Original Research Paper
e-learning
R. Nezhadsafar; N. Pourasghar; A. Rastgoo; Y. Namvar
Abstract
Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher ...
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Background and Objectives: With the advancement of digital technologies and the emergence of new tools, the education system has undergone fundamental changes, and in the meantime, electronic education has become one of the essential pillars of this transformation. As the pioneer of these changes, higher education plays a pivotal role in developing human resources skills and advancing societies. The role of higher education instructors in this transformation has changed significantly. They are no longer merely transmitters of knowledge but facilitators of the learning process and guides for creating knowledge through active student participation. To adapt to the changes of this era, higher education instructors need to review their teaching skills, requirements, approaches, and methods. Undoubtedly, empowering university professors and equipping them with the necessary knowledge and skills will not only improve the quality of education but will also have a direct impact on the sustainable development of society. Therefore, this research aims to identify and comprehensively analyze the key requirements of higher education instructors in the context of e-learning.Methods: The present research was conducted using content analysis with a qualitative approach. For this purpose, 16 professors and experts in the field of educational sciences and higher education were selected through semi-structured interviews and purposive sampling. Additionally, 29 articles and six books were reviewed using purposive sampling and note-taking from credible resources from 2000 to 2025. The content analysis method proposed by Graneheim and Lundman was used to analyze the data, and Lincoln and Guba's criteria were used to assess the validity and reliability of the study.Findings: The results of this study identified seven essential components as key requirements for e-learning instructors, which are: Personal requirements (Personal traits, Professional traits), Communication and interaction requirements (Constructive interaction ability, The ability to create motivational and encouraging activities, The ability to manage communications and participation strategies, The ability for grouping and team building), Educational and Professional requirements (Scientific and professional competence, Performance measurement and evaluation capability, Applying educational and learning strategies, Planning and management of e-Learning courses, The ability to enhance and develop the cognitive skills of students), Managerial and Organizational requirements (Support, Access to infrastructure and facilities, Educational policy-making, Empowerment and capability development), Cultural and Legal Requirements (e- learning culture, ethical-legal requirements), Technological Requirements (Technological knowledge, Technological skill), Health and Safety Requirements (Physical and mental health, Ergonomics and occupational health, Health policies).Conclusion: Research findings indicate that the success of higher education instructors in e-learning environments requires a combination of technical, professional, and personality skills. These results can be the basis for designing professional development programs to enhance the competence of instructors and improve the quality of e-learning in universities. The identified dimensions can help policymakers and instructors to identify the educational needs of professors and increase their ability to cope with the challenges posed by technological advances by continuously updating programs. The proposed framework provides a suitable basis for future research in instructors' evaluation and the development of e-learning systems, and helps to improve the skills and abilities of teachers in this field. It is recommended that macro and micro planning and policies be formulated in a way that, while keeping pace with the rapid changes of the present era, creates a suitable platform for innovation in education and dynamism in academic environments.
Original Research Paper
Computer-Assisted Testing
N. Sabeti Moghaddam Sabzevar; S. E. Afsharizadeh; Z. Tarazi
Abstract
Background and Objectives: The growth of cognitive theories since the 1950s has significantly increased the role of technology in cognitive models and modern learning theories in psychology and educational sciences. Ausubel's meaningful learning in 1968 inspired an idea that Richard Mayer later utilized ...
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Background and Objectives: The growth of cognitive theories since the 1950s has significantly increased the role of technology in cognitive models and modern learning theories in psychology and educational sciences. Ausubel's meaningful learning in 1968 inspired an idea that Richard Mayer later utilized in 1989 for his cognitive theory of multimedia learning, a theory in which the use of images alongside text enhances learning. Every learning process requires evaluation, and there must be a correspondence between the two; therefore, the idea of multimedia testing was proposed by Lindner and Hu in the early 2020s, and they investigated the role of pictures in test questions in various studies. This research aims to determine the role of multiple-choice questions and multimedia constructed responses on students’ performance in the Science Test while following the cognitive theory of multimedia in the field of assessment.Methods: The present study is applied in terms of research purpose and quasi-experimental in terms of data collection, classified as a 2*2 within-subject design. The statistical population consisted of all fifth-grade students in the city of Sabzevar during the 2023-2024 academic year; from which 602 students were selected from four girls' schools and five boys' schools using a one-stage cluster sampling method. To collect data, a short 28-question TIMSS 2015 science test was used to assess student performance, which included four types of questions: text-picture multiple-choice, text-only multiple-choice, text-picture constructed response, and text-only constructed response, forming the four experimental conditions of the study. To randomly assign subjects to the four mentioned experimental conditions, the sheets were distributed randomly among the sample. Data were analyzed using repeated measures ANOVA, and descriptive and inferential statistics were run using SPSS 26, while Microsoft Excel was used to organize the question type columns.Findings: The findings indicated that there are significant differences among types of questions in the dependent variable of performance in science. However, there is no significant difference between the effects of question type on the performance of male and female students. Students performed significantly better on the text-pictre multiple-choice questions compared to both the text-picture constructed responses and the text-only constructed responses, but there was no significant difference when compared to the text-only multiple-choice questions. Additionally, the results showed that performance on text-only constructed responses was significantly better than on text-only constructed responses. Performance on text-only multiple-choice questions was significantly better than on picture-text based constructed responses, and finally, text-only constructed responses had significantly lower performance compared to all other types of questions.Conclusion: The results showed that not only does the multimedia aspect matter, but also the type (the combination of format and multimedia) of the question presented affects the quality of assessment. Specifically, text-picture multiple-choice questions had a greater impact on performance compared to text-picture constructed responses, even though both types included a picture. On the other hand, better performance on text-picture constructed responses compared to text-only constructed responses indicates the influence of the multimedia aspect, even though the format was the same in both questions. This suggests that, in addition to the format, the multimedia aspect of the question plays a decisive role, and the impact is not solely dependent on the presence of a picture and the multimedia aspect; rather, a combination of both factors—format and multimedia—creates a significant effect.
Original Research Paper
Modern Educational Approaches
M. Pazoki; Y. Mahdavinasab; Nasrin Mohammadhasani
Abstract
Background and Objectives: Today, one of the main challenges of elementary education is to increase students' comprehension and academic engagement. One of the new educational strategies to achieve this goal is the use of educational comics. Comics can make the learning process more attractive and effective ...
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Background and Objectives: Today, one of the main challenges of elementary education is to increase students' comprehension and academic engagement. One of the new educational strategies to achieve this goal is the use of educational comics. Comics can make the learning process more attractive and effective due to the combination of images and text. Despite numerous studies on the effect of comics on learning, the role of the type of comic producer (teacher or student) has not been studied much. Also, no research has been conducted in Iran that compares teacher-made and student-made comics. Therefore, the present study aimed to investigate the effect of teacher-made and student-made comics on fourth-grade elementary school students' comprehension and academic engagement in Persian lessons.Methods: The study utilizes a quasi-experimental design with a multi-group pretest-posttest format, including two experimental groups and one control group. The statistical population consists of all fourth-grade students in the central district of Pakdasht during the 2024-2025 academic year. A total of 90 students were selected through convenience sampling and randomly assigned to three groups of thirty students each. The experimental groups received instruction using teacher-created and student-created comics, while the control group followed traditional teaching methods. To collect data, researchers employed a reading comprehension test specifically developed for the study, alongside the Reeve Academic Engagement Questionnaire. To ensure validity, expert opinions from professors and teachers were gathered, and the validity of the reading comprehension test was confirmed with a CVR score of approximately 70%. Reliability was established using Cronbach’s alpha, resulting in a score of 0.707. The Analysis of Covariance (ANCOVA) was applied to interpret the collected data.Findings: The results reveal that comics significantly improved students' reading comprehension (F = 12.816, p = 0.000) and academic engagement (F = 15.906, p = 0.000). Additionally, the results of Scheffe’s test indicate no statistically significant difference in reading comprehension between teacher-created and student-created comics (p = 0.057). However, concerning academic engagement (Sig < 0.05), significant differences were observed between the groups using comics and the control group following conventional teaching methods.Conclusion: The findings of this study suggest that comics serve as effective tools for enhancing both reading comprehension and academic engagement. Among the two types of comics, teacher-created comics had a stronger impact on reading comprehension due to their structured design, while student-created comics facilitated higher engagement by actively involving students in the learning process. The combination of compelling visuals and minimal text in comics makes them an efficient medium for transmitting educational concepts. Significant differences were noted in academic engagement among the three groups: teacher-created comics, student-created comics, and the control group. In all four dimensions of academic engagement, student-created comics showed considerable differences compared to the control group. In behavioral and agentic engagement, teacher-created and student-created comics exhibited significant variations. Additionally, in cognitive engagement, teacher- created comics displayed noticeable differences compared to the control group. Given these results, integrating both teacher-created and student-created comics into instructional practices can provide educators with valuable strategies for improving reading comprehension and fostering student engagement.
Original Research Paper
Educational Technology
Y. Alimohammadi; H. Pourshafei; M. Alizadehjamal
Abstract
Background and Objectives: Research has shown that integrating technology into mathematics education through the Technological Pedagogical Content Knowledge (TPACK) model can enhance students' academic performance. GeoGebra, as a dynamic tool, facilitates the understanding of abstract geometric concepts ...
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Background and Objectives: Research has shown that integrating technology into mathematics education through the Technological Pedagogical Content Knowledge (TPACK) model can enhance students' academic performance. GeoGebra, as a dynamic tool, facilitates the understanding of abstract geometric concepts and strengthens learning. However, challenges such as teachers' lack of skills, technical limitations, and unequal access to equipment have restricted the full utilization of this technology. In Iran, limited studies have explored the impact of TPACK and GeoGebra in elementary education, highlighting the research gap and the necessity of the present study. This study aimed to investigate the impact of a teaching method based on the TPACK model, using GeoGebra software, on the academic performance and learning experiences of fifth-grade elementary students in topics related to symmetry, perimeter, area, and volume.Methods: This research was conducted using a sequential explanatory mixed-methods approach. The population consisted of fifth-grade female students in Bojnurd during the 2023-2024 academic year. Sixty students were matched and assigned to experimental and control groups (30 each). The quantitative tool was a researcher-made test with high reliability (Cronbach’s alpha > 0.9), and the qualitative tool was semi-structured interviews. The experimental group received 21 sessions of 40-minute instruction using GeoGebra and the TPACK model, while the control group was taught traditionally. Quantitative data were analyzed by Analysis of Covariance (ANCOVA) using SPSS, and qualitative data were examined through thematic analysis.Findings: The quantitative findings, derived from a quasi-experimental design with pre-test and post-test, showed that GeoGebra-based instruction had a significant positive impact on students' academic performance across all four topics. The result of ANCOVA confirmed the superiority of the experimental group, with results for symmetry (F = 30.513, Sig < 0.05, partial η_p² = 0.349), area (F = 35.777, Sig < 0.05, partial η_p² = 0.390), volume (F = 23.254, Sig < 0.05, partial η_p² = 0.311), and perimeter (F = 24.094, Sig < 0.05, partial η_p² = 0.301). The qualitative findings, based on thematic analysis of semi-structured interviews with 10 students from the experimental group, revealed themes including the visual and interactive appeal of GeoGebra, facilitation of geometric concept understanding, increased motivation, enhanced group collaboration, reduced math anxiety, and technical challenges. These results demonstrate the potential of TPACK and GeoGebra in improving elementary mathematics education, while also highlighting the need to address technical barriers.Conclusion: This study, aimed at examining the impact of a TPACK-based teaching method using GeoGebra on the academic performance and learning experiences of fifth-grade elementary students in mathematics, demonstrated that this approach can serve as an effective strategy for enhancing the learning of mathematical concepts and strengthening students' cognitive and social skills. The overall findings indicate the high potential of this method in improving the quality of mathematics education and creating a dynamic learning environment. These results have significant implications for designing technology-based curricula and improving teaching methods in elementary education, contributing to the development of educational policies for integrating technology into classrooms. Limitations of the study include its focus on female students in a specific geographic area and the short duration of the educational intervention. Challenges included a lack of technological equipment in some schools, students' insufficient initial skills in using the software, and technical issues such as internet outages, which occasionally hindered the intervention. Future studies are recommended to explore the impact of this method across other grade levels and subjects. The findings can be utilized in developing technology-driven educational programs, designing teacher training workshops, and improving access to digital tools in the education system. This approach could be particularly effective in reducing educational inequalities and enhancing learning quality in underserved areas.
Original Research Paper
Educational Technology
A. Rafiepour; P. Karimi
Abstract
Background and Objectives: Programming, as an interdisciplinary activity, creates an active link between mathematics and computer science, which can serve to solve problems, learn abstract concepts, and develop computational thinking. In recent years, the use of visual environments such as Scratch in ...
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Background and Objectives: Programming, as an interdisciplinary activity, creates an active link between mathematics and computer science, which can serve to solve problems, learn abstract concepts, and develop computational thinking. In recent years, the use of visual environments such as Scratch in mathematics education has received special attention. Despite this, there is little evidence regarding the impact of block-based programming on geometric skills and computational thinking in the first cycle of secondary school (middle school). The present study aimed to investigate the effect of block-based programming in the Scratch environment on the computational thinking and geometric problem-solving skills of seventh-grade students.Methods: The present research was applied in terms of purpose and was conducted with a mixed (quantitative-qualitative) approach with two research groups, experimental and control. The statistical population consisted of seventh-grade male students in Mahan city during the academic year 2024-2025, and the sampling method was random. The sample included 60 students who were randomly assigned to either the experimental or control group, with 30 students in each group. The educational intervention lasted for eight weeks and focused on teaching the concepts of the ‘Geometry and Reasoning’ chapter from the seventh-grade mathematics textbook. The data collection instrument in the quantitative section was the Romano Gonzalez et al. standard computational thinking test, which was administered as a pre-test and post-test. Its reliability was reported with a Cronbach's alpha of 0.79. Also, the quantitative data were analyzed with SPSS software, and the pre-test and post-test data of computational thinking in both the experimental and control groups followed a normal distribution, which allowed the use of parametric tests (paired t-test and independent t-test). In the qualitative section, the learning process and perception of geometric concepts in the seventh-grade mathematics textbook were examined by utilizing content analysis of students' programming projects in the Dr. Scratch program and semi-structured interviews.Findings: In the experimental group, the average scores for computational thinking increased from 10.73 (SD= 4.727) in the pre-test to 14.57 (SD= 4.739) in the post-test, which was confirmed by a paired t-test showing a significant difference (p < 0.001). In contrast, the control group showed little change from 10.60 to 10.90, indicating no significant difference (p = 0.405). The calculation of Cohen's d effect size for the experimental group indicated a strong effect, supporting the effectiveness of the Scratch intervention. In the Scratch Program, four main features of computational thinking in students' digital artifacts were presented, applicable to seventh-grade foundational geometry questions. These features include translating abstract concepts into tangible objects, developing generalizable algorithms, multi-faceted representation of problems, and the repeatability of recognizable solutions.Conclusion: Statistical findings from a paired t-test revealed that programming in the Scratch environment significantly increased computational thinking scores in the experimental group. Qualitative data, including students' programming projects, semi-structured interviews, and analysis of educational images and videos, also indicated that students were able to represent geometric concepts such as symmetry and rotation in a more tangible and multifaceted way in their Scratch projects. From this perspective, this research, by integrating the two domains of computational thinking and geometry education, provides an innovative platform for designing educational experiences and integrating technology and the learning of mathematical concepts. This article emphasizes that block-based programming should be considered not merely as a technological tool, but as a cognitive mediator in mathematics education. This approach can pave the way for transformation in teaching and learning methods of complex geometric concepts and be an effective tool for mathematics teachers to teach abstract concepts to students.
Original Research Paper
e-learning
S. Anwar; M. Dousti Zadeh; S. Piasecki; M. Hajiamini; M. Haddadi
Abstract
Background and Objectives: With the rapid advancement of digital technologies and the impact of the COVID-19 pandemic on in-person education, participatory tools have emerged as an innovative approach to enhancing educational interactions in higher education. These tools promote active learning, increase ...
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Background and Objectives: With the rapid advancement of digital technologies and the impact of the COVID-19 pandemic on in-person education, participatory tools have emerged as an innovative approach to enhancing educational interactions in higher education. These tools promote active learning, increase student engagement, facilitate communication, and provide greater flexibility in teaching. However, their implementation presents challenges such as technical constraints, weak communication infrastructure, reduced human interactions, and difficulties in monitoring student learning progress. Despite the growing importance of participatory tools, there remains a lack of comprehensive understanding regarding their effects on teaching and learning processes, faculty experiences, and the need for curriculum revision. This study aims to explore the lived experiences of German language instructors in Iranian and German universities, analyzing the impact of participatory tools on teaching quality, identifying challenges and limitations, proposing optimal strategies, and assessing the necessity of faculty professional development and curriculum adaptation to digital environments. Additionally, this research compares the perspectives of Iranian and German instructors regarding the opportunities and constraints of these technologies.Methods: This qualitative phenomenological study employed semi-structured interviews for Iranian instructors and open-ended questionnaires for German instructors. The research participants comprised 13 university professors (six from Germany and seven from Iran) who were selected through purposive sampling based on criteria such as a minimum of three years of teaching experience and prior engagement with participatory tools. Data were collected using snowball sampling and analyzed using thematic analysis via MAXQDA 2022. The analysis process involved 892 open codes, categorized into four main themes: (1) the use of participatory tools in teaching, (2) faculty professional development, (3) curriculum revision and adaptation, and (4) a comparative analysis of Iran and Germany. To enhance research validity, techniques such as participant validation, source triangulation, and simultaneous data analysis were employed.Findings: The findings revealed that participatory tools offer multiple advantages, including enhanced student engagement, improved instructional quality, facilitated assessment methods, greater flexibility in teaching, time and cost efficiency, and better organization of educational content. However, several disadvantages were also identified, such as the reduction of face-to-face interactions, challenges in monitoring student engagement, the questionable reliability of online assessments, increased workload for instructors, and digital fatigue. Furthermore, five major categories of challenges in using participatory tools were identified: (1) technical and infrastructural constraints, (2) limitations in student participation and interaction, (3) psychological and human factors, (4) pedagogical and instructional challenges, and (5) managerial and organizational barriers. Key issues included unstable internet connections, inadequate faculty training in digital tools, reduced non-verbal communication, lack of institutional support for digital infrastructure, and difficulties in conducting accurate assessments in online environments.Conclusion: The study underscores the need for structured training programs to enhance faculty digital competencies. Investments in technological infrastructure, professional development initiatives, curriculum flexibility, and hybrid teaching approaches (combining online and in-person methods) are essential for optimizing participatory tools in education. A comparative analysis between Iran and Germany revealed that Iranian instructors demonstrated higher proficiency in using digital tools but faced greater infrastructural challenges, whereas German instructors emphasized the necessity of institutional support and centralized technology management. Ultimately, this research highlights that international academic collaboration, particularly between Iranian and German universities, can facilitate knowledge exchange, pedagogical innovation, and the enhancement of online learning experiences. Therefore, it is recommended that educational policymakers and universities address the identified challenges by expanding infrastructure, developing advanced training programs, and supporting faculty adaptation to new technologies to ensure the effective integration of participatory tools in higher education.
Original Research Paper
Artificial Intelligence
S. Fathali
Abstract
Background and Objectives: The rapid integration of generative AI tools like ChatGPT and Microsoft Copilot into education has opened new opportunities for feedback, idea generation, and revision support in academic writing. However, their impact on EFL learners’ engagement remains underexplored. ...
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Background and Objectives: The rapid integration of generative AI tools like ChatGPT and Microsoft Copilot into education has opened new opportunities for feedback, idea generation, and revision support in academic writing. However, their impact on EFL learners’ engagement remains underexplored. Engagement in language learning spans behavioral, cognitive, emotional, and agentic dimensions, each playing a crucial role in learning effectiveness. Behavioral engagement involves active participation in writing tasks, cognitive engagement refers to mental effort and strategy use, emotional engagement captures learners' emotional responses, and agentic engagement reflects their active role in shaping instruction. Despite growing interest in AI-assisted learning, little is known about how learners engage with AI feedback across these dimensions, and few studies compare ChatGPT and Copilot regarding functional and pedagogical capabilities, user experience, and challenges and ethical concerns. This study examines how EFL learners engage with AI tools during academic writing and investigates their comparative experiences with ChatGPT and Microsoft Copilot.Methods: This qualitative study was conducted in an academic writing course with 18 Iranian undergraduate EFL students over a full semester in a national University in Tehran. Students engaged in writing five genres of essays (classification, process, extended definition, problem-solution, and argumentative), using ChatGPT and Microsoft Copilot for support during drafting and revision. Data were collected through reflective journals, semi-structured interviews, and some students’ prompt use records. Thematic analysis following a six-phase process was applied to examine the nature of engagement and comparative perceptions of the two AI tools, and the analysis involved both deductive and inductive coding strategies.Findings: Results revealed dynamic and multi-dimensional engagement with AI tools across all four engagement domains. Behaviorally, students actively revised multiple drafts, showing a shift from broad, general prompts to genre-specific and purpose-driven ones. They frequently used both ChatGPT and Copilot in cycles of immediate and delayed revision, demonstrating growing independence in managing the pace and focus of their work without teacher support. Cognitively, learners critically evaluated the feedback, selectively adopting suggestions that enhanced logic, clarity, and coherence. Many reported recognizing recurring writing issues, allowing them to anticipate needed revisions before receiving feedback, indicating increasing awareness of writing patterns and conventions. Emotionally, students described both confidence-building experiences through constructive feedback and moments of frustration when facing vague or excessive suggestions. Overall, AI tools reduced revision anxiety for many and made the process feel more manageable and encouraging. Agentically, students exhibited ownership over their writing by accepting or rejecting AI-generated suggestions based on their intent. They developed more precise prompting skills over time and used additional resources (e.g., dictionaries, teacher comments) to supplement AI feedback, demonstrating a move beyond AI dependence toward personalized writing strategies. When comparing Microsoft Copilot and ChatGPT, participants highlighted clear distinctions in their functional and pedagogical capabilities. Copilot was primarily valued for its effectiveness in grammar correction, formatting, and citation management, making it especially useful during the final stages of writing. In contrast, ChatGPT was more frequently used in the early and middle stages of the writing process due to its strength in idea generation, content development, and structural reorganization. In terms of user experience, Copilot was appreciated for being fast and easy to access, offering straightforward, predictable support for surface-level improvements. ChatGPT, on the other hand, was described as more interactive and flexible, enabling more dynamic engagement with content and fostering deeper reflection on writing choices. Despite their benefits, both tools raised ethical and practical concerns. Participants noted that each could generate generic or inaccurate content, with ambiguity surrounding authorship and intellectual ownership. Some learners expressed concerns about becoming overly dependent on AI tools, potentially undermining their voice and critical engagement in the writing process.Conclusion: This study provides a nuanced understanding of how EFL learners engage with AI tools in academic writing. It highlights that engagement is not passive interaction but an active, reflective, and agentic process shaped by the affordances and limitations of the technology. The findings suggest that while both ChatGPT and Copilot can support academic writing, they serve different pedagogical purposes. Educators should guide students in using AI tools critically and ethically, promoting engagement that enhances rather than replaces learners’ writing agency.
Original Research Paper
Educational Technology
M. Asnavandi; R. Moradi; M. Bagheri
Abstract
Background and Objectives: In recent decades, the expansion of innovative educational technologies has profoundly transformed teaching–learning practices and has drawn the attention of researchers and educators to active, learner-centred approaches. Among these, the flipped classroom, by shifting ...
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Background and Objectives: In recent decades, the expansion of innovative educational technologies has profoundly transformed teaching–learning practices and has drawn the attention of researchers and educators to active, learner-centred approaches. Among these, the flipped classroom, by shifting direct instruction from the classroom to outside the school environment, provides more opportunities for interaction, practice, and critical thinking during class time. On the other hand, micro learning, by delivering content in short, purposeful, and accessible segments, enables gradual and personalized learning while helping to reduce cognitive load. Despite the growing use of these two approaches in advanced educational systems, there is still insufficient empirical evidence regarding their relative effectiveness on different dimensions of learning at lower educational levels. Since student engagement is recognized as a key indicator of academic success and sustained learning—encompassing cognitive, emotional, and behavioral dimensions—examining the impact of innovative teaching methods on engagement can offer valuable insights for improving the quality of education in elementary schools.Methods: This study employed a quasi-experimental design with a pre-test-post-test control group. The statistical population comprised all female second-grade elementary school students in public schools in Arak city during the academic year 2023-2024. From this population, a convenience sample of 105 students was selected from a girls’ elementary school and randomly assigned to three groups (flipped classroom, micro learning, and control). The research instruments included the standardized Reeve’s Academic Engagement Scale and the Cognitive Load Questionnaire by Paas and Van Merriënboer. The educational intervention was conducted over 8 weeks, during which the flipped classroom group utilized pre-class instructional videos and interactive in-class activities, and the microlearning group benefited from short digital instructional content and supplementary sessions. The control group received traditional instruction. Data were analyzed using descriptive and inferential statistical methods (analysis of covariance).Findings: Examination of statistical assumptions indicated that the necessary conditions for conducting the analysis of covariance (ANCOVA) were met. The results revealed a statistically significant difference between the groups in total academic engagement post-test scores after adjusting for the pre-test effect [F(2, 100)=17.85, p<0.001, η²=0.26]. Pairwise comparisons demonstrated that micro learning yielded superior performance compared to both the flipped classroom and the control group across all dimensions of academic engagement (cognitive, emotional, and behavioral), as well as in reducing cognitive load [F(2, 100)=39.52, p<0.001, η²=0.44] (p<0.05). A follow-up test three months later confirmed the sustained superiority of micro learning. While the flipped classroom also showed an advantage over the traditional method, its effectiveness was lower compared to micro learning.Conclusion: The results of this study revealed that micro learning, due to its flexible structure, gradual delivery of content, and effectiveness in reducing cognitive load, can serve as a highly efficient instructional strategy for enhancing cognitive, emotional, and behavioral engagement among elementary school students. These findings highlight the importance of considering instructional design principles tailored to learners’ cognitive and developmental characteristics and suggest that integrating micro learning with conventional teaching methods can significantly improve the quality of teaching and learning processes. Moreover, the study underscores the necessity of teacher training and professional development in designing and implementing micro learning content. Familiarity with the principles of this approach can enable teachers to make creative use of educational technologies, foster students’ academic motivation, and enhance their active participation in the classroom. Accordingly, it is recommended that educational policymakers and school administrators promote the effective application of micro learning by offering in-service training programs, specialized workshops, and capacity-building initiatives for teachers. Employing this approach has the potential to improve not only learning outcomes in science education but also in other subjects and instructional contexts.
Original Research Paper
Gamification
R. Badri Gargari; H. Dehghanzadeh; H. Habibi; Z. Arkani
Abstract
Background and Objectives: The use of effective teaching methods for delivering educational content, particularly in mathematics education, has always been a key concern in educational systems. Research evidence indicates that low levels of active student participation and a decrease in positive emotional ...
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Background and Objectives: The use of effective teaching methods for delivering educational content, particularly in mathematics education, has always been a key concern in educational systems. Research evidence indicates that low levels of active student participation and a decrease in positive emotional experiences in mathematics classes are significant challenges in this subject. Traditional teaching methods, in many cases, reduce academic engagement and students’ perceived enjoyment of classroom activities, creating conditions for demotivation and gradual disengagement from the learning process. Therefore, implementing changes and innovations in teaching methods and utilizing active learning approaches can play an important role in increasing participation, interaction, and positive emotional experiences among students. In recent years, schools and educational systems have increasingly focused on integrating technologies into the teaching process and curricula, particularly in mathematics education. In this context, a novel approach known as gamification has emerged. Gamification, through the use of game elements, has been introduced as an effective strategy to enhance academic engagement and create a pleasurable learning experience. Among these, collaborative gamification, which emphasizes group interaction, shared goals, and social support, holds great potential for strengthening academic engagement and students’ perceived enjoyment. Accordingly, the present study aimed to determine the effectiveness of collaborative gamification on academic engagement and perceived enjoyment in mathematics.Methods: This applied study used a quasi-experimental design with a pre-test and post-test. The statistical population consisted of third-grade female students with mathematics learning difficulties (mean age 9–10 years) in Marand County during the 2024–2023 academic year. A total of 30 students were selected using convenience sampling and then randomly assigned to the experimental group (15 students) and control group (15 students). After the pre-test, the experimental group received a 12-session, 30-minute per session (four sessions per week) gamified program, while the control group was taught using traditional methods. Data were collected using standardized questionnaires on academic engagement, mathematics attitude, academic emotions, and a teacher-made mathematics learning test. Data analysis involved descriptive and inferential statistics. Descriptive statistics included frequency, percentage, mean, and standard deviation, while inferential statistics included multivariate analysis of covariance (MANCOVA), Levene’s test, and Box’s test, conducted using SPSS 26. The significance level was set at p < 0.05.Findings: Levene’s test indicated that the assumption of equal variances between the experimental and control groups was met (p ≥ 0.05). Box’s test confirmed the assumption of equality of variance–covariance matrices for performing MANCOVA. The results of the multivariate analysis of covariance showed that collaborative gamification had a significant effect on academic engagement (F = 15.542, p< 0.001) and perceived enjoyment in mathematics (F = 17.836, p < 0.001), with significance at the 0.05 level.Conclusion: The findings indicate that collaborative gamification can serve as an effective and creative approach to enhance academic engagement and perceived enjoyment in mathematics classes. Accordingly, it is recommended that teachers and educational planners, instead of relying solely on traditional methods, adopt collaborative gamification to create interactive, engaging, and enjoyable learning environments.
Original Research Paper
Computer-Assisted Testing
F. Kolahdouz; N. Hashemi; H. Kashefi
Abstract
Background and Objectives: Proof in mathematics is not merely a tool for verifying the truth of propositions, but also serves as a conceptual means for explanation, organization, discovery, and deepening mathematical understanding. However, research indicates that many university students fail to grasp ...
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Background and Objectives: Proof in mathematics is not merely a tool for verifying the truth of propositions, but also serves as a conceptual means for explanation, organization, discovery, and deepening mathematical understanding. However, research indicates that many university students fail to grasp the purpose of proofs effectively and tend to experience them as purely formal and abstract procedures. One contributing factor to this superficial understanding is the lack of appropriate instructional and assessment tools that clarify the diverse functions of proof. In this regard, dynamic assessment—particularly in electronic environments—can offer an effective strategy to enhance students’ understanding of the multiple purposes of proof, as it combines evaluation with learning through targeted feedback. The present study aims to investigate the impact of electronic dynamic assessment on students' awareness of various purposes of mathematical proof. It specifically seeks to determine whether an interactive dynamic assessment model can foster a purposeful understanding of proof, especially regarding underappreciated objectives such as organization, application, and the discovery of new concepts.Methods: This study is a mixed-methods research with a quantitative-qualitative approach, in which the quantitative part used a quasi-experimental research method with a single-group pre-test and post-test design. The statistical population consisted of 110 second-semester mathematics students in 2023 at one of the country's public universities, of whom 35 students participated in this study using a convenience sampling method. Data were collected through two researcher-developed questionnaires administered before and after the intervention to measure students' understanding of the purposes of proof, as well as an electronic dynamic assessment test. The test was developed using C++ and included five multiple-choice items accompanied by targeted, instructional feedback. The reliability of the questionnaires was confirmed using Cronbach's alpha (α = 0.7), and their validity was reviewed by expert faculty members. Quantitative data were analyzed using McNemar’s test to assess the significance of changes in students’ awareness of proof purposes. In addition, semi-structured interviews were conducted with 10 students to complete qualitative data analysis.Findings: Statistical analysis revealed significant differences between students' responses in the pre- and post-intervention questionnaires for seven out of eight proof purposes (p < 0.05). The most notable improvement was observed in the “organization” purpose, with the number of students recognizing it rising from 15 in the pretest to 31 in the posttest. Other purposes, such as ‘explanation and clarification,’ ‘discovery of new results,’ ‘application in other contexts,’ and ‘problem solving,’ also showed significant gains. The only purpose that did not exhibit a statistically significant change was ‘verification of truth,’ which was already well understood before the intervention. Interview analysis confirmed that electronic dynamic assessment helped students recognize conceptual relationships, internal structures of proofs, and better understand the educational aims of proof. Students reported that the test questions and feedback provided a novel and insightful experience in understanding proofs.Conclusion: The present study demonstrated that electronic dynamic assessment can serve as an effective tool for enhancing students’ awareness of the diverse functions of mathematical proof. Beyond mere evaluation, this type of assessment facilitates deeper learning of proof concepts and structures through instructional and interactive feedback. The findings align with previous research in mathematics education and highlight the pivotal role of assessments grounded in Vygotsky’s Zone of Proximal Development theory. It is recommended that mathematics educators incorporate interactive and feedback-driven models in the design of instructional and assessment activities to foster conceptual and purposeful understanding of proof among students. Such an approach not only helps students perceive proofs as tools for explanation, organization, discovery, and problem-solving, but also lays the foundation for developing mathematical reasoning and cultivating critical thinking. In doing so, students’ understanding of the nature and purpose of proof is transformed from a rule-based and repetitive view to a dynamic, analytical, and deeply applicable perspective.
Review Paper
Educational Technology Psychology
S. Ahmadi; Z. Zeinali
Abstract
Background and Objectives: In the current era, the presence of digital devices in everyday life has increased dramatically. Excessive screen use has had significant impacts on people of all ages. The intensity of using digital devices and the internet can have serious negative effects on the dimensions ...
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Background and Objectives: In the current era, the presence of digital devices in everyday life has increased dramatically. Excessive screen use has had significant impacts on people of all ages. The intensity of using digital devices and the internet can have serious negative effects on the dimensions of psycho-social health, as one of the fundamental pillars of public health. This concept encompasses multiple dimensions, including physical, mental, emotional, and social health. In this regard, concepts such as digital detox and electronic abstinence have been proposed as novel strategies to mitigate harms associated with excessive technology use. Digital detox is defined as a temporary, intentional, and purposeful pause in using digital devices aimed at reducing stress, improving concentration, and enhancing the quality of social interactions. In contrast, electronic abstinence refers to the voluntary or deliberate limitation of digital technology use during specific times or situations. The objective of this study was to examine the effects of digital detox and electronic abstinence on various dimensions of psycho-social health.Methods: The research design was fundamental in purpose, descriptive in nature, and constituted a systematic review. The research population consisted of scientific articles related to the topic published between 2000 and 2024, retrieved from reputable databases including Google Scholar, Oxford University Press, ResearchGate, Springer, PubMed, Academia, ScienceDirect, Scopus, Web of Science, SID, and Taylor & Francis. Using purposive sampling, initially 68 articles containing the research keywords (digital detox, electronic screens, digital world, mental health, social health) were included. After applying inclusion criteria (topical relevance, full-text availability, publication year, scientific credibility) and exclusion criteria (lack of direct relevance, duplication, low quality), based on final quality assessment, 25 articles were selected for final analysis to answer the research question.Findings: Results were analyzed across five age groups: infants and toddlers; elementary school children; adolescents; university students; and adults. In the first category, digital detox was found to improve young children's mood, concentration, sleep, and behavior. In the second category, the findings indicated that this program enhances students’ social interactions at school and reduces distractions while increasing attention and concentration in class. In the third category, digital detox was effective in reducing nomophobia among adolescents. In the fourth category, digital detox was found to improve self-regulation and reduce stress levels among university students. Finally, in the fifth category, electronic abstinence was found to enhance quality of life among adults. Consequently, with few exceptions, all studies confirmed the effectiveness of digital detox and electronic abstinence programs in improving psycho-social health across age groups.Conclusion: Based on the findings of the current study, collaboration between industry, government, education systems, parents, and relevant institutions and individuals is essential to increase awareness and develop effective digital detox and electronic abstinence programs, particularly for at-risk groups such as children under age two, children with special needs, and students. Overall, the findings of this study indicated that raising awareness and implementing structured programs to mitigate the negative effects of electronic screens is essential. Collaboration of organizations, including the Ministry of Education, with educational officials and school teachers, coupled with parental cooperation for the purposeful implementation of detox programs, leads to improved academic and individual performance of students. This study, by examining the effects of digital detox and electronic abstinence, demonstrated that enhancing all dimensions of individuals' psycho-social health in the digital age is achievable through reducing excessive technology use.
Original Research Paper
Electronic learning- virtual
M. Jahangir; M. Safarnavade; M. Pour Atashi
Abstract
Background and Objectives: Nowadays, modern educational technology and the underlying models and methods have become an integral part of the teaching and learning process and have shown rapid (innovative) growth in the field of higher education. As a result, many higher education institutions are trying ...
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Background and Objectives: Nowadays, modern educational technology and the underlying models and methods have become an integral part of the teaching and learning process and have shown rapid (innovative) growth in the field of higher education. As a result, many higher education institutions are trying to invest in digital technologies to help support various teaching and learning processes and curricula. From an educational perspective, existing studies suggest that “digital technologies” are one of the powerful tools that teachers or higher education institutions can use to facilitate teaching-learning processes and improve/change the learning experiences and engagement of students and faculty.Methods: The research was carried out by a combination method of sequential exploratory strategy type. In the qualitative stage, conventional content analysis method was used, and in the quantitative stage, the survey research method (combined exploration) of descriptive type was used. In terms of the environment dimension, the current research was of the field type and in terms of the purpose, it was a part of applied research. In the qualitative phase, 7 individuals were purposefully selected to conduct in-depth interviews and the interviews continued until the saturation phase. In the qualitative stage, the statistical population of the research included the lecturers from Shiraz Academic Jihad Applied Scientific Education Center, who were identified using the theoretical and targeted sampling method. The statistical population of this research in the quantitative part included the lecturers of Shiraz University Jihad Applied Scientific Education Center, andthe total sample size was calculated to be 160 participants based on the statistical yearbook of the university that was prepared by the Human Resources Department in 1402-1403, which was calculated and 113 participants were selected as a sample using the simple random sampling method of Krejcie & Morgan table. The tool for data collection was interview in the qualitative part and researcher-made questionnaire in the quantitative part. To analyze the data in the qualitative part, open and axial coding was done using MAXQDA software, and in the quantitative part, one-sample t-test and Friedman test were performed using SPSS 25 software.Findings: The results showed that the factors affecting the use of educational technology and information and communication technology in the teaching-learning process from the point of view of professors had severn core codes, including the teacher's preparation for using educational technology, supporting the use of educational technology, characteristics of educational technology, ethical considerations, the effectiveness of using educational technology, the challenges of using educational technology, and the solutions to overcome the challenges of using educational technology. Also, the barriers to using educational technology and information and communication technology in the teaching-learning process from the point of view of professors included five core codes including lack of resources, lack of knowledge and skills, lack of support and encouragement, considerations related to content and students. And the considerations were related to attitude and culture. Also, in the quantitative part, the results showed that among the effective factors, the highest average rating was related to ethical considerations in the use of educational technology, and the lowest rating was related to the preparation of the teacher to use educational technology, and in the obstacles section, the highest average rating was related to considerations related to attitude and culture and the lowest rank was related to the lack of support and encouragement.Conclusion: Teacher readiness to use educational technology, support for the use of educational technology, characteristics of educational technology, ethical considerations in the use of educational technology, effectiveness of the use of educational technology, challenges in the use of educational technology, and strategies for overcoming the challenges of using educational technology were factors affecting the use of educational technology and information and communication technology in the teaching-learning process from the perspective of teachers.
Original Research Paper
Modern Educational Approaches
M. Abtahi; P. Fath Ali Beigi
Abstract
Background and Objectives: This research aims to examine the impact of Scratch-based programming instruction grounded in the STEAM approach on learners’ critical thinking. Programming instruction using Scratch—a visual, block-based programming language—can significantly enhance critical ...
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Background and Objectives: This research aims to examine the impact of Scratch-based programming instruction grounded in the STEAM approach on learners’ critical thinking. Programming instruction using Scratch—a visual, block-based programming language—can significantly enhance critical thinking skills and facilitate the learning of programming content. This approach, rooted in STEAM (Science, Technology, Engineering, Art, and Mathematics), helps learners acquire the essential skills needed in the digital age through practical and interactive methods. The utilization of Scratch, owing to its visual features and block-based structure that enables a hands-on experience of fundamental programming concepts, can effectively bridge the gap between theory and practice while reinforcing students’ cognitive and logical abilities. Previous research has demonstrated that integrating interactive instructional methods with multimedia environments increases self-efficacy, creativity, and learner engagement with educational content. Consequently, employing Scratch in the instructional process not only familiarizes students with basic programming concepts but also boosts their learning motivation and active participation in developing the skills required for the digital era. This study aims to provide a scientific foundation for designing interdisciplinary courses that prepare students for future challenges by precisely examining the educational effects of Scratch.Methods: The current research, based on its objective, application, and work approach, is quasi-experimental, using a pretest-posttest design with three groups: one control and two experimental groups. Out of 48 participants, 16 were assigned to the control group, 16 to the group taught with the STEAM approach, and 16 to the traditional teaching group. The population of this research includes all sixth-grade female students in Karaj city. A school with two sixth-grade classes was randomly selected. In order to gather the required data, both library and field research methods were utilized. In addition to eight sessions of Scratch programming teaching with the STEAM approach, Rick's Critical Thinking Questionnaire was used for the critical thinking variable, and a researcher-made questionnaire was used for the programming content learning variable.Findings: The results showed that the programming education using Scratch software based on the STEAM approach has been influential on learners’ critical thinking and programming content learning. The findings indicate that Scratch-based programming instruction within the STEAM framework has a significant positive impact on critical thinking components, specifically creativity (coefficient= 0.421), cognitive engagement (coefficient= 0.233), and cognitive maturity (coefficient= 0.267).Conclusion: The outcomes indicate that programming education and cognitive maturity in critical thinking have a positive correlation with each other, and as students' programming skills increase, their cognitive maturity in critical thinking also increases. In other words, as programming skills increase, improvements are observed in students' creativity, intellectual participation, and cognitive maturity, which underscores the importance of designing interdisciplinary courses tailored to learners’ needs for developing critical thinking and self-regulatory abilities.
Review Paper
Artificial Intelligence
Kh. Bagherabadi; S M. Emam Jome,; S R. Emadi; A. Osare,; , Z. Shirmohammadi
Abstract
Background and Objectives: The emergence of AI-based chatbots such as ChatGPT, Google Bard, and Bing in the past decade has opened new horizons for education, particularly in teacher education curricula. These advanced tools, through natural language processing, simulated educational interaction, content ...
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Background and Objectives: The emergence of AI-based chatbots such as ChatGPT, Google Bard, and Bing in the past decade has opened new horizons for education, particularly in teacher education curricula. These advanced tools, through natural language processing, simulated educational interaction, content generation, learning activity design, and immediate feedback, have the potential to fundamentally reshape the educational experience of future teachers. The present study aims to compare and evaluate the educational performance of leading AI chatbots and to investigate the implications of their applications within teacher education curricula, with an emphasis on pedagogical innovation, curriculum modernization, inclusive digital pedagogy, and alignment with 21st-century digital teaching competencies.Methods: This study employed a descriptive–analytical approach based on a structured narrative review method. The research process was grounded in the analysis of scholarly sources published between 2018 and 2025. The sources included peer-reviewed research articles, expert reports, and case studies focusing on the application of AI chatbots in education, with particular attention to teacher education. Data were analyzed qualitatively using a comparative framework to assess the educational features, capabilities, and implications of the selected chatbots. The analysis incorporated theoretical models such as Technological Pedagogical Content Knowledge (TPACK) and the Substitution–Augmentation–Modification–Redefinition (SAMR) model to interpret the degree of technology integration and its transformative potential in teacher training programs, alongside considerations of digital ethics and equity in access.Findings: The results indicate that AI chatbots have contributed to the transformation of content production and organization, enhanced learner engagement and immediate feedback, development of information and research literacy, improvement in language and writing skills, promotion of self-directed learning, and a paradigm shift in the teacher's role from knowledge transmitter to learning facilitator. ChatGPT 4, with its advanced capacity for specialized content creation, scenario-based instruction, and analytical feedback, fosters reflective thinking, adaptive pedagogy, and innovative lesson planning. Bard and Bing Chat, with their research, verification, and citation capabilities, support information literacy and inquiry-based learning grounded in evidence-based practice. Meanwhile, tools like Botnoi and LINE AI Chatbot are effective in informal learning, basic digital skills development, and educational messaging. Nonetheless, challenges such as overreliance on technology, diminished critical thinking, output instability, ethical concerns, data privacy issues, algorithmic transparency, and the need for digital competency remain significant barriers.Conclusion: This study demonstrates that AI chatbots—particularly ChatGPT 4, ChatGPT 3.5, Bard, Bing Chat, Botnoi, and LINE AI Chatbot—are initiating a fundamental shift in teacher education curricula. Beyond transforming content delivery methods, these tools are redefining the roles of teachers, student-teachers, and the broader teaching-learning process. Their positive implications include facilitating instructional design, delivering real-time feedback, enhancing research and information literacy, nurturing reflective thinking, and strengthening autonomous learning. At the same time, concerns around technological dependence, critical thinking erosion, algorithmic bias, and digital literacy gaps must be addressed with care. A comparative analysis of these platforms provides valuable insights into how each AI-powered chatbot offers distinct affordances that can empower learners, foster critical and creative thinking, improve problem-solving, encourage collaborative knowledge construction, and enhance adaptability to rapidly evolving technology-enhanced learning environments.
Review Paper
Artificial Intelligence
Z. Rafatjoo; E. Heidari; G. Salimi; M. Mohammadi; F. Keshavarzi
Abstract
Background and Objectives: Information and communication technologies (ICTs), especially artificial intelligence (AI), play an important role in improving digital skills, enhancing the quality of learning, and facilitating educational and research processes. These technologies reduce educational ...
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Background and Objectives: Information and communication technologies (ICTs), especially artificial intelligence (AI), play an important role in improving digital skills, enhancing the quality of learning, and facilitating educational and research processes. These technologies reduce educational gaps and increase the efficiency of scientific research by personalizing education and automating processes. Universities also play a key role in the development of science and increasing scientific competitiveness by providing research infrastructure and promoting a research culture. The present study examines the role of AI assistants in empowering students in research and identifying their antecedents and consequences. This study aims to design a conceptual model for the effective use of these technologies in academic processes in order to help educational and research policies in line with digital transformation.Methods: This qualitative research was conducted using the theory-generating meta-synthesis approach, following the six-step process proposed by Sandelowski and Barroso. A total of 187 relevant articles were identified through searches in reputable databases such as Magiran, SID, Web of Science, Sage, and Google Scholar. Ultimately, 65 articles were selected for in-depth content analysis.Findings: The findings of the study show that the use of AI assistants in empowering higher education students in research can be analyzed in three areas of antecedents, processes, and outcomes. The antecedents of this technology include five main themes: technological curiosity, knowledge of using AI, scientific writing skills, English language skills, and access and acceptance of technology. The related processes also include ten main themes: digital resource management, self-directed research, ideation on the research topic, receiving continuous feedback, reviewing and revising the text, purposeful information search, personalizing research experiences, data analysis, improving content quality and editing, and reviewing and publishing research. Finally, the outcomes of these processes can be categorized into eight main themes: reducing stress in writing, receiving immediate feedback, improving research structure, deepening critical thinking, digital distraction, over-reliance on AI, privacy issues and ethical violations, and facilitating and accelerating research.Conclusion: The transformation of education using information and communication technologies, especially AI, in today's world has improved digital skills and facilitated educational and research processes. These technologies have created new opportunities for optimizing processes, but they also bring challenges, including ethical and cultural issues. This study emphasizes the importance of carefully managing these issues and the need to pay attention to the ethical and social challenges of improper use of technologies. The findings show that AI assistants play an effective role in empowering students in research, especially in the areas of technological curiosity, scientific writing skills, and access to technology. Also, the use of these tools has improved research processes and increased students' scientific productivity. However, excessive dependence on AI may reduce independent thinking and create ethical challenges such as privacy violations. To optimally utilize these technologies, a comprehensive and balanced approach is needed that exploits the benefits and manages the challenges. This research, in particular, by identifying the antecedents, processes, and consequences of the use of AI assistants, creates a new theoretical basis for future studies. It is suggested that policymakers and university administrators should use these tools in designing educational programs to improve the quality of research and educational processes. Also, future research should pay more attention to the geographical, cultural, and social aspects of the use of AI in different countries.
