Technology of Education Journal
Year:2020 | Volume:14 | Issue:4 (56)|Papers Count:20

Background and Objectives: To use social media effectively, we need to identify and apply the implications of supportive theories of using social media. Different learning theories provide a variety of interpretations of learning and lead to diverse orientations and outcomes in curriculum planning. Therefore, learning theories serve as a framework for guiding decisions during the design and implementation of the curriculum. The aim of this study was to identify the types of learning theories that support the use of social networks and to analyze learning theories on social networks in order to provide a theoretical basis for designing curricula. Methods: For this study, qualitative content analysis method was used. The statistical population of this study consists of all valid documents related to the subject-supportive theories of learning in social networks-from 1995 to 2018 (n=30) selected based on purposeful sampling. The content of 30 documents were analyzed. The analysis unit is the theme. To analyze the findings, the main and subclasses were extracted after open coding. To ensure the validity of the research, the methods of review by members, triangulation of data sources and review by colleagues were used, and to ensure reliability, the agreement method between the two coders was used. Findings: The findings showed a variety of context-based, community-based, and person-centered theories that support learning on social media. The findings also include four main categories: it showed the dimensions of social networks, network interactions, types of learning, and curriculum elements. It was shown that network communication in social networks includes social interaction, interpersonal communication and interactive communication with admin and teacher-student communication, which is broad and based on community sharing, central agreement and based on sharing ideas. Types of learning on social networks include network learning, situational learning, problem-based learning, personal learning, and indirect learning. Elements of the curriculum include network objectives, network content, network learning environment, network inclusiveness, and network evaluation. Network objectives are features such as unpredictability, divergence, unpredictability, variability, nonlinearity, flexibility, value, reproductive and interactive. Network content has some features such as distributed knowledge, multiplicity of resources, reliable resources, accessibility, context-based knowledge, shared knowledge, inclusive knowledge, self-centered information, voluntary knowledge creation, interchangeable content. The network environment includes technical and educational features. Among the technical features of this environment, the diversity of language, the existence of communication tools, the possibility of customizing the message and simulating communication can be mentioned. The educational features of this environment also include being rich as one of the tools of knowledge management, situational awareness, personalized information, open and flexible environment. The network learner is knowledgeable and up-to-date, independent and active, and able to do multitasking. The network learner is an actor and social agent who processes, publishes, and manages knowledge on a regular basis. Evaluation on social media is a nonlinear, formative and conscious, and continuous process accompanied by the elimination of standard rankings and tests. Conclusion: Based on the results, it is suggested that those in charge of education use the coordinates of social network-based curriculum elements to design a curriculum based on social networks. For further research it is suggested that researchers implement the findings in an experimental environment to take a positive step towards the optimal use of social networks to learners’ learning outcome.

Background and Objectives: Previous studies in Iran have explored the impact of using technology on improving students’ mathematical understanding. However, no study was conducted in relation to the impact of using technology on students’ mathematical misconceptions. This study explored the impact of using software in developing students’ misconceptions. In detail, the impact of using GeoGebra software on secondary school students’ misconceptions related to concepts such as angle scale, trigonometric angles, periodicity, minimum and maximum of trigonometric functions were explored using a twotier diagnostic test. Methods: The statistical population of this study comprises all grade 11 students of Golbahar and Golmakan in the academic year 2015-2016. Three classes were chosen from two different schools in these cities, one was considered as the control group (40 students) and the other two classes were considered as the experimental groups (26 students). The instruments were a pre-test and a post-test (two-tier diagnostic test). Four categories of misconceptions were identified based on the relevant literature and students’ responses to the pre-test. Finally, these misconceptions were analyzed by the chi-square test. Findings: The findings showed that Geogebra software helped students in the experimental group enormously in understanding concepts such as periodicity, identifying minimum and maximum of trigonometric functions, and prevented developing misconceptions related to them. Analyzing students’ responses in the control group that received traditional teaching showed that several students were not able to calculate the periodicity of trigonometric functions. This difficulty was observed both when students calculated the periodicity from the graphs and also when calculated the periodicity from the algebraic form of trigonometric functions. The strength of using the software includes observing many trigonometric graphs in the software environment, the ability to place trigonometric functions with different input on a coordinate axis and comparing them, and the manipulations performed by the students themselves on trigonometric graphs. These strengths prevented students from developing misconceptions about the concepts of frequency and minimum and maximum values. However, in relation to trigonometric angles, using the software caused developing more misconceptions for the experimental group, and had no significant impact on preventing misconceptions in relation to the scale of angle. It seems that due to the nature of the angle scale, in which the conversion from radians to degrees (or vice versa) is done by a series of mathematical operations, using Geogebra could not impact students’ misconceptions in this matter. Conclusion: The results of this study indicate that teachers should be very cautious in selecting and using teaching aids in the classroom to prevent developing mathematical misconceptions associated with using the teaching aids. Therefore, we recommend mathematics education researchers and mathematics curriculum planners to conduct several studies on different software programs frequently used in mathematics classes, determine the pros and cons of these tools, and share their results with mathematics teachers. Sharing these results will help mathematics teachers to adapt their teaching accordingly based on the findings of these empirical studies.

Background and Objectives: Teaching-learning is essential for the development of creativity and sustainability of the needs of modern cities, and the intelligent learning environment has been created to respond to the needs of the new knowledge society in smart city design. Community quality is a challenge for smart city development; because in the social field, the quality of society with a professional approach is not used comprehensively and systematically. The quality of society is based on the quality of organizations, universities, educational institutions and collaborative learning. The purpose of this study was to identify and rank factors affecting smart city design with an educational approach. Methods: In this research, a researcher-made questionnaire was used to collect data. The statistical population of the study included all high school teachers and educators in Zahedan City. In the first step, by studying valid scientific and citation sources and becoming sufficiently familiar with the concepts and definitions of smart city, development of smart city and the factors affecting it, a preliminary list of factors affecting the smart city was identified with an educational approach. In this study, the indicators in terms of structure and practical procedures in smart city learning were identified and accordingly the research questionnaire was designed and compiled and provided to the tutor and consultant who were used to collect data after the corrections. Then with using Cronbach's alpha method, the reliability of the questionnaires was calculated and found to be 0. 84. Simple random sampling method was used. SPSS 21 software was used to analyze the data. Data analysis was done by logistic regressions method. Findings: The education industry changes and enhances urban services, and this value-added and driving force industry can be identified as an advanced industry in the smart city. The results showed that intelligent governance (9. 526), intelligent interaction and integration (8. 926), intelligent people (8. 875), infrastructure (8. 872), human resources (7. 757), technology acceptance (7. 567), smart economy (7. 236) and the medium of electronic interaction based on multimedia content (5. 765), respectively, have the most important role in the establishment of smart city. Conclusion: In order to build a smart city education system, the process of encouraging citizen participation and creating different communication channels is critical. The ‘ smart city’ label is not limited to cities that simply adopt high technology. The ultimate goal of the smart city development includes: improving the quality of life of individuals, families and local people through advanced information and communication technologies and education systems, by creating a communication channel between citizens that can provide systems that enhance smart integration. The learning structure in the process of developing smart skills in smart schools are required to be rebuilt. The essence of the smart city is the promotion of social cooperation, social networking and social participation, and it transforms community members into using smart learning as a tool to better comply with social behavioral norms. Collaboration and development of information technology removes barriers to the sharing of information and knowledge, as well as the learning frontier in smart schools, and creates three main changes. The first is to change teaching methods; the second is the reconstruction of the knowledge system; and the third is the influence on the formation of a new generation of learning methods among students.

Background and Objectives: Certainly we all know that due to the diversity and multiplicity of different media around our children, today their taste for learning has changed and there is no choice but to use technology in education and use tools and methods of teaching based on multimedia. Today, in addition to textbooks, multimedia, digital teaching and learning environments have also come to the educational support of learners. While we all know that the use of computers and multimedia alone does not have an educational effect, but combines it with a good educational and self-learning thinking that is applicable. Meanwhile, in disciplines such as computer, where teaching is software-based and the teacher is required to teach a software, at the same time provide his training directly on the relevant software, lessons and multimedia There are some that have been prepared and produced that teachers use for teaching and students for learning, along with specialized textbooks in the field, as a source of teaching aid, but the most important point in designing these tools and multimedia is not to use them. It is a suitable educational approach along with efficient educational design. One of the appropriate educational models and approaches for this purpose is the model of constructivism. This model is based on an issue, question or project as the focus and support and mental systems. The student's goal is to interpret the problem or solve the problem or complete the project. In order to reflect on action, students must imitate the performance that has been modeled for them, and teachers must re-demonstrate student performance so that students engage in action-reflecting. Modeling strategies focus on how experts work. In addition, for project-based training, there are three practice-based, position-based, and project-based models. In this study, after designing a multimedia software with a project-oriented constructivist (PBL) approach., Which generally uses two models of practice-based and project-based learning, finally, the extent of the impact of multimedia with a project-based approach on learning memory learning of tenth grade students in the field of computer science in Birjand city has been investigated Methods: The study design is quasi-experimental. The statistical population of this study consists of all second grade boy students of technical and vocational schools in Birjand. The sample was divided into experimental and control groups, which 25 participants in each. The experimental and control groups were trained with multimedia and traditional methods, respectively. Students' academic achievement was measured by teacher-made tests (pretests and the posttests) and their reliabilities were estimated using Cronbach's alpha estimated to be %77. Data were analyzed through inferential statistics (Analysis of variance with repeated measures and Covariance). Findings: The results indicated that the impact of project-based multimedia training on students' learning-retention had more positive effect (68. 5% in comparison to the traditional method. Conclusion: The present study shows that computer-based Constructivism with project-based approach affects both low level of learning (knowledge, understanding and use) and high level of learning ( analysis, evaluation, and creation) and retention among students in vocational and technical schools.

Background and Objectives: One of the important indicators in measuring the quality of education is the academic performance of students, which is important both from a scientific and practical point of view. Extensive studies have been conducted worldwide on how social networks affect the quantitative academic performance of students. Many studies concluded on the denial of social media show that these networks have a negative impact on the younger generation and students. These researchers believe that virtual social networks have an effect on students' annual grade point average, drop in academic grades, damage of writing style and spelling, decrease in English language standards, etc. They have measured these variables separately with the use of social networks among students. At the same time, others believe that the emergence of social media has a positive trend on students' performance and their achievement in gaining higher grades. These studies have also found that students spend most of their time doing their homework and research in this way. Therefore, in the review of previous studies, both approaches are discussed separately. The main purpose of this study is to be aware of the impact of virtual social networks on the quantitative academic performance of female high-school students. Secondary objectives are to examine the extent of students’ dependence on virtual social networks and awareness of the impact of using virtual social networks on students' quantitative academic performance. Methods: In this research, a survey method has been used and the sample population includes 855 female students of high-schools in Tehran. The data gathering instrument is Jeffrey Single's Social Media Dependency Questionnaire that includes social networks addiction, educational use, grammar, writing, reading, and course questions. In this study, descriptive tests (percentage, mean, and inferential statistics (chi-square, Pearson correlation coefficient and t-test) were used. Findings: The findings show that there is no relationship between the students' last year GPA and their academic quantitative performance and their use of the online social network; but there is a relationship between their GPAs and their scientific information exchange (test questions) and use of online social networks. The findings show that there is no relationship between last year's students' grade point average and their poor academic performance using a virtual social network. There is only a relationship between their GPA and the exchange of scientific information (exam questions) through social networks. There is also a link between social media use and poor academic performance, social media addiction, learning and receiving questions and course questions. However, the effect of social networks on the quantitative performance of students is moderate and its effect on other educational activities of students is low. Conclusion: Online social networks can be used as an appropriate way of interaction between students, as well as between teachers and students to convey scientific content, share questions and problem-solving skills, and help each other understand the correct path to problem solving. Although in this study, the use of virtual social networks does not have a negative effect on students' quantitative academic performance, it should be noted that membership in these networks as a group and as a channel, if it creates dependency and students spend a lot of time in their school hours, can affect the quantitative academic performance of students.

Background and Objectives: With the increasing importance of instructional multimedia and the use of their interactive and unique features in the teaching-learning process, the design and production of this technology and its use in teaching courses and different levels of the educational system is observed. Cognitive load theory, as one of the theories related to information processing, is one of the most effective theories in instructional design and an effective guide for designing multimedia and other instructional materials. The basic premise of this theory is that learners have very limited working memory capacity to process when facing new information. The purpose of this theory is to predict learning outcomes by considering the capabilities and limitations of human cognitive structure. Cognitive load theory is based on the idea that the design of instructional materials should be based on our knowledge of how the human mind works. Based on this assumption, various processes of acquiring knowledge and understanding are explained considering the load they place on human cognitive system (which is an active system with limited information processing capacity). Because this theory links the design features of instructional materials to the principles of human cognitive processing, it can be used in a wide range of learning environments. The present study aimed to compare the effects of Merrill and Gagne's instructional design models on students' cognitive load, learning and instructional efficiency in science lesson. Methods: The study was quasi-experimental with pretest and posttest design with two experimental and one control groups. The statistical population consisted of all male students of the sixth grade elementary school of Qazvin. The sample including three 30 students’ classes were selected through convenience sampling procedure and the classes were randomly assigned to experimental and control groups. The materials and instruments included instructional multimedia contents, learning tests, and cognitive load assessment scale. The first experimental group studied the multimedia based on the Merrill model, the second group studied the multimedia based on the Gagne model and the control group studied non-model multimedia. Data were analyzed by using analysis of covariance (ANCOVA). Findings: The results of the study showed that multimedia based on the Merrill instructional design model compared to multimedia based on Gagne instructional design model and non-model multimedia, has led to less cognitive load, more learning and instructional efficiency. Also, multimedia based on Gagne's instructional design model compared to non-model multimedia led to less cognitive load, more learning and instructional efficiency. Conclusion: One of the concerns of educational designers in the process of designing the content of multimedia educational materials and other learning materials has always been the appropriate selection of instructional design models. Since there are different models for instructional design of learning materials, to choose a suitable model, one should rely on theoretical foundations and the results of research conducted in various theoretical areas, including cognitive load theory. According to the findings of this study, it is suggested that in order to reduce the cognitive load and increase students’ learning, Merrill instructional design model be used in designing instructional multimedia content.

Background and Objectives: Nowadays, significant advancements in information technology and communication field in different societies are seen. Given that universities as a leading institution in the field of science have moved towards electronic processes in the management of education and educational environments, there are databases with a large amount of information. By analyzing this massive data of educational systems, methods can be provided to improve the educational status of students. Educational data mining has sought to discover the knowledge contained in the data of the educational system. One of the applications of educational data mining is to predict students' academic performance. Predicting students' academic performance and providing useful solutions is of particular importance in the success of educational systems and can help managers make right decisions to increase the efficiency of the educational system and better student performance. The purpose of this paper is to identify effective indicators on academic performance, predict students' academic status using data mining techniques, and finally present a new trend for modifying unit selection and educational strategies to increase the efficiency of the education system. Methods: Steps of this research are determined according to CRISP model. In current research, databases containing 9 datasets of specialized courses in industrial engineering were used. The students had bachelor degrees. Indicators affecting students’ performance have been identified based on previous research and expert opinions. Demographic data and academic records of undergraduate students were entered in database. After data preprocessing, 13 attributes were selected and different models were proposed to predict student's academic status in the next semester. Then, a comparison between the results of 4 different algorithms has been done. Findings: All 13 attributes were identified to be effective according to information gain and gain ratio. These 13 attributes are as follow: GPA, total passed units, number of conditional terms, type of admission, marital status, gender, university admission year, living place, age, current semester, prerequisite course score, instructor of the course, repetition of the course. Among the 4 considered models, the Logit Boost algorithm is known as the best model for categorizing two class and multi-class according to the accuracy rate and ROC. Conclusion: Because of acceptable performance of data mining algorithms, the use of these algorithms in predicting student performance is appropriate and the proposed model can be used as a support tool for decision making in educational systems. According to the obtained results and the opinion of academic experts, the unit selection process was redesigned. The proposed model can be used as a decision support tool in educational systems. The presented process uses the available data in educational systems and data mining science, provides useful knowledge to decision-makers to make the right and appropriate decision. Decision makers can make appropriate decisions by examining the predictions made by the data mining algorithm and obtaining useful information, in order to make the educational system more efficient.

Background and Objectives: Educating creative people is one of the important goals of educational systems. Undoubtedly, using educational models appropriate to educational content provides a suitable platform for achieving this goal. Innovative and 5 E patterns lead to increasing student creativity. In the innovation model, the student tries to look at the problem with a new perspective and turn it into a familiar problem by analogy and simile. In the 5E inclusive model, the student discovers relationships, solutions, and concepts through participation in a variety of activities. The aim of the present study was to investigate the effect of educational interventions based on innovation and 5E patterns on the academic performance of 9th grade students’ geometry. Methods: The research method was quasi-experimental in which pre-test, post-test design with control group was used. From the statistical population of 9th grade female students of Tehran public highschools, 3 classes, each with 30 students, were selected by convenience sampling method. Then two classes were randomly selected as the experimental groups of innovation and 5E and one class as the control group. Data collection instruments included researcher-made performance tests tailored to innovation models and 5E, while the reliability and validity of these tests were assessed only for group 5E and the results were generalized for innovation groups and 5E. In order to collect the data, at the first phase, performance pre-tests based on the basic geometric concepts were administrated for innovation, 5E and control groups. Then, the content based on innovation and 5E patterns and the traditional method for innovation, 5E and control groups were implemented by the researcher in 8 sessions for 60 minutes in five consecutive weeks. Finally, the researcher-made post-test based on the geometric concepts was run for innovation, 5E and control groups. To analyze the data descriptive statistics (including mean and standard deviation) and inferential statistics containing Kolmogorov-Smirnov (to check the normality of the data) and the ANOVA were used by SPSS statistical software. Findings: The results of the research in the descriptive statistics section showed that the mean differences between the pretests of the performance tests of the innovation groups (2. 73) and 5E (3. 16) compared to the control group (0. 42) were significant. Also in the inferential statistics section, the results of the ANOVA for pretests of the innovation, 5E and control groups indicated that the academic level of the students of innovation, 5E and control groups was the same (0. 05 <0. 963). The results of ANOVA for posttests of innovation, 5E, and control groups showed that 5E and innovation had a positive effect on the performance of 9th grade students in geometry (0. 00 <0. 05). Conclusion: The use of innovation models and 5E led to students’ performance, so the educational system should emphasize the use of the methods that aim to increase interaction and cooperation among students. Therefore, it is suggested that the necessary training should be introduced in the curriculum of teacher training in order to get acquainted with and apply active teaching methods such as the ones used in this study. Also, the content of textbooks should be organized based on active teaching methods, so that these methods can be taught and implemented in teaching materials. This research has been accompanied by limitations that may affect the generalizability of the research findings, as was not possible for the researcher to control disturbing variables such as intelligence and gender, and these variables may have had some effects on the results. Also, due to time and space constraints and the issue of necessary permissions, this study was conducted only among 9th grade female students. Naturally, increasing the sample will lead to more accurate results.

Background and Objectives: Research findings about the application of information and communication technologies in classroom has shown that despite the efforts done and the large amount of costs spent for empowering teachers' computer skills, these activities have not been able to create desired changes in the role and activity of teachers in schools. Therefore, the purpose of the present study was to study the phenomenological process of Iranian teachers' ICT competence in order to present a native model. Methods: This was a qualitative phenomenological research, because the lived experiences of teachers in achieving technological competence in the classroom have been used to explore the objectives of the study. The statistical population of this qualitative study were all teachers in Urmia City. 22 teachers (13 females and 9 males) were selected by non-random purposeful sampling method with considering the desired characteristics and theoretical saturation based-rule. Participants who engaged in 17 different schools including public, board of trustees, gifted, nonprofit, and rural schools, were selected. The data collection instrument was a semi-structured interview. Voice recording and note-taking (with emphasis on voice recording), as two techniques for data gathering were also used. George's (1970) four-step coding approach was used to analyze the data. The coding process was performed in MAXQDA10 software. Findings: The findings of the qualitative analysis indicated that the process of teachers’ gaining ICTcompetence can be organized into five components, including: 1) motivation/ tendency/ interest in teachers including the following sub-components: changing teachers’ salary, changing teachers’ position, creating sense of need, classification of teachers based on their prior knowledge, paying attention to the timing of the courses, changing the viewpoint to the teaching profession, and choosing the right professor; 2) planning, including the following sub-components: teachers’ rating (need analysis), determining curriculum (educational topics), choosing the right professor, locating the right place, and determining the right time; 3) beginning of the learning process including the following components: hardware training, software training, problem-solving training, information literacy training, facilitating access to educational resources, and Supporting; 4) implementation of the learning process including the following sub-components: in-service preparation courses, in-service training courses, specialized school courses, and out-of-school courses; and 5) institutionalization of technology competence including the following sub-components: Problem-solving training, formalizing collaboration between teachers, and formalizing follow-up courses for teaching and learning. Conclusion: This model is presented by looking at the needs of teachers, the conditions and organizational structure of the educational system, the facilities of schools, the status of courses, the cooperation between teachers, and so on. In this model, all the influential factors in the process of acquiring information and technology competence by teachers have been included and based on the content of the interviews, each of them has been considered in the relevant step. Although these components or steps should be organized in hierarchical or step-by-step structure, in many places it is possible to go back and start from the previous step. It is hoped that this model will be a step toward developing an appropriate model in the field of staff technology competence for the educational organization and other organizations.

Background and Objectives: Problem solving is one of the important ideas in mathematics instruction. According to the National Curriculum Document, the ability to solve math problems and apply it to real problems should be one of the most important skills of high-school students. However, the evidence shows the lack of attention to the Problem solving and its applications in Iranian mathematics instruction. The evidence for this claim is the poor results achieved by Iranian students in international exams. One reason is relying on inefficient teaching methods and neglecting to design learning environments based on modern technologies, and creating learning environments based on the findings of learning sciences and the learner-centered approach. One of the technology-based environments that broadly supports learning interactions is Computer Supported Collaborative Learning (CSCL). CSCL is the new usage of computers in education to facilitate collaborative learning through computers and explores how computers can help learners in small groups in learning communities. In addition, the use of math software is another important element of enriched environments in math instruction that enhances students' ability to deeply understand various concepts and their aspects in life. In particular, dynamic mathematical software strengthens multiple representations, makes diversity in learning methods and causes learning to be faster and deeper. In previous studies, no research has been done to investigate the effect of combining two factors of collaborative learning and dynamic mathematical software, especially in online learning, so the aim of this study was to investigate the effect of designing a computer-based collaborative learning environment and the dynamic math software on problem solving skills. MethodS: This study was performed by a pre-test and post-test experimental design. The statistical population was all 10th grade male students in Nazarabad City of Alborz province in the academic year 2017-2018. The statistical sample was selected by multistage cluster sampling (n = 96) and the participants were randomly assigned to three groups. The instructional design model for all three groups was Jonasson's model of constructivist and problem-based learning environments. In the control group, the participants learned by conventional method following the mentioned model; the experimental group 1 used the model through individual learning using dynamic mathematics software; and in the experimental group 2, the model was integrated with CSCL using dynamic mathematics software. The research instrument was a research-made test of mathematical problemsolving skill. ANOVA was used to analyze the data. Findings: The results confirmed that, although learning in CSCL environment (M=16. 33) and individual learning using dynamic mathematics software (M=14. 2) are both effective in enhancing students' math problem solving skills, the effect of CSCL was more than the individualized learning method (p <0. 05). The present study also emphasized the appropriate instructional design of the learning environment with adherence to the principles of the theoretical framework adopted, as in the present study for all groups Jonasson's model of constructivist and problem-based learning was used to design the environment. Conclusion: According to the results, CSCL design and dynamic mathematics software can be used to increase the mathematical problem solving skills.

Background and Objectives: The rapid growth of science and technology and the subsequent emergence of e-learning have revolutionized education. Also in this period, becoming aware of how the brain functions during the learning process has had important effects on training and learning. Educators are looking for ways for the most advantageous usage of technology-based facilities and new findings in educational neuroscience to obtain the optimal learning, especially in difficult subject matters such as computer programming courses, which are associated with the problem-solving process. The aim of this study was to investigate the effect of electronic courseware designed based on brain-based learning principles on problem-solving performance and motivation of the students in computer programming courses. Methods: This research is a quasi-experimental study, and was conducted with a pretest-posttest control group design. In this study, cluster sampling method was used and thus 60 female students of the eleventh grade of computer fields of vocational schools in Isfahan were selected to participate in the study. Participants were randomly divided into 3 groups of 20 (experimental, control 1 and control 2). A literature review was conducted to identify the brain-based learning strategies. Based on the lesson objectives and the strategies derived from the principles of brain based learning, an electronic courseware was designed and developed by the researcher and an expert team. The validity of this courseware was confirmed by specialists of the filed. The intrinsic and extrinsic motivation subscales of Pintrich et al. 's questionnaire as well as a teacher-made computer programming problem-solving test were used as data collection instruments, that were used as a pre-test and post-test, before and after the training, in all 3 groups. The same content from the computer programming course was taught in all three groups. In the experimental group, in addition to the conventional method, an electronic courseware based on brain based learning strategies was used. In the first control group, in addition to conventional method, a non-brain based electronic courseware was used. The second control group was trained only in the conventional method. Findings: The research data were analyzed using univariate analysis of covariane on problem-solving performance test scores and multivariate analysis of covariance on intrinsic and extrinsic motivation scores. The results of the study showed that the problem solving performance of experimental group was significantly better than the control 1 and control 2 groups (p <0. 05) in computer programming courses. Also, the extrinsic motivation of the experimental group was significantly higher (p <0. 05) than the first control group. Based on these findings, the use of non-brain based courseware significantly (p <0. 05) reduced the extrinsic motivation of control group 2 students compared to control group 1. Conclusion: The use of electronic courseware designed and developed based on brain-based learning principles has a significant impact on increasing students’ computer problem solving performance. Also, the application of brain based learning principles in designing and developing the electronic courseware makes more external motivation in the users of this courseware than the users of typical courseware while learning.

Background and Objectives: Oral presentation is a key competence for success in diverse work environments that academics need. It is recommended as part of a higher education curriculum. The role of technology in improving oral presentation skills and especially facilitating feedback, is significant. In particular, the combination of serious game and virtual reality is a new area of research that is a modern alternative to traditional skills training. The interactive digital environment, real-time feedback, the realism of the learning scenario, the direct experience, and the persistence of the knowledge gained are some of the virtual reality opportunities for skills training. It should not be overlooked that insufficient budget, negative attitudes of users about their physical and psychological conditions after experiencing virtual reality, and poor technological design of virtual reality environments are also among the limitations of this technology. However, recent meta-analyses confirm the influence of virtual reality in learning environments. Accordingly, the purpose of this study was to measure the impact of virtual reality on a serious game for improving oral presentation skills. Methods: We designed and developed an SG and conducted a quasi-experimental study with a post-test on 32 graduate students. The research question we sought to answer was “ to what extent can VR impact the effectiveness of SGs in oral presentation training? ” The authors also analyzed the cost-effectiveness of incorporating VR elements. The game focused on three key skills: eye contact, walking around while presenting, and time management. The experimental group played the game with the HTC Vive VR system and the control group played the same game with an HD display, a keyboard, and a mouse. In addition to that, we collected in-game data while players were playing the game. Mann-Whitney U test and Student's t-test were used to compare the two groups. Findings: Results revealed that VR elements did not have a significant impact on the demonstration of the players' eye contact skills but they increased players' tendency to walk around the virtual environment. Analysis of players’ performance regarding time management skills showed no significant difference between the two groups. Conclusion: It is concluded that even though playing the serious game with an HD display, a keyboard, and a mouse can be effective, turning the game into a VR experience would result in further improvement in the demonstration of some of the presentation key skills (walking around while presenting). However, creating a VR experience requires developers to spend more time and resources into developing the game. According to researchers, creating a VR SG for improving oral presentation skills allows for training to be done in the context where it occurs within. Moreover, the VR SG can be effectively used to overcome public presentation nerves. Also, due to the challenging economic situations outside the university and the need to benefit from communication skills and oral presentation, a serious game based on virtual reality can improve the indicators of oral presentation. Achieving this requires higher education attention to interactive technologies such as virtual reality.

Nowadays, teaching basic sciences is of special importance, and this issue requires teachers to be taught new instructional methods that make them learn these subjects better. Numerous studies have shown that increasing scientific reasoning leads to success in learning content knowledge. Therefore, instead of considering several physics training courses to learn content knowledge, special teaching methods such as reasoning can be created in students so that they can learn more spontaneously and keep pace with the development of science and technology. The relationship between teaching methods and the development of scientific reasoning has been extensively studied and it has been shown that active teaching methods enhance the abilities of scientific reasoning. Group discussion teaching is one of the methods of inclusive education that uses this method; that is learners actively participate in discussions and they are given the opportunity to share their opinions and experiences with others. This article examines the effect of discourse-based education through group discussions on students' ability to reason scientifically in physics. Methods: This research is a quasi-experimental pre-test-post-test study with a control group. The statistical population is all 10th grade female students of the second year of high-schools in Isfahan in the 2017-2018 academic years. The sample of this research was selected by multistage cluster sampling method. A researcher-made test with reliability of. 76 was used to assess students' ability to reason scientifically in physics. Using the opinion of experienced professors in the field of physics education the content validyt of the scale was verified. Each question was designed as four options and students were asked to write their reason in a descriptive way to select the desired option to further examine their type of argument. To score, Miyazaki (2000) model was used, which includes four different levels of reasoning in mathematics. In this study, the total score of each student is considered as the level of her physical reasoning ability. Since the answers to the questions were asked descriptively, to reduce the effect of teachers’ judgment, Cronbach's alpha for interrater reliability was used and found to be. 82. Findings: In the descriptive statistics section, the studied variables were analyzed using statistical index tables, mean and standard deviation, and in the inferential statistics section, the research hypotheses were analyzed using analysis of covariance and Pearson correlation coefficient. The results showed that the ability of physical reasoning and inferential reasoning of students in the experimental group were higher than the control group, but teaching through group discussions did not change the level of inductive reasoning of students. Conclusion: According to the findings, there is a significant and inverse relationship between the ability of both deductive reasoning and inductive reasoning in both experimental and control groups, meaning that by increasing the ability of inductive reasoning, students use less inductive reasoning to answer questions. Therefore, teaching through group discussion has been able to have a positive effect on students' reasoning ability in answering physics questions.

Background and Objectives: Metacognition as an individual's knowledge about how to learn. This should be considred in agricultural higher education centers because the familiarity with metacognitive topics and its role in the process of teaching learning is an attempt on the part of the educators to take an effective step to play an influential role in the effectiveness of the country's agricultural higher education system. The education that is based on metacognition leads to lifelong learning in the learners in a way that cultivating such a trait in agricultural students leads to curiosity, responsibility, and the flourishing of creativity. In fact, by using the right methods of learning and studying (metacognition), agricultural learners and students can learn the material that is related to their field of study better and more easily. Methods: The present applied research was a kind of descriptive survey method. The statistical population of the study were the faculty members of agriculture at Shahid Chamran University (N = 82) and the faculty members of Khuzestan University of Agricultural Sciences and Natural Resources (N = 85) from whom the data were collected. The research instrument was a researcher-made questionnaire. In the first stage of its design, based on consultation with the research team and based on the theoretical foundations, the most important components of higher education and agriculture were identified. After determining these components, the criteria for each component were identified based on the theoretical foundations. The indicators were identified during three Delphi stages through conducting interviews with 15 metacognitive experts. The method of selecting experts was in the form of snowballs. In the first stage, based on a review of the theoretical foundations and the viewpoints of the experts (in the form of open-ended questions and interviews), the indicators were identified for the main components related to metacognition. In the second stage of Delphi, a new questionnaire was prepared. After collecting the second stage questionnaires and analyzing the answers, the items with an average of 3. 33 and above were confirmed. The approved items were used to design the third stage questionnaire and to indicate the agreement or the disagreement of the experts. After data analysis, indicators that were agreed upon by 66% and above were finally approved. Findings: The results showed that the agricultural higher education system of Khuzestan Province is in an unsuitable level in terms of all components of metacognition except educational planning and educational environment. Examination of the current situation of agricultural higher education based on the identified indicators showed that in the components of the curiculum, education management and inservice training courses, planning, evaluation, educational environment and teaching based on the amount of one-sample ttest, there is a significant difference between the real value and the assumed value. The course has two criteria of participation and justification that the value of the t-test showed that there is a significant difference between the two real and assumed values. The component of education management and inservice training courses has two criteria of empowerment and justification and the t-test shows a significant difference between the real and the assumed values. The evaluation component has two criteria of participation and performance and the value of the t-test showed that there is a significant difference between the two real and assumed values. The component of the educational environment also has two criteria of motivation and facilitation-interaction in a way that the value of the t-test in all these three criteria shows a significant difference between the amounts of the two real and assumed values. The teaching component has three criteria, namely before teaching, during teaching, and after teaching. The value of the t-test shows a significant difference between the two real and the assumed values. The results of the F-test show that there is a significant difference at the level of 0. 001 between the academic rank of the respondents at the level of 0. 005 and between the field of study of the faculty members in terms of performing the tasks that are related to metacognition. Conclusion. The current situation in the components of the curriculum, education management and inservice training courses, educational evaluation, instructor or teaching duties, educational planning and learning environment is not at an appropriate level. This means that various indicators of metacognition are not properly observed in these components. Given the importance of these components in agricultural higher education to achieve its macro goals and vision, the system should be reviewed and revised based on the indicators that are of significance and priority. It is necessary for the policymakers and planners of agricultural higher education to consider the indicators related to the main components of the system which have been identified in this research in planning and designing the educational programs. The policymakers and planners are advised to change the educational system in a way that the dominant atmosphere in the classrooms would be participatory and cooperative and the content of the books be adjusted in such a way that critical thinking as a strategy of deep learning can be facilitated.

Background and Objectives: Learning analytics is a new and promising field of study in education that seeks to capture, analyze and report data about learners and their learning environment for the purpose of optimizing learning and its environment. Data and analytics are the two main keywords for learning analytics, where data is the feeder of analytics to provide evidence-based insights about teaching and learning. Although learning analytics has been of interest to many scholars during the last decade, little research has been done to provide a comprehensive framework of learning analytics. This study aimed at identifying learning analytics components in education to provide a conceptual framework for optimizing learning. Methods: This is a qualitative study in which the design of the study is content analysis. The thematic analysis which is the research method suggested by Braun and Clarke was used in the following six steps: (1) familiarizing with collected data, (2) generating the initial codes, (3) searching for the themes and components, (4) reviewing the potential themes and components, (5) defining and naming the themes and components, and (6) reporting the results. In this study, 14 experts in the field of learning analytics were interviewed. Purposeful sampling method was used to select the participants. Moreover, the strategy for selecting these experts was based on the relationship between their theoretical and research activities. The reason why 14 experts were interviewed is the theoretical saturation which means data collection process continues until no new data is collected. That is to say that the theoretical saturation method was used to determine the sample size. To collect data, unstructured interview was performed. Data analysis was performed in three stages including open coding (line by line coding), axial coding (combining codes and developing a category of more general concepts) and selective coding the process of choosing one category to be the core category, and relating all other categories to this category). MAXQDA software version 2018 was used to run data analysis. The validity of the findings was assessed by the content validity index (CVI) and the reliability of the findings was determined based on Cohen’ s Kappa coefficient. Findings: The results showed that learning analytics is comprised of seven main components, including environment (background, culture, communication), objectives (optimization, learning, recognition, awareness of the process of learning, feedback, self-regulation, personalization, motivation, supervision, and assessment), stakeholders (learners, teachers, learning designers, administrators, and parents), data )meta-data, meaningful data, academic background data, academic data, performance data, interaction data, and psychological data), levels of analytics (descriptive, diagnostic, predictive, and prescriptive), process (collection, analysis, report, and interpretation), and technique (analysis of social networks, clustering, categorization, prediction, regression, decision tree, factor analysis, discovery of association rules, discovering sequential patterns, and descriptive analysis), which altogether provide the conceptual framework of the learning analytics components in teaching for optimization of learning. Conclusion: Based on the findings of the study, the users of learning analytics in education can be recommended to consider these seven components when they are using them to optimize learning. Based on the findings, recommendations for future research and practical activities are made.

Background and Objectives: One of the most important principles in educational organizations and institutions is human capital and talent management can help its promotion. The main purpose of this study is to present the talent management model of high-school principals in Shiraz. Methods: The present study is applied in terms of purpose. This research is a descriptive survey in terms of data collection method. The instrument used in this study was a 39-item researcher-made questionnaire. In the primary study it was revealed that there were several tools and questionnaires in the field of talent management that can examine only the three dimensions of attracting, retaining and promoting talent management. Therefore, in order to use more accurate instruments, a researcher-made questionnaire was developed. The researcher-made questionnaire was verified by the heuristic factor analysis test and its construct validity was confirmed. In order to compile the questionnaire, first by studying the existing empirical background and some resources related to talent management, the main components affecting talent management were identified and counted. In this research, exploratory factor analysis has been used to select the number of factors and special values. Eigenvalue is the amount of variance of all tests extracted by factors. According to this criterion, the minimum eigenvalue for factor selection is greater than one. The results of KMO and Bartlett tests were very suitable for factor analysis of the research data, as the value of KMO index was 0. 768 and the level of significance of this test was 0. 000. Therefore, it can be said that the data have an acceptable appropriateness for the factor analysis test. Finally, the reliability of the questionnaire was confirmed by Cronbach's alpha method and the total alpha was 0. 899, confirming the high reliability of the questionnaire. The statistical population of this study includes all principals of secondary schools in Shiraz, that included a total of 188 schools in four educational districts of Shiraz. They were selected by the principals of these schools. Findings: Structural equation test showed the order of path coefficient value from the highest to the lowest as following: (1) talent evaluation and discovery component; (2) the talent acquisition component, (3) talent retention component, (4) the talent promotion, and finally, (5) the development and training component. The results of Friedman rank test show that according to the degree of freedom (4) and Chisquare (856. 139) and the level of significance (0. 000), the five studied components have different means. The highest average is related to the talent absorption component (mean= 5) in the first rank; in the second rank there is the development and education component (mean= 3. 84); talent retention is in the third rank (mean= 2. 41); the fourth rank is talent promotion (mean= 2. 08), and in the fifth and final rank there is talent assessment and discovery (mean= 1. 67). Conclusion: The results of the research showed that several components such as development and education, evaluation and discovery of talent, and talent promotion affect the talent management of principals in schools. It is necessary to apply the talent management model in a practical way in order to promote human capital in education.

Background and Objectives: Mathematics is one major subject matter in the curriculum of all majors. One of the concerns of educators and math teachers is that middle school mathematics students have many problems when they are faced with algebraic topics. In Iran, all students need to study algebra and teachers must help them build a deep and lasting understanding and skills for high-school math. Hence, an important goal for teachers is to be aware of the mistakes in order to help students to understand concepts and procedures correctly. However, unfortunately, some teachers do not have enough knowledge to identify and correct the existing mistakes and their origin. Therefore, recognizing mistakes and their origins and informing teachers about these mistakes may help students succeed in learning algebra. Thus, the purpose of this research was to investigate the students' mistakes in simplifying the algebraic expressions and finding the origin of making such mistakes from the mathematics teachers’ viewpoint. Methods: This research is an applied research and due to its purpose it is considered to be a qualitative research. The research sample included 14 math teachers of the middle school of Kerman Province with teaching experience between 12 to 29 years who were selected by the purposeful sampling method, as teachers who had experience in teaching algebra in middle schools had to be selected. To collect the data, first a test about simplifying algebraic expressions for eighth-grade students and extracting erroneous cases was designed through a semi-structured interview with math teachers. The qualitative content analysis method was used for data analysis. Findings: The findings of this research showed that from the viewpoint of math teachers, 22 types of mistakes were made by students of middle school when simplifying algebraic expressions including exponentiation, positive and negative sign, addition, subtraction, multiplication of integers, conjoining, a variable related operating, use of brackets, similar terms, and the order of operations. The findings also showed that teachers believe that the causes of students' mistakes in simplifying algebraic expressions are as follows: lack of understanding, misunderstanding or incomplete understanding of concepts such as variables, exponent, brackets, and similar terms; ignoring of algebraic symbols; students' self-made rules in dealing with exponent and brackets; interference of previously learned algebraic concepts with current learning and vice versa; and incorrect calculation of addition, subtraction, and multiplication of integers. Conclusion: Today, students are no longer isolated in a desert where math teachers are the basis of knowledge, but rather floating in an ocean of information. However, teachers are still needed to help them understand algebra in a meaningful way. In algebra, the concepts are formed hierarchically and the learning of each concept depends on the students' understanding of the prerequisite concepts. Therefore, if teachers who teach algebra are fully aware of the reasons for students' mistakes, they attempt to make the prerequisite concepts understandable to the students correctly, and without any misunderstandings and errors. This helps students to make fewer mistakes in solving algebraic problems, increase their self-confidence, and ultimately, perform better.

Background and Objectives: The important status of education in human life is undeniable. In this regard, academic career is one of the most important aspects of people’ s life that has a great impact on other aspects of one’ s life. As a result, the academic achievement of students has always been the main concern of families and, at the same time, the education system. Therefore, identifying the factors that may reduce students’ academic failure and improve and increase their academic achievement is always of great importance. Based on the aforementioned issues, the main purpose of this research is studying personal and individual factors, features of learning and knowledge, skill features and personality traits related to teachers ' qualifications in the academic achievement of the third grade high-school students, based on data collected from the national entrance exams in order to determine the teachers' share in this regard from the perspective of students, teachers, and principals. Moreover, based on the findings of this study, the study aims at providing guidelines for teacher training at Farhangian University as well as empowering the teachers at the high schools. Methods: The research method was descriptive and causal-comparative. The statistical population of this study included the provinces with the highest and lowest academic achievement. In this study, sampling of students, teachers and school principals was done based on multistage cluster sampling. Descriptive statistics, t-test and analysis of variance were used for data analysis. The research instrument was a researcher-made questionnaire to determine the teachers' contribution to students' academic achievement. Findings: The results showed that for the provinces with high academic achievement, the mean scores obtained for individual and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect were 57. 34, 27. 72, 43. 10 and 40. 79, respectively. The mean scores obtained for the provinces with low academic achievement were 32. 33, 14. 97, 23. 57, and 20. 86 for the aspects of personal and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect, respectively. The results of the multivariate analysis of variance showed that there is a significant difference between the provinces with high and low academic achievement in terms of the personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of the teachers. Due to the adjusted means, the teachers in the provinces with high academic achievement scored higher in these aspects. Therefore, there was a significant difference between the provinces with high and low academic achievement in terms of personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of teachers (p = 0. 001). Conclusion: Individual characteristics and the aspects of knowledge, skill and personality of teachers have a sensible effect on improving the academic achievement of the third-year high-school students. Determining the qualifications required for the teachers can function as the guideline for identifying the direction and the strategy of the teacher training and in-service teacher training programs. According to the research findings, it is recommended to the policy makers of education and teacher training arenas to pay special attention to the impact of personal, scientific, skill and personality qualifications of teachers and increase their share in the programs that are developed for teachers’ professional improvement while revising teacher training and the in-service training programs. The limitations of the study may have had an influence on the generalizability of its findings since it was not possible for the researchers to control intervening variables such as intelligence and gender. Also, due to time and place limitations and obtaining the necessary approvals, this study was conducted only among the third-year high-school students in provinces with high academic achievement, such as South Khorasan, Mazandaran, Yazd, Tehran, and Isfahan and some provinces which have the lowest academic achievement, including the provinces of Bushehr, Hormozgan, Khuzestan, Lorestan and Sistan and Baluchestan. Obviously, increasing the sample population will certainly lead to more accurate results.

Background and Objectives: In handicraft literature, the art of handmade carpets is about what is woven and threaded by hand. Two thousand years of Iranian culture and civilization and all the technical achievements of Iranians in the field of handicrafts are summarized in weaving carpets, as much as that the structure of Iranian architecture can be known to be similar to the Persian carpet. Considering the value and importance of handmade carpets and its training in Iran, the purpose of this research was to identify and prioritize the effective factors in welcoming the short courses of weaving carpet in the Municipality's cultural centers of Tehran. Methods: Research method in this research is applied in terms of purpose and in term of nature is a descriptive survey. The statistical population in this research includes all those who welcome the art of carpet weaving, so the statistical population of this research includes all the comprehensive and carpentry specialists in the municipality's cultural centers of Tehran. The sample was selected based on cluster sampling. In this method, a sample of carpentry specialists were considered in 10 cultural centers of Tehran Municipality. The total number was 126, and the number of carpet specialists was 10. As a result, the statistical sample of the current research was 136 people. To measure the variables in this research, a researcher-made questionnaire was developed for identifying the effective factors in welcoming short courses of carpet training. Smart PLS software was used to implement the structural model of the research. Findings: The results showed that all factors are effective in welcoming short-term carpet weaving training courses in cultural centers of Tehran Municipality. Conclusion: In this research, seven factors were considered to identify what affects learners’ acclaiming of carpet weaving training in the studied cultural centers. These seven factors are advertising, income, aesthetics, originality of Iranian carpets, interest, cultural needs and educational atmosphere. Considering the existence of this field in cultural centers of different regions of Tehran and recognizing the priorities of learners with different social and cultural origins and the activity of various cultural centers in Greater Tehran, it was found that the four main factors (advertising, income, educational space and interest) were most effective in people’ s welcoming short-term carpet weaving training courses. The most important and influential factor in welcoming short courses in carpet weaving in the municipality's cultural centers are interest and the least influential factor is advertising.

Background and Objectives: The main aim of architectural schools is to train professional architectures who can design and organize the living spaces for people; however, unfortunately these days most of them have not reached this goal. The most important reason of this issue is that the topics in the architectural schools do not correspond with the needs of professional workplaces. So it is important for the architectural schools to train professional architects who have enough abilities to start working, design and build real places. The 5 courses of architectural design studio are very important in learning system of Iranian architectural universities. As a result, it is important to analyse different teaching methods and their effects on each of these courses. In the first part of this article, the course programs of architectural design 4 have been analysed. The topics, goals and the steps of each method is explained; and in the following the effect of inductive teaching method has been analysed at Khayyam University of Mashhad as the case study of the research. The hypotheses of the research explore that the inductive teaching method let the students design more creative and rational projects, and fulfil the needs of the projects that have suitable and correct relations with the spaces. Methods: The case study is Khayam university of Mashhad because one of the researchers of this research has been teaching in this university for many years. The research method is descriptive and analytical and survey. Data were gathered by a questionnaire, observation and documental studies. The validity of the questionnaire was verified by content validity method and the reliability of the information was controlled by triangular method. The gathered information was analysed with content analysis, SPSS software, and graphical and deductive analysis. Findings: The results show that inductive teaching system let the students design more rational projects, which fulfil the needs of the projects that have correct relations among the spaces. These projects will be more executive and reach the architectural training goals in the school’ s topics; define a better relation between the standards of the project and creative concepts and ideas; and will have better space quality that correspond with the topic of the design. However, this method of teaching design process restricted the student’ s creativity. Conclusion: By changing the teaching methods of architectural schools, the design process and the results of the final projects would change. There is a meaningful relationship between the independent and dependent variable of the study, as the correlation coefficient between the method of teaching designing process and the final result is satisfactory. According to the results of field studies and the research background it can be claimed that there is a relation between the teaching method of design process and the results. Each teaching method, according to its goals and topics, can be successful in designing a good architectural project that fits the needs and functional conditions. In future, examination of the ways to alleviate the problems of this instructional approach that led to limiting students’ creativity are recommended.