Ata Barzegari; Esmaeil Azimi; Javad Hatami
Abstract
This research aimed to investigate the impact of differentiated video-based learning (VBL) compared to conventional VBL on learning, self-regulation learning (SRL), and satisfaction with the course with an innovative pedagogical approach. Given the critical importance of addressing diverse learner needs ...
Read More
This research aimed to investigate the impact of differentiated video-based learning (VBL) compared to conventional VBL on learning, self-regulation learning (SRL), and satisfaction with the course with an innovative pedagogical approach. Given the critical importance of addressing diverse learner needs and characteristics in online educational environments, particularly in an era increasingly dominated by digital tools, the potential of learning analytics (LA) to meet these challenges merits rigorous investigation. This research employed a quasi-experimental design, utilizing a pre-test-post-test model with control groups. A total of sixty teachers, selected via convenience sampling, were randomly allocated to either the experimental or control groups. Data were gathered using several instruments: an online SRL questionnaire, a bespoke learning assessment, and a course satisfaction survey, and the LA tool. The instructional intervention, comprising a five-session course on the subject of principles of instructional design, was administered with LA support in differentiated form for the experimental group and without for the control group. Both descriptive and inferential statistical methods were used to analyze the data. The results indicated that the experimental group, which engaged in the differentiated VBL approach, showed significantly greater improvements in learning outcomes, SRL, and overall satisfaction compared to the control group, which received conventional VBL. Based on the results, suggestions were discussed.
Fariba Ansarimoghadam; Javad Hatami; Mohammadreza Farrokhnia; Masoumeh Ghalkhani,; Ebrahim Talae
Abstract
The main purpose of this study is to determine the effectiveness of the stop motion technique in improving the scientific reasoning of third grade high school students in the chemistry course with the subject of electroplating. The study sample includes 150 students, all of whom were studying in two ...
Read More
The main purpose of this study is to determine the effectiveness of the stop motion technique in improving the scientific reasoning of third grade high school students in the chemistry course with the subject of electroplating. The study sample includes 150 students, all of whom were studying in two fields of mathematics and experimental studies in the academic year of 2011-2012. The approach of this research is quantitative and the method used is quasi-experimental, of the Salomon four-group design. Also, in terms of purpose, it is among applied researches. The sampling method is cluster. This research was done with two experimental groups and one control group. in experimental group 1; Training using stop motion technique was used in an unstructured way. in experimental group 2; Training was used in a structured way using the stop motion technique. Static model was used in the control group. The sources of data collection in this study to study the breadth and depth of vision are: audio recording, step-by-step notes of the researcher, individual interviews with students.To analyze the research data, statistical methods were used at two descriptive levels (central and dispersion indices) and inferential (t-test and analysis of variance). The results showed that the use of unstructured stop motion technique has a more effective role in improving students' scientific reasoning skills than structured stop motion technique and static model.
Jafar Ahmadigol; Javad Hatami
Abstract
The purpose of this study was to investigate the effect of instructional multimedia by observing the principle of Meyer's pre-training on improving the learning biology of the 10th grade students of high school in Naqadeh city with a quasi-experimental method. The statistical population of the study ...
Read More
The purpose of this study was to investigate the effect of instructional multimedia by observing the principle of Meyer's pre-training on improving the learning biology of the 10th grade students of high school in Naqadeh city with a quasi-experimental method. The statistical population of the study included all male students who selected this lesson in 2015-2016, that 75 students were chosen by cluster sampling method and randomly divided into three groups of 25 students, including experimental groups "A and B" and control group. The data gathering tool was a researcher-made test; the validity of the test was confirmed by the teachers in two sessions and their corrections, and reliability was performed by Cronbach's alpha method, which was 0.73, and the test-retest method with a reliability coefficient of 0.86. At first, the pre-test was performed in three groups. Then, the experimental group "A" with multimedia containing pre-training concepts and the experimental group "B" with multimedia without these concepts were trained in four sessions using a researcher-made multimedia software and the control group received training in a conventional way. At the end of the training, post-test was done for all three groups. The covariance analysis test has been used to test the research hypothesis. Generally, the results of the study indicated that instructional multimedia with respect to the principle of Mayer pre-training improved students learning. Therefore, the results of the present study showed the positive effect of instructional multimedia by observing the principle of Mayer's pre-training in enhancing biology learning of the students.