sub-themes related to SPOK. The main themes are: SPOK definitions and concepts, SPOK components, SPOK opportunities and SPOK challenges. The definitions include 4 categories: combined, comparative, participatory and conceptual definition. SPOK components also include goal, milestones, practice, evaluation, support and interaction. Opportunities and challenges were also identified from the perspective of students, instructors, experts and higher education institutions.Conclusion: The results of the studies show that the use of spokes can increase learning motivation, improve student satisfaction, and improve learning outcomes, and have been successful in developing computational skills and combating academic fraud; and if spoke courses are used in a different way in terms of content, they can be successful. The challenges ahead include the need for information technology skills, lack of access to reliable Internet, and time constraints. Also, in some cases, lack of sufficient social interaction may lead to a decrease in the sense of belonging and connection among the students. The results also indicate that spokes should be used in educational environments that require high flexibility and personalization. Also, in relation to the students' perspective, the results imply that students should become autonomous learners and show motivation and activism in the course.
Original Research Paper
Educational technology- primary school
Z. BaBaei; S.A. Azimi; Yasamin Abedini
Abstract
Background and Objectives: With the expansion of digital technologies and their increasing role in teaching and learning processes, teachers require knowledge and skills that enable them to effectively integrate technology, content, and pedagogy. An essential aspect of this knowledge is the ability to ...
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Background and Objectives: With the expansion of digital technologies and their increasing role in teaching and learning processes, teachers require knowledge and skills that enable them to effectively integrate technology, content, and pedagogy. An essential aspect of this knowledge is the ability to conduct online assessments, which can enhance students’ learning experiences and since the elementary school is the first time that students are exposed to formal education and has a significant impact on their growth and learning, it is doubly important for teachers of this age to have knowledge of TPACK. Currently, qualitative and descriptive assessment is prevalent in elementary schools, and teachers use a variety of tools and methods. With the development of information technology, the need for online assessment at this stage is felt more than ever, but this method of assessment, especially in the elementary school, is accompanied by numerous challenges. The difficulties of descriptive assessment in the digital space double the need to improve teachers' online assessment skills. The primary objective of this study was to analyze the current state of integrating technology, content, and pedagogical approaches in online teaching and assessment, as well as to investigate the demographic factors influencing these skills.Methods: This research was applied in terms of purpose and quantitative, non-experimental or more precisely descriptive. Since in this research, the researchers' goal was to investigate the level of technology integration knowledge and online assessment skills of elementary school teachers and its relationship with demographic characteristics, the method of this research could be considered descriptive. The statistical population of this research comprised of teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. To conduct this research, the shortened TPACK Knowledge Questionnaire by Schmidt et al (2020) with a Cronbach's alpha of 0.77 to 0.91 and the researcher-made online teacher assessment skill questionnaire were used. The reliability of the shortened TPACK Knowledge Questionnaire and the online teacher assessment skill questionnaire was calculated as 0.964 and 0.949, respectively. Standard questionnaires were designed in two sections: TPACK knowledge and online assessment skills and distributed to elementary school teachers. After collecting data, the findings were analyzed at two levels of descriptive and inferential statistics. At the descriptive level, frequency and percentage, mean and standard deviation were used, and at the inferential level, Kolmogorov-Smirnov test, independent t-test, analysis of variance, and least difference between means test were used. Findings: The results of the study showed that elementary teachers had relatively high knowledge of TPACK and were able to integrate technology, content, and pedagogy well; but they faced challenges in online assessment skills, especially in areas such as initial assessment, peers, and emotional feedback. However, they performed better in assessing assignments and promoting learning. Also, demographic characteristics such as education, teaching experience, and to some extent gender were influential on the level of TPACK knowledge and online assessment skills of teachers.
Original Research Paper
Educational Technology - Teacher Education
M. Ebadi
Abstract
Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become ...
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Background and Objectives: Teacher professional development in a world based on artificial intelligence, alongside other modern technologies, is among the most critical and pivotal topics in education. Artificial Intelligence-based Technological Pedagogical Content Knowledge (AI-TPACK) has recently become a focus of research for scholars in the field of teacher education. Examining the interplay between the components of AI-TPACK holds significant importance. This paper presented a dynamic control model for AI-TPACK, where a control function is applied to teachers’ knowledge of technology and artificial intelligence to analyze the mutual effects on other components. This model is expected to play a key role in guiding policymakers in making informed decisions regarding teacher professional development.Methods: This research was an applied and developmental study focused on the design and simulation of a dynamic-control model (AI-TPACK). In this context, a model based on relevant data was first used from a reputable article to serve as the foundation for the model design. Subsequently, using a numerical simulation method, the designed model was analyzed, and its performance under various conditions was examined. This process involved several stages, including defining key variables, establishing relationships among them, and executing simulations to assess the model’s effectiveness in achieving educational and technological objectives. Findings: The analysis of the designed dynamic model by using MATLAB indicated that the existence of solutions for the model emphasized the accuracy of the coefficients used in the state equations, which were derived from empirical data. To solve the model, two control functions were employed to manage the variable of teachers’ technological knowledge based on artificial intelligence. Additionally, the mutual influence of AI-based components on technological pedagogical content knowledge was determined through numerical solutions of the model. Detailed graphs related to each variable over time were presented.Conclusion: Artificial intelligence, through its unique capabilities, can enhance the optimized and controlled development of AI-based technological pedagogical content knowledge (AI-TPACK) for teachers. A precise examination of teachers’ professional competencies in the age of artificial intelligence requires the design of a dynamic control model and the analysis of its behavior using advanced methods with higher accuracy. This research proposes a dynamic control model for analyzing and regulating the components of AI-based technological pedagogical content knowledge, grounded in factors related to technology and artificial intelligence. Employing a logistic control function in two distinct scenarios to examine the model’s dynamic behavior can be utilized to determine the level of investment in the application of artificial intelligence and to evaluate its effectiveness on other components of teachers’ AI-TPACK. This model, in essence, also facilitates the advancement of interdisciplinary studies in teacher.
Original Research Paper
Educational Technology - Artificial Intelligence
A. Taftiyan; M. Mojkar; F. Mansouri Mohammad Abadi
Abstract
Background and Objectives: The advancement of higher education is increasingly intertwined with the development of emerging technologies, particularly artificial intelligence. By exploring the relationship between technology readiness levels and technology acceptance among accounting students, universities ...
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Background and Objectives: The advancement of higher education is increasingly intertwined with the development of emerging technologies, particularly artificial intelligence. By exploring the relationship between technology readiness levels and technology acceptance among accounting students, universities can address existing deficiencies in accounting curricula through transformative changes in course design and delivery methods. These changes can better prepare students for future professional demands. Integrating AI education into accounting programs can bridge the temporal gap in technology adoption between academia and the accounting and auditing industry, equipping students with essential skills for the evolving landscape. This study aimed to examine the influence of technology readiness on the acceptance of artificial intelligence among accounting students.
Methods:This study wa applied in purpose and employed a descriptive-correlational methodology, implemented through a cross-sectional survey. The target population included all master’s degree students in accounting at Islamic Azad Universities during the 2023–2024 academic year. A sample of 384 participants was selected using a multi-stage cluster random sampling approach, determined by a specialized structural equation modeling formula that accounted for 30 observed variables and 9 latent variables. Data were gathered via a researcher-developed questionnaire, adapted from Damarji (2020), consisting of 30 items. The questionnaire comprised two sections: general questions and specialized questions. The specialized questions addressed independent, mediating, and dependent variables across seven dimensions: optimism (4 items), innovativeness (4 items), discomfort (4 items), insecurity (4 items), perceived usefulness (6 items), perceived ease of use (6 items), and technology adoption (2 items). The questionnaire’s reliability was verified using Cronbach’s alpha. Data analysis was conducted using SmartPLS software with the partial least squares structural equation modeling (PLS-SEM) method.
Findings: The findings revealed that technology readiness significantly and positively influenced perceived ease of use and perceived usefulness among accounting students. Furthermore, perceived ease of use significantly and positively affected both perceived usefulness and technology adoption. Mediation analysis indicated that perceived ease of use and perceived usefulness, both independently and in combination, served as significant positive mediators in the relationship between technology readiness and technology adoption. However, the direct relationship between technology readiness and technology adoption was not statistically significant, emphasizing the crucial mediating roles of perceived ease of use and perceived usefulness. These results highlighted the importance of strengthening technological infrastructure and incorporating digital skills training into accounting education programs to promote the effective adoption of artificial intelligence in the field.
Conclusion: University-led innovation can significantly enhance the knowledge, training, and adoption of artificial intelligence (AI) among accounting students. For accounting students to effectively embrace AI technology, the adoption process must first be initiated at the institutional level within educational organizations. Integrating AI technology into accounting curricula is essential to improve students’ perceptions of its use, usefulness, and adoption. From a practical standpoint, this study offers universities valuable insights into how perceived usefulness and perceived ease of use can drive AI technology adoption among accounting students. However, the success of this process hinges on students’ technological readiness and their positive perceptions of both perceived usefulness and perceived ease of use.
