Ali Khorsandi Taskoh; Zahra Jamebozorg; Amir Asgari
Abstract
Introduction: New teaching and learning technologies have provided different capabilities to increase learning quality. These technologies have created new formulations by conceptualizing the questions such as what, how, where, and when regarding the learning process. These new phenomena made the learning ...
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Introduction: New teaching and learning technologies have provided different capabilities to increase learning quality. These technologies have created new formulations by conceptualizing the questions such as what, how, where, and when regarding the learning process. These new phenomena made the learning process more meaningful and transformative by relying on the threefold hardware, software, and problem-solving nature of the learning process. This study aimed to investigate the new educational technology trends emphasizing the post covid-19 challenges and solutions.Methods: This study utilized a systematic review approach by searching and selecting international databases such as Scopus, ScienceDirect, and Open journal directory. Applying the purposive research strategies led us to select 440 sources in the first step, reducing them to 83 sources in the final step during a 5 steps screening method considering the title, abstract, research method, and findings. Results: The development of learning management systems based on artificial intelligence besides cognitive intelligence technology are the main components of research findings. According to the findings, the combination of structural elements in the hardware dimension as well as cognition in the firmware dimension and software for behavior analysis dimension in the prediction or behavioral attitudes are futuristic orientations in this field.Conclusions: Therefore, for the design, development, and implementation of e-learning environments, policy-making and planning are necessary to provide the appropriate infrastructure for the post-Covid era. In this regard, the culture-building dimension and attention to the values of the digital system, forward-looking and futuristic leadership are among the basic required infrastructures.
pejman salehi; meharan khalaj
Abstract
This study examines the competencies needed by teachers to effectively implement game-based teaching methods (game-oriented) in schools. In the conceptual concepts of this research, game-based (game-centered) school education has several important approaches. First, the use of educational games is fun ...
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This study examines the competencies needed by teachers to effectively implement game-based teaching methods (game-oriented) in schools. In the conceptual concepts of this research, game-based (game-centered) school education has several important approaches. First, the use of educational games is fun for learners;. Learning by creating the games needed for each educational topic, the use of gamification approaches in providing educational content. The research included documents related to teachers' professional qualifications based on upstream documents of the Ministry of Education, in-depth and thematic interviews with experts, and the preparation and distribution of a questionnaire among the target community.Based on the results of this study, the four main areas of teacher competence identified in this study are: educational competencies, technological competencies, participatory competencies and competencies related to creative education. The results of this study can be used to develop teachers' educational skills and improve their professional competencies in implementing the use of gamification.
Alireza Momtazian; Hossein Rajabdorri
Abstract
The purpose of this study was to identify the relationship between adoption and use of technology (UTAUT) on M- learning in accounting students. This research is a descriptive- correlational study and the population is 141 students of accounting in Iran which was selected using simple random sampling. ...
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The purpose of this study was to identify the relationship between adoption and use of technology (UTAUT) on M- learning in accounting students. This research is a descriptive- correlational study and the population is 141 students of accounting in Iran which was selected using simple random sampling. Fagan's (2019) standard questionnaire after validity and reliability was used to measure the variables. Also, the period studied is the academic year 2018-2019. Structural equation analysis and Smart PLS software were also used to test the hypotheses. Findings showed (in 95% confidence level) that there is a positive and significant relationship (80 %) between UTAUT and M- learning. Other Findings also found that between effort expectancy (EE) and M- learning is 67 percentage, between performance expectancy (PE) and M- learning is 31 percentage, between social influences and M- learning is 21 percentage, between motivation and M- learning is 19 percentage There was a significant positive relationship between motivation and EE is 71 percentage and motivation and PE is 73 percentage. Also, there was no significant effect of age and gender on M- learning. Although accounting education research has so far not focused on M- learning implementation, the use of personalized electronic tools such as smartphones for learning is expanding and tailored to current social needs, which enhances student motivation and satisfaction with learning content.
mahmood najafi; Hamid Reza Maghami; javad Hosseini; Nosrat Jafari
Abstract
The main objective of this study was to evaluate the adoption of modern educational technologies and associated obstacles in schools of Semnan Province, Iran, while providing appropriate solutions. It was a descriptive-correlational research. To this end, a sample of 600 students, 300 teachers, 200 principals ...
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The main objective of this study was to evaluate the adoption of modern educational technologies and associated obstacles in schools of Semnan Province, Iran, while providing appropriate solutions. It was a descriptive-correlational research. To this end, a sample of 600 students, 300 teachers, 200 principals from schools of Semnan were selected through stratified random sampling. Questionnaires on the adoption of modern educational technologies, infrastructure and obstacles to the adoption of modern educational technologies were administered. Data were analyzed through descriptive measures and Chi-square test. The results demonstrated that modern educational technologies are adopted moderately for students in Semnan. The results also indicated that the main obstacle to the adoption of modern educational technologies was economic as viewed by teachers and principals. The next important obstacles were of strategic, educational, technical, legal and cultural nature. Furthermore, there was a significantly positive correlation between the adoption of modern educational technologies and academic achievement among students. Generally, the results pointed to a moderate and desirable adoption of modern educational technologies from the perspective of students and to the vital need for planning in order to resolve economic and educational obstacles.
