Educational Technologies in Learning

Abstract The present study was conducted with the aim of investigating the effect of tools related to the intelligentization of the educational environment on students' learning of mathematics.
Methodology: with a control group. Sampling in the present study was purposive in that among the schools in Shushtar city, elementary schools equipped with intelligentization tools and among the schools equipped with intelligentization tools, two girls' schools were selected and from all the classes, two classes of 22 students were selected in an experimental group and a control group. In the present study, a pattern-finding functional test and a functional test of familiarity with shapes and counting numbers and a protocol for using intelligentization tools in 5 45-minute sessions were used to collect information. Univariate analysis of covariance (ANCOVA) was used to test the hypotheses. SPSS version 26 statistical software package was used to analyze the data, and the significance level of all hypotheses was considered a=/5. The results showed that the tools related to the intelligentization of the educational environment had an effect on the pattern-finding of mathematics lessons by controlling the pre-test score of the pattern-finding capacity of mathematics lessons in the two experimental and control groups (P=0.000, F=36.36) and on the familiarity with numbers in mathematics lessons by controlling the pre-test score of the familiarity with numbers in the two experimental and control groups (P=0.000, F=28.33) of first grade elementary school students.

Abstract Universities have undergone three evolutionary generations in their development. In the third generation, universities consider social, economic, and entrepreneurial activities as part of their mission, in addition to education and research. The aim of this study is to design an entrepreneurial performance evaluating model for selected universities of Iran. This research employed a mixed-methods approach with an exploratory design in two stages. 1.Qualitative Stage: a grounded theory method through semi-structured interviews with experts. Thematic analysis was performed using the Strauss and Corbin approach with MAXQDA software. After validation by a focus group, the dimensions, components, and indicators of the entrepreneurial performance model were identified. 2.Quantitative Stage: A researcher-made questionnaire, derived from the qualitative phase, was distributed among a sample of 57 experts. The questionnaire’s convergent validity and reliability were assessed using Cronbach's alpha, Rho coefficient, composite reliability, and average variance extracted (AVE). Discriminant validity was evaluated using the HTMT criterion. Quantitative data were analyzed using SPSS and Smart PLS software.
The resulting model from this study indicated that causal factors influencing the evaluation of entrepreneurial performance include: culture, opportunities, entrepreneurial conditions and structures, educational and research systems, and capabilities. Contextual factors consist of key stakeholders and barriers, which act as intervening conditions affecting the desirability of entrepreneurial performance evaluation. Strategies such as evaluating university-industry-community relationships, entrepreneurial structures and processes, and entrepreneurial activities lead to outcomes like development, revenue generation, technological units, outputs, and long-term socio-economic impacts. These ultimately form the entrepreneurial performance evaluation model of the selected Iranian universities.

Abstract Artificial intelligence (AI) is a great revolution in technology that has great potential in various fields, including the field of education, with a significant impact on curriculum development and design. Curriculum design approaches can show researchers and curriculum designers how to plan for quality and sustainability. The purpose of this article is to investigate the role of artificial intelligence in curriculum design and development, to investigate how to improve educational performance and results. The method of this research was a systematic literature review to obtain information about artificial intelligence and curriculum design and development from 2017 to 2024. Systematic reviews and prism meta-analysis were used to identify and combine the results of previous studies, and gather evidence to answer the research question. A review conducted to gain insights into AI-based approaches to personalized learning, adaptive assessments, and intelligent content delivery is discussed, as well as the diverse applications of AI in curriculum design and development and its potential to enhance Learning results show personalization of education and simplification of educational processes. This article also addresses concerns related to ethics, bias, and human and artificial intelligence participation in curriculum design and implementation. In addition, challenges and opportunities related to the integration of artificial intelligence in curriculum development processes are examined and recommendations are provided.

Abstract This research designed to investigate effect of technical and managerial artificial intelligence on organizational innovation with the moderating role of digital organizational culture in Manojan training and education.This inquiry is an applied-base objective , a correlation-base nature/ methodology.The population comprises all the employees of the above organization , the number of them added up to 1300 individuals in 2025. The sample includes 297 subjects based upon Krejcie & Morgan Table (1970) which appointed in proportionate stratified random sampling. The data collection tools were three standard questionnaires: Mikalef & Gupta's (2021) Artificial Intelligence Skills, Martinez Caro et al's (2020) Digital Organizational Culture, and Božič & Dimovski's (2019) Organizational Innovation Questionnaire.The data analysis has been done through structural equations.The findings show that: The technical and managerial artificial intelligence is significantly via moderating role of digital organizational culture linked to organizational innovation. Artificial intelligence is a powerful tool for innovation in education, but its potential will only be realized if it is approached with a holistic and strategic approach, with special attention to digital organizational culture and implementation challenges. By investing in digital skills training and development, creating the necessary infrastructure, and developing ethical frameworks, education departments can harness the benefits of AI to improve the quality of education and create an innovative education system.

Abstract هدف از پژوهش حاضر، بررسی نظام‌مند فناوری‌های کمکی مبتنی بر هوش مصنوعی (AI) است که به منظور بهبود کیفیت زندگی افراد دارای آسیب بینایی طراحی شده‌اند. با توجه به رشد سریع تکنولوژی و نقش فزاینده هوش مصنوعی در توسعه ابزارهای هوشمند، این مطالعه تلاش می‌کند تا ضمن شناسایی و طبقه‌بندی فناوری‌های موجود، فرصت‌ها و چالش‌های موجود در کاربرد آن‌ها را تحلیل کند. روش تحقیق این مطالعه از نوع مرور نظام‌مند است. فرآیند انتخاب و تحلیل مقالات بر اساس دستورالعمل پریزما انجام شد و ارزیابی کیفیت مقالات با استفاده از چک‌لیست بتن صورت گرفت. از بین 40 مقاله اولیه، 23 مورد با معیارهای ورود مطابقت داشتند و وارد تحلیل نهایی شدند. یافته‌ها نشان داد که فناوری‌های مبتنی بر هوش مصنوعی در حوزه‌هایی چون شناسایی اشیاء، تشخیص چهره، خواندن متون، ناوبری، هشدار محیطی و تعامل اجتماعی نقش مؤثری دارند. ابزارهایی مانند عینک‌های هوشمند، اپلیکیشن‌های موبایلی، دستگاه‌های پوشیدنی، عصاهای مجهز به مکان یاب، حسگرهای هوشمند و سامانه‌های تشخیص متن از تصویر مورد بررسی قرار گرفتند. نتیجه‌گیری پژوهش بیانگر آن است که فناوری‌های کمکی مبتنی بر هوش مصنوعی، تحولی اساسی در زندگی افراد نابینا و کم‌بینا ایجاد کرده‌اند و به عنوان ابزاری توانمندساز، پتانسیل بالایی در ارتقای کیفیت زندگی آن‌ها دارند. با این وجود، نیاز به انجام پژوهش‌های بیشتر با مشارکت مستقیم کاربران، آزمون‌های میدانی در شرایط واقعی، و توسعه طراحی‌های کاربرمحور همچنان احساس می‌شود. همچنین، حمایت سیاست‌گذاران و طراحان شهری برای ادغام این فناوری‌ها در محیط‌های عمومی ضروری است.

Abstract The aim of this research is to study the fundamentals of competency-based course outline, which has been implemented in the case of revision syllabus of Master's degree program in Educational Technology. The dominant approach in the research is qualitative. In the first stage, the relevant sources about competency-based curriculum were analyzed with the descriptive analytical method. In the second stage, a qualitative interview was conducted with several faculty members of the Educational Technology department who had completed the Master's degree program in Educational Technology. The interview themes included four important criteria in development and revising curriculum from the Supreme Council for Cultural Revolution: efficiency, updating, localization, and Islamization, and the required competencies (knowledge, skills, and personal attitudes) for graduates of the Educational Technology program. The interview texts were transcribed, and then open, subcomponent and component codes were identified with the MAXQDA software. The analysis method for analyzing of interview was inductive content analysis, and the unit of analysis was the thematic content. Based on the interview results and comparative studies on the Master's-syllabus of Educational Technology in international universities was identified the title of lessons in Master's-course. The results of the research determines that the elimination of the Educational Technology specialization from the Bachelor's program and the lack of related specializations in Master's-course reduces the efficiency of the graduates

Abstract The present study was conducted with the aim of educational design based on gamification and determining its effect on the learning anxiety of fifth grade elementary students. In order to achieve the goal of the research, a mixed method was used, in the first stage, by searching in reliable databases and screening the results according to the keywords in the period from 2000 to 2024, suitable strategies with comparative content analysis to reduce the anxiety of learning based on The gamification game was obtained according to the two components of concentration and self-concept, and suitable activities were designed based on them. In the second part, a quasi-experimental design of pre-test-post-test type was used with a control group for the students of Alborz province in the academic year of 1403. The sample consisted of 64 students who were selected by the available sampling method and then randomly replaced into two experimental (34 people) and control (30 people) groups. The designed educational program was implemented during 9 sessions for the mathematics course. In this research, Hapko et al.'s math anxiety test (2003), attention concentration test (E Game Flow) and Yasen Chen's academic self-concept test (2004) were used with certain validity. Analysis of covariance was used to analyze quantitative data and test hypotheses. The results showed that educational design based on gamification has an effect on learning anxiety, so that due to the increase of self-concept (0.37) and academic focus (0.36), learning anxiety decreased (0.83)