Original Article
Abbas mohammadi; Maria Nasiri
Abstract
The purpose of the research is to identify and prioritize the primary and basic requirements for smartening schools. In terms of practical purpose, this research is mixed (qualitative-quantitative) in terms of data collection, and in terms of descriptive and exploratory nature, and in terms of quantitative ...
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The purpose of the research is to identify and prioritize the primary and basic requirements for smartening schools. In terms of practical purpose, this research is mixed (qualitative-quantitative) in terms of data collection, and in terms of descriptive and exploratory nature, and in terms of quantitative method, it is of applied type. The strategy used in the qualitative section is the Delphi technique. The statistical population of the qualitative and quantitative section was 19 people from the education experts of Khuzestan province, who were selected non-probably by snowball sampling method. First, with semi-structured interviews and existing texts, all the factors and elements related to the smartening of schools were counted and then the Analytical Hierarchy (AHP) technique was used to determine and rank the main and secondary factors. The validity of the tool was confirmed by experts and its reliability was confirmed by calculating the inconsistency rate. The results of the qualitative part showed that management factors, teacher empowerment, teaching and learning, participation, hardware, software, economic factor and cultural factor are the primary and basic requirements of school smartening. Also, management factor with a value of 0.152 in the first place, teacher empowerment with a value of 0.141 in the second place, hardware with a value of 0.136 in the third place, teaching and learning with a value of 0.128 in the fourth place, software with a value of 0.121 in the fifth place, participation with a value of 0.115 in the sixth place, economic factor with a value of 0.104 in the seventh place and finally cultural factor with a value of 0.096 with the least influence in the eighth place are ranked. According to the findings, it can be concluded that paying attention to the identified requirements play an important role in making the schools of Khuzestan province smarter and should be given priority.
Original Article
Reza Mirarab Razi; maryam Hosaini Largani; Sadegh Ahmadi
Abstract
The present study was a self-reporting of the consequences of students and teenagers' use of cyberspace. The research was cross-sectional and survey. The statistical population was 1698 female students of the second secondary level of Babolsar city. The sample size was 261 people based on Karjesi and ...
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The present study was a self-reporting of the consequences of students and teenagers' use of cyberspace. The research was cross-sectional and survey. The statistical population was 1698 female students of the second secondary level of Babolsar city. The sample size was 261 people based on Karjesi and Morgan's table and selected by cluster sampling method. The data collection tool was a researcher-made questionnaire with 56 items. Validity was confirmed by experts and Cronbach's alpha coefficient was 0.831 for reliability. The results showed that the use of virtual space increases psychological consequences such as anxiety and temper tantrums (0.714), social consequences such as social isolation and distraction (0.560), physical consequences such as eye irritation and weakening of the eyes, headache, damage to the spine ( 0.600) and educational consequences such as conflict of values (0.531) had a direct and significant relationship. The significance of each of the variables has been obtained through the regression test. As a result, the effects and negative consequences of using virtual space in different physical, psychological, educational and social dimensions are significant and require more attention from the officials and educators of virtual space.
Original Article
Mahya Zarenasab; Zahra Jamebozorg
Abstract
In the present era, marked by significant technological advancements, artificial intelligence (AI) has emerged as one of humanity's most innovative achievements, garnering attention across numerous fields. Education, as a cornerstone of societal development, has not been exempt from these transformations. ...
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In the present era, marked by significant technological advancements, artificial intelligence (AI) has emerged as one of humanity's most innovative achievements, garnering attention across numerous fields. Education, as a cornerstone of societal development, has not been exempt from these transformations. AI, as a novel tool, offers new opportunities to enhance the quality of education at various levels, particularly in primary education, which forms the foundation for learning and talent development. This study explores the challenges and opportunities associated with the use of AI in primary education from the perspective of novice teachers. The research method is descriptive and correlational in nature. The target population consisted of 260 novice teachers enrolled at the Tabriz Farhangian University in the academic year 2019. The sample size was determined to be 155 individuals using Cochran’s formula. A researcher-developed questionnaire comprising 32 items was used to collect data. The data were analyzed using PLS 4 software and structural equation modeling. The findings reveal that, despite being aware of AI's potential benefits in education, novice teachers encounter several challenges in utilizing it in the classroom. These challenges include the loss of independent and creative thinking, AI's limitations in understanding and responding to needs, reduced human interaction, difficulties in detecting cheating, the need for appropriate professional development and training, the requirement for AI-related knowledge and expertise, and the production of inaccurate or misleading content. However, novice teachers also recognize multiple opportunities for leveraging AI to improve the quality of primary education. Ultimately, this article provides recommendations for overcoming the challenges and effectively utilizing AI in elementary education.
Original Article
Akbar Rezaei; Sharifeh Rezagholi; Ahmad Moradi Mirzaei
Abstract
The purpose of the current research is to investigate the status of the coverage created for first high school mathematics goals by aid textbooks from the point of view of mathematics teachers of Delfan city these books can be used as educational resources in distance learning. First, the background ...
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The purpose of the current research is to investigate the status of the coverage created for first high school mathematics goals by aid textbooks from the point of view of mathematics teachers of Delfan city these books can be used as educational resources in distance learning. First, the background of the research was examined. The statistical population is mathematics teachers of Delfan city, and the statistical sample is mathematics teachers of the first high school teaching in the academic year of 2024-2025 of this city. The tool for collecting information is a researcher-made questionnaire that consists of 12 questions, and which include the main hypothesis (according to Delfan math teachers, the aid textbooks cover the mathematics objectives of the first high school) and three sub-hypotheses of the research. The data was analyzed using SPSS16 software. The results obtained from the examination of the main hypothesis showed that the aid textbooks cover the desired goals of first high school mathematics, and the examination of the sub-hypotheses showed that these books cover the goals "knowledge" and the goal "learning to solve problems", but They don’t cover "skill" goals.
Original Article
Amirhosein Zanganeh; Elahe Hejazi; Keyvan Salehi
Abstract
With the rapid advancement of artificial intelligence (AI), higher education has undergone fundamental transformations. This technology, by providing innovative tools and facilitating the personalization of the learning process, has enabled broader access to educational resources and improved teaching ...
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With the rapid advancement of artificial intelligence (AI), higher education has undergone fundamental transformations. This technology, by providing innovative tools and facilitating the personalization of the learning process, has enabled broader access to educational resources and improved teaching quality. The present study examines the acceptance and use of AI technology among faculty members based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The statistical population includes faculty members of the University of Tehran in the 2024–2025 academic year, from whom 118 individuals were selected using a convenience sampling method. Data were collected through a standardized and adapted questionnaire and analyzed using SPSS-27 and AMOS-24 software. The findings indicated that performance expectancy, effort expectancy, and social influence have a significant positive impact (p<0.01) on behavioral intention, which in turn affects AI usage behavior. In contrast, facilitating conditions and perceived risk did not have a significant impact on the acceptance of this technology. The analysis of moderating variables revealed that gender moderates the relationship between perceived risk and intention to use AI, such that among female faculty members, perceived risk has a significant negative effect on behavioral intention. These findings highlight the importance of improving infrastructure, increasing awareness of AI benefits, facilitating access, and addressing concerns related to this technology. The results provide valuable insights for policymakers and educational administrators to facilitate AI adoption in higher education.
Original Article
Hamidreza Maghami
Abstract
The purpose of this study was to investigate the impact of gamified AI-driven assessment on collaborative learning and learning performance of students. The research method was a quasi-experimental pretest-posttest control group design. The statistical population consisted of all Master of Educational ...
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The purpose of this study was to investigate the impact of gamified AI-driven assessment on collaborative learning and learning performance of students. The research method was a quasi-experimental pretest-posttest control group design. The statistical population consisted of all Master of Educational Sciences students at Chabahar International University. From this population, 50 students were selected using convenience sampling and randomly assigned to two groups: experimental and control (25 in each group). The research instruments included the Collaborative Learning Questionnaire by Cho et al. (2007) and the Learning Performance Questionnaire by Young, Klemz, and Murphy (2003). Data were analyzed using analysis of covariance (ANCOVA). The findings revealed a significant effect of gamified AI-driven assessment on collaborative learning (p < 0.05). Additionally, gamified AI-driven assessment demonstrated a significant impact on learning performance (p < 0.05). The results indicate that gamified AI-driven assessment has a positive effect on both collaborative learning and learning performance of students. It is suggested that gamified AI-driven assessment can be utilized in other student courses.
Original Article
Mansoor Dehghan Manshadi; Zahra Mahdian
Abstract
The present study purpose to investigate the effectiveness of information literacy training on critical thinking, computer self-efficacy, and motivational beliefs among students. The research approach was quantitative and semi-experimental, utilizing a pre-test and post-test design with a control group. ...
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The present study purpose to investigate the effectiveness of information literacy training on critical thinking, computer self-efficacy, and motivational beliefs among students. The research approach was quantitative and semi-experimental, utilizing a pre-test and post-test design with a control group. The statistical population consisted of all female high school students in the second stage of secondary education in Meyriz County. Using a multi-stage cluster random sampling method, two groups of 15 students were selected as the experimental and control groups. The data collection tools included the California Critical Thinking Skills Questionnaire (Form B), the Computer Self-Efficacy Questionnaire by Murphy, Cover, and Owen (1989), and the Motivational Beliefs Questionnaire by Pintrich and colleagues (1991). The questionnaires had content validity, and the Cronbach’s alpha coefficients for critical thinking, computer self-efficacy, and motivational beliefs were 0.728, 0.816, and 0.894, respectively, confirming their reliability. The data obtained from the questionnaires were processed and analyzed using SPSS software. Multivariate covariance analysis (MANCOVA) revealed that 47% of the differences between the two groups in the dependent variables were attributed to the experimental intervention. Univariate covariance analysis indicated that “information literacy training” had a significant impact on improving critical thinking (24.5%), computer self-efficacy (37.8%), and motivational beliefs (32.6%) (p<0.05). Therefore, given the significant impact of teaching information literacy skills, it is recommended to provide short-term and long-term educational interventions to teach these skills to adolescents and prepare them for living in today’s information-driven world.
Original Article
Saeed Mohaghegh Zadeh; Zahra Jamebozorg; Fatemeh Jafarkhani
Abstract
This study aimed to investigate the effectiveness of virtual social networks on the level of aggression and creative thinking of female high school students in Yazd. This research is a quasi-experimental study with a pre-test-post-test design with a control group and is a part of applied research in ...
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This study aimed to investigate the effectiveness of virtual social networks on the level of aggression and creative thinking of female high school students in Yazd. This research is a quasi-experimental study with a pre-test-post-test design with a control group and is a part of applied research in terms of purpose. The statistical population of this study includes all female high school students in Yazd, whose statistics were announced as 2300. To select a sample, 30 female high school students were selected by convenience sampling. This number of people was randomly divided into two experimental groups (15 people) and a control group (15 people). Data collection tools were Eiseng's (1978) aggression questionnaire, Hani's creative thinking questionnaire (2005), and a researcher-made chess training package. Analysis of covariance was used to analyze the data and test the hypotheses. The results showed that virtual social networks significantly affect the level of aggression and creative thinking of students. So; teachers and families need to educate students about the dangers of cyberspace networks while educating students about how to use them properly.
