akbar momeni rad; Hadid ghahramani
Abstract
The purpose of this systematic study was to examine the impact of augmented reality (AR) technology on students’ problem-solving skills and to determine how this technology contributes to improving their ability to solve complex problems. To achieve this goal, an extensive search was conducted ...
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The purpose of this systematic study was to examine the impact of augmented reality (AR) technology on students’ problem-solving skills and to determine how this technology contributes to improving their ability to solve complex problems. To achieve this goal, an extensive search was conducted in reputable scientific databases, including Scopus and Web of Science, and based on rigorous inclusion and exclusion criteria, nine relevant studies were selected and thoroughly analyzed. The results revealed that augmented reality has a positive effect on student learning; specifically, this technology enhances conceptual understanding, strengthens critical thinking, increases learning motivation, and improves problem-solving performance. By creating interactive and engaging learning environments, AR facilitates active and collaborative learning, although challenges such as technical limitations and the need for teacher training were also identified. In light of these findings, the use of augmented reality as an innovative and powerful educational tool can bring about a significant transformation in the learning process and the development of students’ problem-solving skills. Therefore, the implementation of this technology in educational settings is strongly recommended.
Akbar Momeni rad; Maryam Pourjamshidi; Javad Afshar
Abstract
The purpose of this research was to perform a meta-analysis on the studies conducted in the field of the effect of reverse learning on the engagement and academic motivation of learners. Among the conducted researches, 16 studies were included in the analysis. The studies that were used in this research ...
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The purpose of this research was to perform a meta-analysis on the studies conducted in the field of the effect of reverse learning on the engagement and academic motivation of learners. Among the conducted researches, 16 studies were included in the analysis. The studies that were used in this research were obtained through the website of the Iran Scientific Documentation Center (Thesis Center of Iran), as well as through the websites of Academic Jihad, Mag Iran, Absco, Science Direct, and Sage. , G-Stor, Emerald, Springer and Wiley-Blackwell were collected. After checking the inclusion and exclusion criteria of the studies, the data were analyzed using Meta-analysis software. The findings showed that reverse learning has a significant effect on students' academic motivation (effect size 0.157). Also, reverse learning has a significant effect on the engagement of learners (effect size 0.123). In general, it can be said that reverse learning leads to an increase in students' academic engagement and motivation.
akbar momeni rad; akram salimiravesh
Abstract
The aim of the present study is to investigate the effect of students’ electronic content on the high-level learning motivation and efficiency in the first grade of elementary school in the science course. The research method was quasi-experimental with pretest-posttest design and control group. ...
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The aim of the present study is to investigate the effect of students’ electronic content on the high-level learning motivation and efficiency in the first grade of elementary school in the science course. The research method was quasi-experimental with pretest-posttest design and control group. The population of this pseudo-experimental study with pre-test, post-test, and control group, was all the girls in the seventh grade of 1395-96 school year. The sampling method was simple randomized cluster and the sample size was 58 (29 in experimental group, and 29 in control group). Data were gathered using Harter’s educational motivation questionnaire and a researcher-made high-level learning efficiency test. The experimental group produced digital course content using PowerPoint software. Control group learned by the simple method and speeches. Analyzing the research, descriptive statistics (frequency, percentage, mean, standard deviation, tables, and graphs) and inferential statistics (covariance analysis, Leven, and Kolmogorov–Smirnov tests) were used. The results showed that in the first main hypothesis, i.e. the effects of electronic content produced by students on their motivation, there was no significant difference in (internal and external) motivation between the control group and experimental group (p=0.40). In the second main hypothesis, i.e. the effect of electronic content produced by students on their high-level learning outcomes, there was a significant difference between high-level learning outcomes in the experimental and control groups (p<0.05). It could be concluded in general, engaging the learners in producing the electronic content will increase their high-level learning efficiencies.
