Research Paper
Seyed Mahmood Zanjirchi; Hajar Soleymanizadeh; Mehran Ziaeian
Abstract
Industry 4.0, as the fourth industrial revolution, has brought about a profound transformation in production methods and process management. Industry 4.0 refers to establishing connections between the physical and digital worlds, decentralizing business processes, and making product production and service ...
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Industry 4.0, as the fourth industrial revolution, has brought about a profound transformation in production methods and process management. Industry 4.0 refers to establishing connections between the physical and digital worlds, decentralizing business processes, and making product production and service delivery processes smarter and more efficient, using advanced technologies such as the Internet of Things, blockchain, and cyber-physical systems. The purpose of this research is to identify and prioritize Industry 4.0 technologies that affect the quality of education. In the present study, initially, 8 criteria for selecting Industry 4.0 technologies were identified based on a literature review, including cost-effectiveness, relevance to educational needs, ease of use and learning, compatibility, security, commitment to quality, relevance to organizational culture, and sustainability and upgradeability. Subsequently, the fuzzy Delphi approach was used to confirm or reject the eight identified criteria. In addition to confirming the eight criteria mentioned, two criteria of energy consumption and carbon emissions and compliance with ethical and legal considerations were added to the eight criteria identified by the experts. The experts in this study were teachers and university professors in Isfahan, 27 of whom were selected using the snowball sampling method. The results of this study showed that cloud computing technology, the Internet of Things, and artificial intelligence and machine learning are the top three technologies among Industry 4.0 technologies that affect the quality of education.
Research Paper
Nora Darjazini; Mohammad Hossein Zarghami; Reza Ghorban Jahromi; Leila Shobeiry
Abstract
This study investigates the structure of lexical and syntactic latent factors in responses to English comprehension questions using unsupervised machine learning techniques. The research design is quantitative modeling in the form of a causal-comparative design. Data were collected from 360 second-language ...
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This study investigates the structure of lexical and syntactic latent factors in responses to English comprehension questions using unsupervised machine learning techniques. The research design is quantitative modeling in the form of a causal-comparative design. Data were collected from 360 second-language learners through written and oral responses. A total of 260 lexical and syntactic features were extracted from the data. Four factors were identified for both oral and written data, explaining over 50% of the variance in reading comprehension scores. The factors were interpreted as follows: Factor 1 (oral): grammatical complexity, Factor 2 (oral): lexical complexity, Factor 3 (oral): specificity and similarity of words, Factor 4 (oral): lexical diversity. Factor 1 (written): grammatical complexity, Factor 2 (written): vocabulary diversity, Factor 3 (written): clause complexity, Factor 4 (written): word specificity. Multiple regression analysis showed that the third factor (specificity and similarity of words) was the only significant predictor of reading comprehension in the oral data, while factors 1 (grammatical complexity), 3 (clause complexity), and 4 (word specificity) were significant predictors in the written data. These findings suggest that the use of specific and similar words is associated with higher reading comprehension in both oral and written responses, while grammatical complexity and vocabulary diversity have different relationships with reading comprehension depending on the mode of response. The study provides valuable insights into the underlying factors that contribute to reading comprehension in second language learners and has implications for the development of more effective reading instruction and assessment methods.
Research Paper
roya Davoudi shandiz; Masoumeh sadat Abtahi; Hamidreza Maghami; mahdi Ashoori
Abstract
Introduction: Recent developments in the field of artificial intelligence (AI) learning have had significant effects on various aspects of human life. In this research, the effect of artificial intelligence learning on problem solving skills, critical thinking, creativity and identity in children aged ...
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Introduction: Recent developments in the field of artificial intelligence (AI) learning have had significant effects on various aspects of human life. In this research, the effect of artificial intelligence learning on problem solving skills, critical thinking, creativity and identity in children aged 7 to 12 has been investigated.Methodology: This study was conducted using experimental research method and quasi-experimental design. The statistical population included children aged 7 to 12 in primary schools in a particular region. To collect data from various tools including standardized questionnaires, analytical tests and semi-structured interviews.Findings: The results showed that artificial intelligence-based education had a significant positive effect on children's problem-solving skills, critical thinking, and creativity. Also, children in the experimental group had a stronger identity than the control group. These findings show that artificial intelligence learning can significantly improve these skills and aspects of Also, children in the experimental group had a stronger identity than the control group.
Research Paper
Fatemeh kelari; Reza Morad Sahraee
Abstract
This research has investigated the amount of vocabulary learning through reading comprehension of short stories and direct teaching. For this purpose, 30 male and female Farsi learners were selected and randomly divided into two groups of 15 people. Both groups were given a short story containing 10 ...
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This research has investigated the amount of vocabulary learning through reading comprehension of short stories and direct teaching. For this purpose, 30 male and female Farsi learners were selected and randomly divided into two groups of 15 people. Both groups were given a short story containing 10 new words. In one group, Persian learners read the story to understand the content and were not aware of the assessment afterward, but in the control group, Persian learners were told that after teaching these words, they will be tested and their knowledge of vocabulary was measured. In this experimental research, the descriptive analysis of data was based on mean, standard deviation. Inferential analysis of data was performed based on the comparison test of the mean of two independent groups (independent t) and also the comparison test of two dependent groups (paired t).The results showed that the Persian learners in the experimental group memorized words for a longer period of time, on the other hand, in the intentional learning of Persian, they kept more words in memory in a short period. Therefore, if the goal of language learning is short-term, intentional learning works better. But if the long-term goal is a deeper understanding of vocabulary, incidental learning works much better.
Research Paper
Mohammad Taghi Zaeri; Esmaeil Zaraii Zavaraki; Parviz Sharifidaramadi; Ali Delavar
Abstract
This research was conducted with the aim of determining "the effect of the learning package model based on the blended approach on the learning rate of students with visual impairment in the first period of elementary school in experimental sciences". To measure the effectiveness of this model, a quasi-experimental ...
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This research was conducted with the aim of determining "the effect of the learning package model based on the blended approach on the learning rate of students with visual impairment in the first period of elementary school in experimental sciences". To measure the effectiveness of this model, a quasi-experimental design with pre-test-post-test and two experimental and control groups was used. The statistical population included all students with visual impairment in the first period of elementary school. 19 students from the third grade in the academic year of 1402-1403 were selected in a purposeful and accessible manner. In this research, a blended approach (face-to-face and virtual) was used. At first, the learning package was designed and prepared, then it was used in the teaching-learning process. The measurement of students' learning was done with a researcher-made test. Mean and standard deviation were used for descriptive statistics and covariance analysis was used for inferential statistics. The results obtained from the data analysis of the research hypothesis showed that after removing the pre-test (adjusted mean), there is a significant difference between the average learning scores in the post-test phase (P<0.001) and the research hypothesis was confirmed. According to the research results, it can be said that the learning package model is effective for visually impaired students. Therefore, it is suggested to use this model in order to prepare, produce and apply the learning package for students with visual impairment.
Research Paper
Fariba Dortaj
Abstract
The purpose of this research is the effect of gamification on memory, academic vitality and the teaching and learning process in senior female students of Allameh Tabatabai University in Tehran. This research is applied in terms of purpose and survey in terms of descriptive method. The statistical population ...
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The purpose of this research is the effect of gamification on memory, academic vitality and the teaching and learning process in senior female students of Allameh Tabatabai University in Tehran. This research is applied in terms of purpose and survey in terms of descriptive method. The statistical population of the research was all senior female students of Allameh Tabatabai University of Tehran (management majors), of which 305 people were selected as the sample size by simple random sampling. The data collection tool was a standard questionnaire. The content validity of the questionnaire was confirmed by a group of experts. Also, in order to check the validity of the structure, three indices of composite reliability, extracted mean variance and factor load were used, and to measure reliability and reliability, Cronbach's alpha coefficient was used using SPSS26 software, which was calculated to be more than 0.7. The results of the research with PLS software show that the use of gamification methods can improve the memory and academic vitality of students and also improve their teaching and learning process. These findings show that gamification can be used as an effective tool to improve students' academic performance.
Research Paper
Fatollah Koushki
Abstract
The research with purpose identifying indicators of student teachers learning activities in curriculum of technology knowledge of elementary education and amount of attention to them was done. Design was combination of sequential exploratory type. In qualitative section, phenomenological method and in ...
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The research with purpose identifying indicators of student teachers learning activities in curriculum of technology knowledge of elementary education and amount of attention to them was done. Design was combination of sequential exploratory type. In qualitative section, phenomenological method and in quantitative section, descriptive-survey method was used. Statistical population in qualitative section is professors and experts in field of technology based learning activities and in quantitative section, student teachers in field of elementary education. In qualitative section, 15 people were selected through purposive sampling and in quantitative section, 227 people were selected through stratified random sampling. Research data were collected through semi-structured interviews and researcher-made questionnaires. Determine validity of interview questions and questionnaire, face and content validity and Cronbach's alpha coefficient were used to estimate reliability of questionnaire. Thematic analysis method was used to analyze data in qualitative section, and descriptive and inferential statistics were used in quantitative section. Findings of research in qualitative section showed that indicators of learning activities in science and technology curriculum of field of elementary education included themes of independent learning, doing homework, active participation in education process, interaction with professors, access to different course content, sharing and skill and ability of student teachers in teaching using new educational technologies. Results of quantitative section also showed that level of attention paid to indicators of student teachers learning activities in curriculum of technology knowledge is at low level. Therefore, it is necessary to pay attention to technological knowledge in consolidated way in performing learning activities.
