kiumars taghipour; hossein dehganzadeh; daryosh norozi
Abstract
The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant ...
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The present study was designed to clarify the status of a anchoring model of the main approaches to instructional design and how to apply it in practice. Methods In this study, qualitative content analysis: inductive approach to the study of specialized information in a anchoring instruction, relevant data to answer the research questions were provided. approach is constructive. Despite similarities, anchoring instruction with problem-based learning, in the kind of problem solving process, the tools used to collect data is together different. The anchored instruction approach is an attempt to help students become more actively engaged in learning by situating or anchoring instruction around an interesting topic. Anchored instruction emphasizes the need to provide students with opportunities to think about and work on problems, which is an emphasis of cognitive constructivists. Anchored instruction also emphasizes group or collaborative problem solving, which is an emphasis of social constructivists. anchoring model based on constructive principles presented in this study, can be a good practice guide for instructional designers and teachers.
Hossein Dehghanzadeh; Khadijeh Aliabadi; Hojjat Dehghanzadeh
Abstract
This study aimed to investigate the relationship between game experience, digital self-efficacy, and challenges of primary school teachers with game-based learning. To achieve this goal, the correlation research method was used. The population of the research consisted of primary school teachers in Tabriz ...
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This study aimed to investigate the relationship between game experience, digital self-efficacy, and challenges of primary school teachers with game-based learning. To achieve this goal, the correlation research method was used. The population of the research consisted of primary school teachers in Tabriz city from which 122 people were selected randomly. To collect information and data, researcher-made student-centered digital self-efficacy questionnaire (Maine), teachers’ game experience questionnaire and internal challenges questionnaire were used. To analyze data, frequency, mean, frequency percentage, and standard deviation in descriptive statistics and Pearson correlation test in inferential statistics were used. The results showed that there is significant positive relationship between the teachers’ game experience and computer games. There is significant positive relationship between the teachers’ digital Self-efficacy and the use of computer games. Also the results showed that there is a significant negative relationship between the teachers’ internal challenges and the use of computer games. The findings of the study will likely provide insights for supporters to develop opportunities for the application of computer-based games at schools and access to the computer-based games at home and schools.
