Original Research Paper
Mobile learning
S. Rezaeian; G. Salimi; M. Mohammadi; E. Heidari; A.R. Nikseresht
Abstract
Background and Objectives: In recent years, significant advancements in digital technologies and artificial intelligence (AI) have fundamentally revolutionized the structure of higher education. This transformation, coupled with increasing complexities in educational environments, has created new challenges ...
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Background and Objectives: In recent years, significant advancements in digital technologies and artificial intelligence (AI) have fundamentally revolutionized the structure of higher education. This transformation, coupled with increasing complexities in educational environments, has created new challenges in the professional development of faculty members. Recent empirical studies and theoretical investigations indicate that traditional professional development programs, despite substantial financial investment and institutional commitment, have encountered significant limitations, including a lack of temporal and spatial flexibility, an absence of personalization, limited continuous feedback, and failure to adapt to evolving educational needs. Mobile learning technologies and AI systems, with their advanced capabilities for analyzing complex learning patterns, personalizing educational content based on individual preferences, and providing intelligent real-time feedback, can effectively address these multifaceted challenges. This research aims to design an innovative conceptual framework for AI-based mobile learning tailored to support the systematic self-improvement of faculty teaching competencies in higher education institutions.Methods: This applied, interdisciplinary study employed a design-based research approach implemented through four iterative cycles: (1) Problem analysis and identification through systematic literature review based on PRISMA guidelines across three domains: mobile learning, artificial intelligence, and professional development with a focus on teaching competencies, resulting in the selection of 37 articles from Scopus, Web of Science, ERIC, and PubMed databases; (2) Design and development of the conceptual framework through synthesis of theoretical and empirical findings using thematic analysis; (3) Validation involving 15 experts in educational technology, artificial intelligence, and higher education fields; and (4) Redesign and finalization of the framework. Research validity and reliability were ensured through a design grounded in robust theoretical foundations, data triangulation, expert validation, and transparency in the research process.Findings: The proposed framework comprises four key dimensions and 20 sub-components: Input dimension (identifying individual needs and characteristics for developing personalized pathways); Processing dimension (analyzing data using artificial intelligence algorithms); Output dimension (delivering actionable services and content); and Support dimension (providing necessary infrastructure and services). The self-improvement process is designed as a cyclical and continuous framework encompassing five distinct phases: initial assessment, development pathway planning, implementation and learning, continuous evaluation, and reflection and modification. Validation results from 15 experts demonstrated that the framework was significantly supported across all evaluation indicators, including comprehensiveness, applicability, innovation, and logical coherence (p < 0.001).Background and Objectives: In recent years, significant advancements in digital technologies and artificial intelligence (AI) have fundamentally revolutionized the structure of higher education. This transformation, coupled with increasing complexities in educational environments, has created new challenges in the professional development of faculty members. Recent empirical studies and theoretical investigations indicate that traditional professional development programs, despite substantial financial investment and institutional commitment, have encountered significant limitations, including a lack of temporal and spatial flexibility, an absence of personalization, limited continuous feedback, and failure to adapt to evolving educational needs. Mobile learning technologies and AI systems, with their advanced capabilities for analyzing complex learning patterns, personalizing educational content based on individual preferences, and providing intelligent real-time feedback, can effectively address these multifaceted challenges. This research aims to design an innovative conceptual framework for AI-based mobile learning tailored to support the systematic self-improvement of faculty teaching competencies in higher education institutions.Methods: This applied, interdisciplinary study employed a design-based research approach implemented through four iterative cycles: (1) Problem analysis and identification through systematic literature review based on PRISMA guidelines across three domains: mobile learning, artificial intelligence, and professional development with a focus on teaching competencies, resulting in the selection of 37 articles from Scopus, Web of Science, ERIC, and PubMed databases; (2) Design and development of the conceptual framework through synthesis of theoretical and empirical findings using thematic analysis; (3) Validation involving 15 experts in educational technology, artificial intelligence, and higher education fields; and (4) Redesign and finalization of the framework. Research validity and reliability were ensured through a design grounded in robust theoretical foundations, data triangulation, expert validation, and transparency in the research process.Findings: The proposed framework comprises four key dimensions and 20 sub-components: Input dimension (identifying individual needs and characteristics for developing personalized pathways); Processing dimension (analyzing data using artificial intelligence algorithms); Output dimension (delivering actionable services and content); and Support dimension (providing necessary infrastructure and services). The self-improvement process is designed as a cyclical and continuous framework encompassing five distinct phases: initial assessment, development pathway planning, implementation and learning, continuous evaluation, and reflection and modification. Validation results from 15 experts demonstrated that the framework was significantly supported across all evaluation indicators, including comprehensiveness, applicability, innovation, and logical coherence (p < 0.001).
Original Research Paper
Emerging Technologies
Z. Hamed Ghafarian; F. Khodadadi Azadboni
Abstract
Background and Objectives: Teaching physics concepts, particularly Newton’s laws, in lower secondary education faces challenges such as incomplete understanding and student misconceptions. These issues often arise from traditional teaching’s emphasis on memorizing formulas and neglecting ...
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Background and Objectives: Teaching physics concepts, particularly Newton’s laws, in lower secondary education faces challenges such as incomplete understanding and student misconceptions. These issues often arise from traditional teaching’s emphasis on memorizing formulas and neglecting the cognitive construction of concepts. The Action-Process-Object-Schema (APOS) model focuses on active knowledge construction, identifies cognitive weaknesses, and facilitates effective instruction. The inquiry-based approach further enhances conceptual understanding by encouraging active participation and reflective thinking. This study aimed to investigate the impact of classifying learning levels using the APOS constructivist model, combined with inquiry-based teaching, on the performance of ninth-grade students in learning Newton’s laws. The objectives were to evaluate the approach’s effect on improving learning levels, identify the Newton’s law most influenced by it, and determine the learning level with the greatest progress. The study sought to provide strategies to enhance physics education and address misconceptions in dynamics.Methods: This quasi-experimental study employed a pre-test/post-test design. The population consisted of all ninth-grade students in Mashhad during the 2022-2023 academic year. A sample of 29 female students was selected using convenience sampling. The data collection tool was a researcher-made test assessing learning levels for Newton’s laws. The test’s content validity was confirmed by physics education experts and teachers, and its reliability was established with a Cronbach’s alpha of 0.7. The educational intervention was conducted over six 100-minute sessions, including direct instruction with real-world examples, group problem-solving, and group discussions to foster reflective thinking. Activities such as inertia experiments, acceleration analysis, and object collision analysis were designed. Quantitative data were analyzed using statistical software and the McNemar test at a 0.05 significance level. Qualitative data from observations of student behavior were analyzed through inductive content analysis.Findings: The results showed that the APOS constructivist model with an inquiry-based approach significantly improved students’ performance in learning Newton’s laws. In the pre-test, mean correct response percentages were 59.2% for Action, 28.7% for Process, 27% for Object, and 16.6% for Schema, indicating weaknesses in higher learning levels and incomplete mental constructs. Students struggled with deep conceptual understanding and analytical problem-solving. In post-intervention, these values increased to 89.1% (Action), 88% (Process), 84.5% (Object), and 71.3% (Schema), with changes of 29.9%, 59.3%, 57.5%, and 54.7%, respectively. The McNemar test confirmed significant differences (p<0.05) for the first law at Process and Object levels, the second law at Object and Schema levels, and the third law at Process, Object, and Schema levels. The second law (dynamics) showed the greatest improvement with a 53.5% average increase. Qualitative analysis confirmed students’ progression from the Action level to higher levels.Conclusion: The APOS constructivist model with inquiry-based teaching reduced misconceptions, such as the need for continuous force for motion or non-zero resultant action-reaction forces, by fostering reflective thinking and active participation. Using this constructivist model in physics education enables meaningful learning, leading to students’ awareness of applying laws, principles, and formulas. Teachers are recommended to adopt this model to enhance learning levels.
Original Research Paper
Technology-based learning environments
F. Dabaghian; H.R. Azemati; B. Ssaleh Sedghpour
Abstract
Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize ...
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Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize and manipulate shapes and images. Education using technologies such as virtual reality, 3D modeling tools, and software can effectively enhance students' spatial thinking. These technologies not only help to provide better spatial concepts and skills, but also affect the ability to analyze, recognize and think to solve problems. SketchUp, as a type of 3D design software, is a powerful tool for creating accurate and realistic models of buildings so that the use of this software in the architectural design education process can help students to strengthen their spatial thinking skills and provide the best design methods. Therefore, this research focuses on the use of SketchUp in architectural design education and its impact on students' spatial abilities.Methods: The present study adopted a quasi-experimental within-group design conducted in three phases: pre-test, SketchUp training, and post-test. The initial step involved assessing the spatial abilities of the students before SketchUp training using a questionnaire consisting of 10 visual questions. The second step consisted of SketchUp training conducted over 21 sessions, each lasting six hours. Training was delivered through instructional videos and practical offline projects. Following the completion of the training, the spatial abilities of the students were reassessed using a post-test questionnaire containing 2 visual questions.The study population included 51 female students from 11th-grade architecture classes in a vocational school during the summer 2022 and summer 2023. A sample of seventeen students was selected using purposive sampling. Data collection utilized a researcher-designed visual Likert-scale questionnaire, validated through expert opinions for content validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.864. Data analysis was performed using paired samples t-test with SPSS version 26, assessing the impact of SketchUp training on students' spatial abilities. This methodology aimed to evaluate the effectiveness of SketchUp training in enhancing spatial thinking skills among high school students studying architecture.Findings: The findings showed that teaching through sketch with test (t=2.286) and (p=0.036) had an effect on students' spatial ability and the difference between the mean scores before and after the test was significant. Also, training had a significant effect on spatial visualization with the test (t=2.814) and (p=0.012) and it had been strengthened during the projects. Commands to COPY (t = 2.63), UNION (t = 3.20) and Commands to SLOPE (t= 3.10) were the most used and effective. Moreover, due to the lack of significant effect (P>0.05), the difference between the mean scores before and after the test was not significant and Sketchup training had no effect on Spatial Perception. In addition, based on the non-significance level of the test (t=1.499) and (P>0.05), teaching with Sketchup software did not result in a difference between the mean scores before and after the test and did not have significant effect on the students' mental rotation.Conclusion: Teaching through Sketchup software has led to a significant improvement in students' spatial ability and spatial visualization. These results show that Sketchup can be an effective tool for teaching spatial and architectural skills. But it had no significant effect on students' spatial Perception and mental rotation. Therefore, to strengthen these skills, the use of other tools and methods and the need for more diverse training programs are recommended.
Original Research Paper
Emerging Technologies
M. Esmaeili; K. Nazari
Abstract
Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect ...
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Background and Objectives: Academic enthusiasm and the factors influencing it are among the key indicators of educational success and the enhancement of students’ psychological well-being. In this regard, life skills — as a set of cognitive, emotional, and social abilities — can affect academic enthusiasm. Moreover, with the increasing use of social networks among students and their dual role in either facilitating or weakening educational interactions, it has become increasingly necessary to examine how these platforms influence the relationship between life skills and academic enthusiasm. The present study aimed to investigate the mediating role of social networks in the relationship between life skills and academic enthusiasm among upper elementary school students.Methods: From the perspective of research design, this study was descriptive, and in terms of purpose, it was applied. The research method was a descriptive survey of a correlational type, based on structural equation modeling (SEM). The statistical population consisted of 4,521 upper elementary school students from District 4 of Qom. Using the Krejcie and Morgan table, a sample of 384 students was selected through simple random sampling. To measure life skills, the Babadi and Meshkani Children’s Life Skills Questionnaire was used, which assesses four components among students: social skills, self-regulation, self-control (self-management), and social responsibility. To assess students’ academic enthusiasm, the Fredricks et al. (2012) Academic Engagement Questionnaire was utilized, which measures three components: behavioral engagement, emotional engagement, and cognitive engagement. To measure the use of social networks among students, the Jahanbani Social Networks Questionnaire was employed, evaluating three components: level of use, type of use, and level of trust in users. The content and face validity of the questionnaires were confirmed by 10 faculty members from the Department of Educational Sciences and Educational Management. Reliability was assessed in two stages — before and after the main implementation of the study. The Cronbach’s alpha coefficients for all questionnaires were above the 0.70 criterion, indicating acceptable reliability. Data were analyzed using correlation and t-tests, Sobel’s test for mediating effects, path coefficients, and model fit indices within the framework of structural equation modeling (SEM) using SmartPLS software.Findings: The results showed that social networks play a mediating role in the relationship between life skills and students’ academic enthusiasm. Moreover, life skills had a significant effect on social networks, with a t-value of 7.629 (p < 0.001). Similarly, social networks had a significant effect on academic enthusiasm, with a t-value of 6.26 (p < 0.001).However, the findings indicated that life skills alone did not have a direct and significant effect on students’ academic enthusiasm at the 95% confidence level (t = 0.535, p > 0.05). Nonetheless, through the enhancement and improvement of social network use, life skills indirectly contributed to an increase in academic enthusiasm.Conclusion: The findings indicated that life skills indirectly, and social networks directly, influence students’ academic enthusiasm. Accordingly, it can be concluded that teaching life skills, alongside the purposeful and informed use of social networks, can play an effective role in enhancing students’ academic enthusiasm. Moreover, social networks provide a significant pathway for transferring the effects of life skills to academic enthusiasm, and their mediating role is statistically validated.
