Investigation of affecting three teaching methods of virtual laboratory, real laboratory and the conventional method on motivation
Haniye
Mastour
گروه آموزش پزشکی، دانشکده پزشکی، دانشگاه علوم پزشکی مشهد، مشهد، ایران
author
Mohammad Reza
Nili
Associate professor's Allameh Tabatabai University
author
Maryam
Moghadasin
PhD of measurement and assessment
author
text
article
2017
per
Abstract: The present research aim is to investigate the effect of holding the virtual laboratory, real laboratory, and education by the conventional method (lecture) on students' motivation in physics and laboratory lessons. The research sample has been selected among girl students of mathematics and physics branch in the third year of high school curriculum choice and syllabus of the electricity has been considered. The considered sample was selected through the random sampling and consisted of 45 persons that were investigated in the form of three groups. The present research design is of quasi-experimental type. The instrument of data collection has been SMQ4 questionnaire. The obtained results of analysis showed that there is a significant difference among three groups in components of motivation and average of most components of motivation is more in the group of virtual laboratory than two groups of the real laboratory and education by the traditional method. Keywords: motivation, virtual laboratory, real laboratory, the computerized simulation
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
1
16
https://jti.atu.ac.ir/article_10686_77320028f452c0bbfd8186161ff6614c.pdf
dx.doi.org/10.22054/jti.2020.3214.1068
The impact of educational multimedia on self-directed learning of educable mentally retarded students
esmaeil
aslani
allameh
author
esmaeil
zavaraki
دانشیار گروه تکنولوژی آموزشی، دانشگاه علامه طباطبائی، تهران، ایران
author
text
article
2017
per
The present study aimed to investigate the effect of educational multimedia on the educable mentally retarded student’s growth of self-directed learning skills in first grade of high school in Tehran, has been done. The target population includes all educable mentally retarded students of first grade in high school in Tehran. With using multi-stage cluster sampling method, 12 students were selected and randomly were replaced in experimental and control group. Data, questionnaires, was Fisher and colleague’s self-directed learning Scale. After the pre-test on both groups, the independent variable (education by multimedia) were administered in six sessions on the experimental group and the control group were well away from the independent variable. After completing the education with multimedia, post-test was conducted in both of groups. The results showed that the experimental group in the component willingness to learn and management was significant progress compared to the control group, respectively. But in self-control components, there was no significant difference between control and experimental groups.
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
17
38
https://jti.atu.ac.ir/article_10687_e36b5d84b1d0256a058d19ac022d6ef0.pdf
dx.doi.org/10.22054/jti.2020.11385.1143
The role of puppet based Training on the reduction of health problems, relational and verbal reaction and hyperactivity of aggressive children
faramarz
malekian
department of educational technology.islamic azad university kermanshah branch
author
Mojgan
khazai
Department of Educational Thecnology, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran
author
text
article
2017
per
This study examined the role of puppet based show training on the reduction of relational health problems, reactional and verbal response problems and hyperactivity of aggressive children. In a Quasi experimental pretest-posttest design 12 boys5 to 6 years old who were referred to education counseling center of Kermanshah participated in the study. Their scores in Shahim Questionnaire (1985) were one standard deviation above the mean. They were randomly assigned to two groups, respectively. The experimental group received puppet show based education (independent variable) for 8 sessions and the control group received no intervention. To investigate the effect of the intervention both groups were tested. The data were analyzed using repeated measure co-variance. The results showed that puppet show based training reduced the signs of physical aggression, relational and verbal-hyperactive response – of children in experimental group. Thus, the results obtained can have the implication in educational practices which has been discussed.
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
39
57
https://jti.atu.ac.ir/article_10688_6c4ce944fba1db6276cbe7488ee27180.pdf
dx.doi.org/10.22054/jti.2020.22323.1213
Studying Outlines as an Expository Texts Enhancement Technique and the Mediating Role of Visual/Verbal Intelligences
Sholeh
Moradi
Department of Foreign Languages, Shahid Bahonar University, Kerman, Iran
author
Shima
Ghahari
Department of Foreign Languages, Shahid Bahonar University, Kerman, Iran
author
zahra
khazaei
استادیار رشته ادبیات انگلیسی ، دانشگاه شهید باهنر کرمان، کرمان، ایران
author
text
article
2017
per
The present study sought to find if reading comprehension can be enhanced through the employment of cognitive organizers in comparison to text-only condition. It further investigated whether visual and verbal intelligences can predict learners’ performance on different types of input modes. A total of 71 English as foreign language undergraduates (both male and female) at two state-run universities in Iran took part in the present research. Three sets of instruments were employed: (1) an actual TOEFL (ETS, 2004), (2) cognitive organizers package (Katayama & Robinson, 2000), and (3) the multiple intelligence inventory (Mckenzie, 1999). Each participating intact class was randomly divided into two groups of text-only (receiving a text twice) and cognitive organizers (receiving the outline of the text). The results showed that (a) outlines (input type) significantly enhanced reading comprehension in comparison to text-only condition, (b) visual intelligence was the significant predicator of outline group’s performance, and (c) verbal intelligence predicted neither of text-only and outline groups’ performance.
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
59
77
https://jti.atu.ac.ir/article_10689_77a0d21cb345fd7f11dc61f7f2c54229.pdf
dx.doi.org/10.22054/jti.2020.35066.1250
the effects of external and internal attention focus in variable practice model of basketball free throwing learning
Mahin
Aghdaei
Shahid Beheshti University, Tehran, Iran
author
Alireza
farsi
Shahid Beheshti University, Tehran, Iran
author
Elahe
Arabollah Firoozjah
Shahid Beheshti University, Tehran, Iran
author
text
article
2017
per
Abstract The purpose of the present study was to investigate the effect of internal and external focus of attention with variable practice model in free throw basketball learning. This study a quasi-experimental. 32 female students of Shahid Beheshti University aged 18 to 24 were chosen. The task was basketball free throw. After teaching the basketball free throw, pre-test with 10 trials was taken and based on that result participants divide into four groups randomly. Eight participants were in each group. The groups include internal attention invariable practice model, external focus in practice variable model, variable practice and constant practice with no attentional strategy. the acquisition phase was 3 sessions per week, each session complete four blocks of 12 trials. In the retention phase and transfer phase the participants perform 10 trials. The result demonstrated that there was no difference between internal focus and external focus with invariable practice of basketball free throw in the acquisition phase. In retention phase, the significant difference between external focus– variable practice group and variable practice group without the instruction of attention was found and variable practice group without attention instruction was better than the others (P = 0.014). There was no significant difference between four training groups in transfer phase. We concluded that the learning of free basketball is more affected by the type of training than the focus of attention and in non-instructional attention conditions, participants learned the motor skills.
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
79
98
https://jti.atu.ac.ir/article_10690_d07818ea9daf6057dd4308123ec3ea47.pdf
dx.doi.org/10.22054/jti.2020.44230.1278
The Impact of Digital Gamification, Instructional Multimedia and Face-to-face Educational Games on Seventh Grade English Learning
NASRIN
MOHAMMADHASANI
Educational technology, psychology and education, Tehran, Iran.
author
Rahim
Aghazadeh
Kharazmi university
author
text
article
2017
per
The present study aimed to compare the effect of three Instructional methods: Instructional multimedia, Gamification (digital form) and (face-to-face) Gamification on learning English vocabulary. The research method was experimental with pre-test and post-test design. In this study, Instructional multimedia was pre-made software Drops, Gamification created by using storyline software and face-to-face educational games with game elements were used in vocabulary for 7 sessions. The statistical population of the study consisted of all 7th grade students in Harris County (Khaje district) of East Azarbaijan province. The statistical sample was selected by convenience sampling method and included 45 individuals who were randomly divided into three groups of 15 each. The research tool was a researcher-made english language test whose validity was confirmed by experts and its reliability by Cronbach's alpha was Obtained(0.81). Analysis of covariance was used for data analysis. The results showed that there was a significant difference between the multimedia groups, Gamification and the face-to-face educational game. This superiority is for the Gamification group and the face-to-face educational game group.
Educational Technologies in Learning
Allameh Tabataba’i University
2476-4256
3
v.
11
no.
2017
79
98
https://jti.atu.ac.ir/article_10691_178aeaf2fb57dee699022fc252cc437f.pdf
dx.doi.org/10.22054/jti.2020.48100.1290