روانشناسی یادگیری
Rozita Moshashaei; Hamidreza Maghami; Esmaeil Zarei Zavaraki
Abstract
Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design ...
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Aim: Investigating the Effect of Augmented Reality Technology Using the Merrill Educational Design Model on the Academic Achievement of High School Students in Biology. The present research method is Applied research and the data collection method is quasi-experimental with pre-test and post-test design with control group. The target community in its current research is the eleventh elementary school of experimental sciences in the high schools in the new city of Andishe, who studied in the academic year of 96-97. Khadijeh High School was selected according to available method ,to conduct the research And the individuals were randomly replaced in three groups. After the design of the Secondary Biology curriculum design, the Augmented Reality software based on the scientific data of the part was produced and implemented on the first experimental group of student. In order to collect data, the academic achievement test, which were designed by the researcher based on the content of the course, were used. findings: For analyzing the data at the level of descriptive statistics, statistical methods of mean and standard deviation, and inferential statistics of covariance analysis methods were used. The result of research shows that the comparison of the academic achievement of students who were trained in the augmented reality software method (experimental group 1)compared with those who were trained in the educational design (experimental group 2) and methodology control group had a better function. Conclusion: Using augmented reality technology with the Merrill design model leads to students' academic achievement in the subject of biology.
Mohammad Reza Vahdani; Darioush Nowrouzi; Hashem Fardanesh; Khadijeh Aliabadi; Khosrow Bagheri
Abstract
Instructional design is art and science of designation, detailed characterization for development, evaluates and maintains the positions that will facilitate learning and performance (Reigeluth, 2009). Instructional design is a very active area of instructional technology, which seeks to facilitate ...
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Instructional design is art and science of designation, detailed characterization for development, evaluates and maintains the positions that will facilitate learning and performance (Reigeluth, 2009). Instructional design is a very active area of instructional technology, which seeks to facilitate learning and performance (Reiser & Dempsey, 1391, translation by Vahdani Assadi., et al). Morality of the most important issues, that educational system focuses on it (Bagheri, 1389). To achieve educational goals in the teaching of moral education, we need better methods. The aim of this study is to provide instructional design model for moral education. For this purpose, multiple method of exploratory research with developed and confirmed model was used , for this purpose, in first step the concepts and theories in the field of moral education were reviewed, and after the classification, the conceptual framework developed, and instructional design model of ethics education was presented. Then moral instructional content, based on this instructional design model was designed, and on sixth grade students was conducted. The results show the impact of this model on moral growth and moral behavior students.
DARYANAZ PAHLAVANI NEJHAD
Abstract
The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research ...
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The real goal of this research is providing a model for measuring of effective factors on learner’s satisfaction rate in any electronic learning basis at universities equipped with far distance educational system and/or virtual systems established at Tehran City in human sciences groups. Research method is a correlation type and based upon measuring form. Statistical population of this thesis includes Payame Noor University, Tarbiat Modarres Tehran, Shahid Beheshti and Science & Industry of Iran University. Statistical population includes 3039 university students at electronic learning courses. We used random sampling method in this research. About 385 persons were selected randomly from among all students in electronic learning courses. Data collection tool was a questionnaire with Cronbach alpha equal to 0.98. All data were measured by the use of statistical analysis resulted from a questionnaire and by the help of LISREL software. Research proposed model was tested by the use of model making method of structured equations. According to the results, there is a powerful and significant relation among content, technology, teacenvironment and satisfaction in electronic base. Furthermore and according to the regression standardized coefficients (process analysis coefficients) it is obvious that environmental factors have the highest grade, information quality has second grade and educational quality has third grade, technical quality has fourth grade, content has fifth grade, professor has sixth grade, services quality has seventh grade and technology has eight grade of importance accordingly.her, quality (technical, educational, content & information, services),
morteza karami; mojtaba tajri
Abstract
Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and ...
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Considering the importance of teaching life skills and the fact that anger management is one of these skills, the present study aims to compare constructive teaching method and current method (developed by the State Welfare Organization) for anger management. The research used experimental method and pretest-posttest control-group design. The statistical population consisted of students who attended the anger management courses held by the Counseling Center of the University of Mazandaran. There was significant differences between the two methods, namely constructive teaching and current, regarding their impacts on the attitude of the two groups towards learning environment and mode of education (F(46,7)=5.07, P=0.000, Wilks' Lambda=0.564), as well as the satisfaction of the two groups of the course (F(50,3)=16.40, P=0.000 Wilks' Lambda=0.504). The group receiving anger management training with constructive method had more positive attitude towards anger management and expressed higher satisfaction of the course. Moreover, other findings showed that the group trained using constructive method learned anger management better than the other group (F(51,1)=15.65, P=0.000). The results of the study showed that teaching in constructive environments was more effective in anger management due to its higher flexibility and ability to foster deeper learning. Therefore, it is recommended to apply this approach in developing life skills curricula
H. Zangeneh; H. Ja'farifar; H. Fardanesh
Volume 8, Issue 23 , April 2012, , Pages 74-96
Abstract
Based on Wittrock’s generative learning theory (1974), generative model of learning emphasizes learners' active participation in the learning process by generating relationships and meanings. The present research addressed the question as to whether learners trained under generative model of learning ...
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Based on Wittrock’s generative learning theory (1974), generative model of learning emphasizes learners' active participation in the learning process by generating relationships and meanings. The present research addressed the question as to whether learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The hypothesis stated that learners trained under generative model of learning had better performance in experimental sciences progress tests than the learners trained under conventional educational models. The statistical population included all female guidance-school second-graders of Kelardasht. A statistical sample of two classrooms of 50 students was randomly selected through the process of cluster sampling, and 26 students were placed in the experimental group and 24 students in the control group. The results confirmed the research hypothesis.
