Research Paper
sohrab azimpour; Mohammad shahliz; shahin pour bahrami; Amir Mohsen Taheri Kordkandi
Abstract
Artificial intelligence and its applications in the field of instruction, teaching, and learning, with the emergence of tools such as Chat GPT and other tools after 2022, are creating new challenges in the teaching and learning. Therefore, the aim of this study is to systematically review the challenges ...
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Artificial intelligence and its applications in the field of instruction, teaching, and learning, with the emergence of tools such as Chat GPT and other tools after 2022, are creating new challenges in the teaching and learning. Therefore, the aim of this study is to systematically review the challenges of using artificial intelligence in teaching and learning in higher education. In this study, based on the question and the nature of the research, the systematic review method was used in the selection of sources, and Granheim and Lundman's content analysis method was used in the data analysis section. Based on these methods and using the PRISMA protocol, 851 sources were identified and refined, and finally 39 valid sources were included in the round-trip analysis. In the analysis section, meaning units, condensed meaning units and compressed codes, subclasses and main classes of challenges were identified and labeled. After continuous and back-and-forth analyzes on reliable sources, 12 subcategories were identified, which finally led to the formation of 5 main categories related to the challenges of artificial intelligence in teaching and learning in higher education. This research revealed 5 classes of key challenges in the use of artificial intelligence, which included ethical, technical, policy, educational design and artificial intelligence challenges. At the end of the article, practical suggestions for policy makers, teachers and learners are given, as well as research suggestions for future research are discussed.
Research Paper
Masoumeh sadat Abtahi
Abstract
The present study was conducted with the aim of investigating the effectiveness of external cognitive teaching in a multimedia way on the self-regulation of learners.Method: The present study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population ...
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The present study was conducted with the aim of investigating the effectiveness of external cognitive teaching in a multimedia way on the self-regulation of learners.Method: The present study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research includes all elementary school students of Houshmanshahr schools in Tehran. With the aim of removing the intervention effect, available sampling method was used. Based on this, 30 students who were taught by an experimental science teacher were selected and randomly placed in experimental and control groups of 15 people. During 15 sessions of 40 minutes, the experimental group was exposed to the independent variable (educational multimedia based on Merrill's educational design model). The control group was taught the content of the experimental science course, which was designed according to Merrill's educational design model, in the usual teaching method. Students in both groups answered Bronken, Plus and Leutner questionnaires before and after training. The collected data was analyzed with spss software.Findings: The results of the paired t-test showed that the use of multimedia education based on Merrill's design model reduces external cognitive load and increases self-discipline of learners. Also, it was found that the experimental group with multimedia training based on educational design model experienced more external cognitive load and had more self-regulation than the control group with multimedia training without educational design model.
Research Paper
Zahra Movasaqpoor; Azam Esfijani
Abstract
The information and communication technology has become increasingly important to researchers. Teachers in the digital age should be equipped with technology integration knowledge and integrate information and communication technology into their daily teaching. However, teachers often face obstacles ...
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The information and communication technology has become increasingly important to researchers. Teachers in the digital age should be equipped with technology integration knowledge and integrate information and communication technology into their daily teaching. However, teachers often face obstacles to technology integration. The purpose of this study was to investigate a structural model of how novice teachers' technology integration knowledge (technological, pedagogical, and content knowledge =TPACK) affected their perceived barriers to technology integration. A quantitative approach and a descriptive research method of the correlation type (structural equation modeling) were used to carry out the applied research. The research population comprised of newly graduated elementary teachers from Farhangian University in Khuzestan province, 320 of which were selected as the research sample. The TPACK X and PBTI questionnaires were used to collect data. A combination of descriptive statistics and inferential statistics was used to analyze the collected data. The results revealed that technology integration knowledge (TPACK) has a direct effect on perceived internal and external barriers to technology integration. External barriers to technology integration have a direct impact on internal barriers. Furthermore, the external barriers to technology integration have a positive and significant relationship with pedagogical technological knowledge and pedagogical technological content knowledge.
Research Paper
Fatemeh Moslemi; Fatemeh Rezaei; Mohaddeseh Khouban; Raha Abedi
Abstract
The present research aimed to identify collaborative cognitive load reduction techniques in electronic environments, addressing a significant gap in the existing educational technology literature. The study employed a systematic review methodology, meticulously searching the Scopus, Science Direct, and ...
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The present research aimed to identify collaborative cognitive load reduction techniques in electronic environments, addressing a significant gap in the existing educational technology literature. The study employed a systematic review methodology, meticulously searching the Scopus, Science Direct, and Google Scholar databases to collate relevant literature. Inclusion and exclusion criteria guided the selection process, resulting in 19 pertinent studies that underwent thorough analysis. This research utilized dimensional analysis to categorize the identified techniques into various components, with a particular focus on their underlying dimensions. The study revealed six fundamental dimensions of collaborative cognitive load reduction techniques: user-centeredness, information design, flexibility and customization, community-centeredness, information retrieval and use, and technology-based support. The results underscored the importance of these dimensions in alleviating cognitive load in collaborative electronic environments, providing crucial insights for future pedagogical practices. Consequently, the findings hold significant implications for designers and implementers of training in electronic contexts, emphasizing the need for strategies that effectively minimize collaborative cognitive load and enhance learning experiences.
Research Paper
roghayeh afshari; Mohammad reza Nili ahmadabadi; Esmaeil Zaraii zavaraki; Ali Delavar
Abstract
The current research was conducted with the aim of identifying the components and designing the enriched learning environment in order to improve the problem solving skills of gifted students and its internal validation. This research was done with a mixed method of exploratory type. The design components ...
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The current research was conducted with the aim of identifying the components and designing the enriched learning environment in order to improve the problem solving skills of gifted students and its internal validation. This research was done with a mixed method of exploratory type. The design components of the enriched learning environment were identified by inductive content analysis and En Vivo software. The statistical population in the qualitative and quantitative section is experts related to the subject in the fields of educational technology, education and upbringing of exceptional children, professors with research and executive records in the field of e-learning, teachers of gifted schools, written and electronic documents and resources. The samples were purposefully selected in both groups, in the qualitative section, there were 30 experts and in the quantitative section, there were 31 experts in universities and schools of brilliant talent. Data collection was done in the qualitative part using the content analysis of semi-structured interviews and documents and in the quantitative part through the researcher-made questionnaire. Based on the content analysis, eight main components and 24 sub-components were extracted for the main components. After analyzing the content and extracting the codes, the components and sub-components were presented in the form of a template. According to experts, the presented model has good internal validity and has the necessary effect to improve the problem solving skills gifted students.
Research Paper
Naweedullah Danishyar; Mortaza Taheri; Hamid Rahimian; Samad borzooian
Abstract
The entrepreneurial university has an important role in country's economic development. The purpose of this research is to present the entrepreneurial university development model for public universities of Afghanistan. This applied research was conducted based on the systematic grounded theory (SY-GTM). ...
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The entrepreneurial university has an important role in country's economic development. The purpose of this research is to present the entrepreneurial university development model for public universities of Afghanistan. This applied research was conducted based on the systematic grounded theory (SY-GTM). Research participants are professors of Afghan universities. The sampling method in this research is purposeful and theoretical snowball sampling. The data collection continued until reaching theoretical saturation, and theoretical saturation was achieved with the number of 16 people in this research. The data collection tool was a semi-structured interview and the data was analyzed using MAXQDA 22 software. The reliability and validity of the data were opened by observing the participants and reviewing the experts. The results obtained from the research data of open, axial and selective coding processes were analyzed and 847 conceptual reports were classified into 25 associative categories from 16 interviews and finally six models were drawn. Research studies have shown that for the entrepreneurship of Afghanistan's public universities, a set of causal conditions are necessary, the conditions including: relationship between university and industry, commercialization research, and market-based curriculum research. the intervening environmental conditions include: awarding system and entrepreneurial leadership. The implementation of the entrepreneurial university involves these strategies: teaching entrepreneurial skills and promoting the culture of entrepreneurship inside and outside the university. This research is the first step in entrepreneurship of public universities and has helped Al-Beroni University in the field of entrepreneurship.
Research Paper
Hossein Reyhani; Ali khaleghkhah
Abstract
The purpose of this research is to design a new teaching method with regard to new technologies in education. The research method is qualitative and exploratory, in this regard, first by reviewing the literature, the basic framework of the new teaching method was introduced with regard to new technologies ...
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The purpose of this research is to design a new teaching method with regard to new technologies in education. The research method is qualitative and exploratory, in this regard, first by reviewing the literature, the basic framework of the new teaching method was introduced with regard to new technologies in education as the primary research model, then its localization and confirmation using the method Delphi was accepted through a semi-completed questionnaire. For this purpose, a total of 24 experts were used, including university professors and experienced teachers, who continued to modify and localize the model, so that the dimensions and indicators of the new teaching method with regard to new technologies in education and the essence of the concept could be discovered. Based on the results of this research, 3 components "focusing on the learning environment", "having information technology and communication in various forms" and "developing information technology as a national development strategy" in total 16 items as the dimensions of the new teaching method with regard to new technologies in Education was identified
