Original Article
Akbar Jadidi Mohammadabadi; Anvar Shahmohammdi
Abstract
This study was purposed to investigate the impact of computer games on the accuracy and concentration of eighth-grade female students in Kerman. Semi-experimental research methods and pre-test-post-test design with a control group were used. The statistical population of the research was ...
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This study was purposed to investigate the impact of computer games on the accuracy and concentration of eighth-grade female students in Kerman. Semi-experimental research methods and pre-test-post-test design with a control group were used. The statistical population of the research was all female students in the eighth grade of secondary school in Kerman city in the academic year of 2023-2024, and a sample of 40 people was selected in the form of two classes of 20 people from the society by multi-stage cluster sampling method. Two Toulouse and Pieron accuracy questionnaires (1911) and Savary & Oraki concentration questionnaires (2015) were used to collect pre-test-post-test information, and computer game software was used as an experimental practice. Data analysis was also done with the statistical method of analysis of covariance and using SPSS19 software. The results showed that computer educational games have been effective in improving the accuracy and concentration of students in the experimental group compared to the control group. Therefore, due to the flexibility of the structure of educational computer games and their non-linear organization, and the motivational features of computer games and the benefit of learning rules and principles such as immediate reinforcement, they can contribute to increasing concentration and accuracy.
Original Article
Sorena Zandi; Mahdieh Rezaei; Babak Omidvar; Seyed Mohammad Shobeiri
Abstract
Environmental education has been regarded as one of the key levers in moving towards sustainable development, but its application in practical terms in universities has not yet resolved all its challenges. The present study attempts to design and provide a comprehensive model of environmental education ...
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Environmental education has been regarded as one of the key levers in moving towards sustainable development, but its application in practical terms in universities has not yet resolved all its challenges. The present study attempts to design and provide a comprehensive model of environmental education in higher education in a qualitative approach by using inductive content analysis. The data were provided by analyzing documents of credible international sources in terms of scientific literature, scientific literature, compiled list of reports, and documents, and reliable academic resources in the field of environment. The data were finally analyzed with regard to thematic categorization under 3 main categories and 17 subcategories to prepare the final model. The validity of the proposed model was investigated using participation of 32 environmental experts and scholars through a structured questionnaire. The final model was developed focusing on three essential components of environmental education, namely knowledge, attitude, and practice within three main categories, including Direct Education, Indirect Education, and University Social Responsibility and 17 subcategories. In contrast to the existing GreenMetric assessment model, which focuses mainly on quantitative indicators like the number of courses and articles. The proposed model emphasizes the quantitative and qualitative dimensions, innovative teaching and learning methods, integration of sustainability concepts across disciplines, and the role of universities in society. Besides, it puts special emphasis on fundamental aspects such as efficacy of education, attitude and behavioral change of students, interdisciplinary education, the role of the university in society, and environmental justice. Findings of the present study can help deal with the weaknesses of the existing evaluation methods and improve assessment systems as more effective evaluation tools for assessing the real role of universities in sustainable development.
Original Article
Nazila Khatib Zanjani; Mahsa Karimi
Abstract
The present research aims to identify the dimensions, components, and indicators of the functions of artificial intelligence in higher education. This study is applied in nature and qualitative in terms of data, and it was conducted using a meta-synthesis method. The study population includes all documents, ...
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The present research aims to identify the dimensions, components, and indicators of the functions of artificial intelligence in higher education. This study is applied in nature and qualitative in terms of data, and it was conducted using a meta-synthesis method. The study population includes all documents, theoretical foundations, and literature related to the functions of artificial intelligence in higher education from Iranian databases (1395-1403) and international databases (2010-2025). Non-random purposive sampling was employed, and the sample size was determined based on systematic elimination according to the PRISMA flowchart. The data collection tools included data extraction and systematic literature review, and to assess validity, a 27-item checklist based on the PRISMA model was used, while Cohen’s Kappa coefficient was employed to assess reliability. Data analysis was conducted using MaxQDA2018 software and thematic analysis method. The findings indicate that the functions of artificial intelligence in higher education encompass dimensions such as personalized learning, educational data analytics, teaching and learning support, and assessment and success prediction. The personalized learning dimension includes components such as identifying learning needs, diverse educational resources, and self-directed learning; the educational data analytics dimension comprises components such as collecting learning data, advanced analysis, and reporting and visualization; the teaching and learning support dimension includes components such as intelligent teaching tools, support for instructors, and collaborative learning; and the assessment and success prediction dimension consists of components such as automated assessment, predicting student success, evaluating educational quality, and continuous improvement. These dimensions are closely interconnected and contribute to enhancing the quality of education and learning in higher education. These transformations can lead to improved educational quality and increased student success.
Original Article
Mohamadreza Jabarmehr; Naseeba Pourasghar
Abstract
With the increasing use of cyberspace, this environment has acted as a double-edged sword that, along with many benefits, has also caused harm. The aim of the present study is to meta-analyze the psychological and social harms of using cyberspace in Iran. In order to answer the research question, the ...
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With the increasing use of cyberspace, this environment has acted as a double-edged sword that, along with many benefits, has also caused harm. The aim of the present study is to meta-analyze the psychological and social harms of using cyberspace in Iran. In order to answer the research question, the meta-analysis method was used and a systematic review of past studies was conducted. The statistical population was all the research conducted related to the use of cyberspace in Iran between 2009 and 2013, with an emphasis on psychological and social harms. In order to collect information, a checklist of research design specifications was used. After the necessary investigations and sensitivity analysis, 20 studies that met the criteria in the database related to the meta-analysis were selected using purposive sampling. Of these studies, 8 were classified as psychological harms and 12 as social harms. CMA3 software was used to conduct this meta-analysis. The results of the meta-analysis showed that there is a significant relationship between the use of cyberspace and psychological and social harms. The average effect size of the use of cyberspace and its impact on psychological and social harms in the study sample in the aggregate is 0.320; in psychological harms independently, this amount is 0.318, and in the case of social harms, the effect size was 0.314. According to these values, the relationship between the use of cyberspace and psychological and social harms was confirmed. Also, according to Cohen's interpretation criteria system, these numbers represent a medium effect size. Therefore, in the use of cyberspace, attention should be paid to the harms and solutions to solve them.
Original Article
Khadijeh noorani; shahla roshani; Mohammad Reza moradi
Abstract
The aim of the current research was to provide an explanatory model of the academic emotions of students of electronic education courses (corona era). For this purpose, the qualitative approach and the Foundation's data method of the systematic type of Strauss and Corbin were used. The statistical population ...
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The aim of the current research was to provide an explanatory model of the academic emotions of students of electronic education courses (corona era). For this purpose, the qualitative approach and the Foundation's data method of the systematic type of Strauss and Corbin were used. The statistical population was the students of Payam Noor University of Khuzestan province and 43 participants who were selected using the purposeful and available sampling method. The tool and method of data collection was semi-structured interview. In order to analyze the data, open, central and selective coding methods were used, and Guba and Lincoln criteria were used to ensure validity and reliability. The findings showed 52 central codes and 23 selected codes, which were organized in the form of an explanatory model of students' academic emotions. In this way, the core categories included the representation of students' positive and negative academic emotions in different teaching-learning situations (relative to the course, in the class process, during tests, in interactions with the teacher, and in interactions with peers) in addition to seven causal factors (issues related to course, educational system technology issues, economic issues, physical health issues, social issues, issues related to the learner and teacher) and four strategies (self-regulation, receiving educational, emotional and social support from teachers and peers, maintaining physical and religious health) and two environmental background factor (state of internet technology infrastructure in the country and in the student's place of residence and economic inflation of the country) and two intervening factors (use of social networks and home space for teaching and learning) and three consequences (educational, cognitive, intellectual) Varvani) was identified. As a result of the findings, the pattern of academic emotions of students of e-learning courses is an interactive and multifactorial pattern.
Original Article
Reza Norouz Zadeh; Ata Aznab; Mehran Farajollahi
Abstract
The purpose of this research was to design and validate the model of encouraging elementary school, which was in terms of method, a combination of qualitative methods of phenomenography and synthesis and quantitative method with the design of a questionnaire. the Tripartite Encouragement Model, consisting ...
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The purpose of this research was to design and validate the model of encouraging elementary school, which was in terms of method, a combination of qualitative methods of phenomenography and synthesis and quantitative method with the design of a questionnaire. the Tripartite Encouragement Model, consisting of the first dimension, includes the four categories of feedback and information, peace and respect, interest and enthusiasm, and trust and communication; The second dimension includes the categories of independence, competence, satisfaction and communication; The third dimension includes two categories, first, educational design, which includes six subcategories of improving teachers' motivation, new approaches to educational design, creating enthusiasm in the classroom, presenting goals and expectations, using active and exploratory methods, and designing targeted and challenging assignments; and second, communication methods in two negative parts, including six subcategories of feedback based on judgment and criticism, praise and praise based on control and talent, reward and reward, comparison and competition, fear and anxiety, uncontrollable documents, and positive including seven categories that were designed in contrast to the negative categories and their substitutes, controllable documents, the right to choose, cooperation and friendship, learning responsibility, praise and praise based on effort and reasoning, descriptive feedback based on the process and inducing the joy of learning
Original Article
Anvar Shahmohammdi; Feryedon Ahmadi; Sayran Bahmani
Abstract
The purpose of this research was to identify and prioritize policy-making obstacles in the distance higher education system using the fuzzy VICOR technique in the distance education system. The research method was descriptive survey type and the statistical population included faculty members of Payame ...
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The purpose of this research was to identify and prioritize policy-making obstacles in the distance higher education system using the fuzzy VICOR technique in the distance education system. The research method was descriptive survey type and the statistical population included faculty members of Payame Noor University in the fields of curriculum planning, educational management, higher education management, and distance education. Of these, 8 were selected using purposive and criterion-based sampling. A researcher-made research tool based on policy-making was prepared and adjusted in the form of 25 items by studying the theoretical foundations and empirical background of the research. Its face and content validity were confirmed based on the opinions of experts, and the fuzzy Vicor method was used for data analysis. The research findings led to the identification of obstacles to policy-making in the distance higher education system in three dimensions: design and compilation, implementation, and evaluation, and 25 components in these dimensions. The obstacles of not having a comprehensive database and up-to-date and accessible scientific resources and foundations for policy-making and neglecting the degree of influence of the distance higher education system's budget dependence on policy-making were, respectively, the most and least important of the obstacles to policy-making in the eyes of experts. Accordingly, it is suggested that those involved in the distance higher education system should pay more attention to removing the obstacles identified in the results of this study in the three dimensions of policy design and formulation, implementation, and evaluation.
Original Article
Fariba TabeBordbar; masumeh esmaeili; Hajar hashemian
Abstract
The aim of this study was to investigate the mediating role of job self-efficacy in the relationship between professional ethics, job enthusiasm, and job enrichment of teachers in Abadan city. The research was descriptive. The statistical population included all first and second secondary school teachers ...
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The aim of this study was to investigate the mediating role of job self-efficacy in the relationship between professional ethics, job enthusiasm, and job enrichment of teachers in Abadan city. The research was descriptive. The statistical population included all first and second secondary school teachers in Abadan city in 1402, 725 people. The sample size was selected by convenience sampling as 250 people. To collect data, the questionnaire of job self-efficacy of Shannon-Moran and Woolfolk, job enthusiasm of Salanova and Schoeffley, job enrichment of Hackman and Oldham, and professional ethics of Cadoisier were used. The data were analyzed using structural equation modeling and SPSS and AMOS version 24 software, and the findings showed that the model of the relationship between professional ethics, job enrichment, and job enthusiasm with the mediating role of job self-efficacy in teachers has a favorable fit (P<0.01). The standard and direct coefficients of job enrichment, job enthusiasm, and job self-efficacy were significant with professional ethics. Also, the standard and direct coefficients of job enrichment and job enthusiasm were significant with job self-efficacy. The results of the bootstrap test also showed that professional ethics has an indirect relationship with job enrichment through job self-efficacy, and the results showed that professional ethics has an indirect relationship with job self-efficacy through job self-efficacy, and the model had a good fit, and professional ethics, with the mediating role of job self-efficacy, explained a total of 71% of the variance in job enrichment and 89% of job enthusiasm.
Original Article
nafiseh rafiei
Abstract
The purpose of this research is to investigate the effectiveness of the elementary teacher assistant training plan on the cognitive performance of students and intern professors of the field of educational sciences at Payame Noor University, Isfahan province. A semi-experimental research method was implemented ...
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The purpose of this research is to investigate the effectiveness of the elementary teacher assistant training plan on the cognitive performance of students and intern professors of the field of educational sciences at Payame Noor University, Isfahan province. A semi-experimental research method was implemented with a pre-test, post-test design with a control group. The statistical population was all female students (including 250 people) and internship guidance professors in the field of educational sciences (35 people) at Payame Noor University in Isfahan province in the academic year 2021-2022. The sample size was 30 people in two experimental and control groups of intern students and 20 of the internship guidance professors were selected based on the inclusion criteria and random assignment. The data collection tool was a questionnaire made by a researcher with 40 questions of cognitive performance in 4 scales of necessity, interest and skill in teaching learning disorders, preparing the lesson plan. And the education of the first grade and the fifth grade of elementary school with Cronbach's alpha coefficient was 89%. Elementary teacher assistant training was taught in 10 sessions for three weeks. Research data analysis was done using one-way and multi-way covariance analysis using spss23 software. The findings showed that the primary teacher assistant training had an effect on students' cognitive performance with F (15.921, sig=0.001) and the effect size was 67%. Also, the primary teacher assistant training for internship guidance professors with (694/694 sig=0.001) 218F and the effect size was 63%. As a result, according to the effectiveness of this training course, it is recommended to use this plan in order to target the internship unit of educational science students at undergraduate level before entering elementary schools as a teacher's assistant by increasing the number of sessions.
Original Article
ALI abdi; faramarz soheili; somayeh ghahramani
Abstract
The present study aimed to fit the mediating role model of computer self-efficacy in the relationship between technology acceptance and lifelong learning with an Structural Equation Modelingin elementary school teachers. research is applied in nature and, from a data collection perspective, descriptive ...
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The present study aimed to fit the mediating role model of computer self-efficacy in the relationship between technology acceptance and lifelong learning with an Structural Equation Modelingin elementary school teachers. research is applied in nature and, from a data collection perspective, descriptive and correlational, utilizing structural equation modeling (SEM). The statistical population included all the teachers of the beginning of Kermanshah city in the academic year of 2023-2024. In order to select the sample size based on the JPower software and according to the research method and effect size, 222 primary school teachers in Kermanshah were selected as a sample based on the available sampling method and followed the information technology acceptance questionnaires. Absolute (2021), Murphy et al.'s computer self-efficacy questionnaire (1989) and Lee and Tsai's lifelong learning questionnaire (2007) answered virtually. For data analysis, descriptive statistics including mean and standard deviation and inferential statistics including Pearson's correlation test and structural equation modeling were used through SPSS-26 and Smart PLS software. The findings showed that the effect of technology acceptance on lifelong learning is statistically positive and significant. The effect of technology acceptance on computer self-efficacy is statistically positive and significant. Computer self-efficacy has a significant effect on lifelong learning. Also, the indirect effect of technology acceptance on lifelong learning with the mediating role of computer self-efficacy is significant. The results obtained from the research showed that the conceptual model of lifelong learning based on technology acceptance with the mediating role of technological self-effcacay fits with the empirical model.
Original Article
Ehsan Malekipour Horjandi; Abolfazl Farahani; Esmaeil Sharifian
Abstract
The purpose of this study was to identify the technological infrastructures within the physical space of the hidden curriculum in Iranian schools. The research method employed a qualitative and descriptive approach, was applied purposefully, and was based on a secondary study using a systematic review. ...
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The purpose of this study was to identify the technological infrastructures within the physical space of the hidden curriculum in Iranian schools. The research method employed a qualitative and descriptive approach, was applied purposefully, and was based on a secondary study using a systematic review. The research population included all relevant articles published in domestic journals found in Persian-language academic databases such as SID, Magiran, Noormags, and Ensani database, which covered the period from 2005 to 2025, the year of writing the article. The research sample included 28 articles selected based on five inclusion criteria. The data collection tool was a researcher-made evaluation form, whose face and content validity were confirmed by education experts. To ensure the reliability of the findings, Scott's test was used, yielding an 80% agreement rate between coders. The findings were categorized into three areas: classroom space, general schoolyard space, and other locations. Most elements were studied in the classroom, and among all elements, wall slogans in schools were the most frequently mentioned. Increasing the use of technology in the physical environment of schools can enhance learners’ interaction with the physical structure, promote agility, contribute to cost-efficiency, and help convey subtle positive messages.
Original Article
Bahman Zandi; Mahsa Karimi
Abstract
The present study aims to identify the factors that constitute flipped learning and examines the key dimensions of this educational approach. This research is applied in terms of purpose and qualitative in terms of data type and was conducted using the meta-synthesis method. The study population includes ...
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The present study aims to identify the factors that constitute flipped learning and examines the key dimensions of this educational approach. This research is applied in terms of purpose and qualitative in terms of data type and was conducted using the meta-synthesis method. The study population includes all documents, theoretical foundations, and background related to flipped learning in domestic (1390-1403) and foreign (2000-2024) databases. Purposeful non-random sampling was carried out and the sample size was determined based on systematic elimination according to the Prism model flow chart. Data collection tools included record-keeping and systematic literature review, and a 27-item checklist based on the Prism model was used to calculate validity and Cohen's kappa coefficient was used to calculate reliability. Data analysis was performed with MaxQDA2018 software and thematic analysis method. The findings show that flipped learning includes the dimensions of transferring content outside the classroom, focusing on active learning, and providing feedback and clarification. These dimensions are reciprocally related to components such as podcasts, educational videos, and problem-based learning, interaction, and continuous and immediate assessments, and help increase student engagement and participation. The results of this study emphasize the positive impact of flipped learning on the quality of learning and academic achievement of students, and it is suggested that future research examine the practical effects of these dimensions and the challenges of implementing them in classrooms.
Original Article
Mehdi Shomali Ahmadabadi; atefe barkhordari ahmadabadi
Abstract
Purpose: Academic grit can positively influence students' learning quality. The present study aimed to investigate the role of Purpose in Life and attitudes toward artificial intelligence in predicting students' academic grit. Method: This descriptive-correlational study targeted all second-year high ...
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Purpose: Academic grit can positively influence students' learning quality. The present study aimed to investigate the role of Purpose in Life and attitudes toward artificial intelligence in predicting students' academic grit. Method: This descriptive-correlational study targeted all second-year high school students in Ardakan during the 2023-2024 academic year. The sampling was conducted using a cluster sampling method. The sample size was determined to be 107 based on the Green formula; however, to ensure adequate representation, a total of 279 responses were collected. The research instruments included the Academic Grit Questionnaire (Clark & Maleki, 2019), the Purpose in Life Scale (Krampe & Maholik, 1969), and the Attitude Toward Artificial Intelligence Questionnaire (Shamali & Barkhordari, 2023). Following the elimination of outliers, 236 questionnaires were analyzed using SPSS 26 with multiple regression analysis. Results: The findings indicated a significant positive relationship between Purpose in Life (including its dimensions: goal and agency) and students' academic grit (p < 0.01). Additionally, a significant positive relationship was observed between attitudes toward artificial intelligence and students' academic grit (p < 0.01). Multiple regression analysis revealed that Purpose in Life and attitudes toward artificial intelligence contributed significantly to predicting students' academic grit (adjusted R²=0.294, p<0.001, F=12.613), accounting for 23.8% of the variance in academic grit. These findings underscore the need for educational strategies that enhance purposefulness and promote emerging technologies to boost motivation and improve learning quality.
