جستجوی مقالات مرتبط با کلیدواژه "multimedia education" در نشریات گروه "علوم تربیتی"

The aim of the present study was to investigate the effectiveness of multimedia teaching on increasing the social skills of students with externalizing psychological disorder.

The research method was quasi-experimental. In this study, 30 students suffering from externalizing disorder were selected by available sampling method in Shahrood city, and they were trained in 10 sessions using a multimedia training program. The tools of the current research were Achenbach questionnaire, social skills questionnaire and multimedia training package. To analyze the findings, covariance test was used (P ≥ 0.05).

The results of covariance analysis indicated the effectiveness of multimedia teaching on increasing the social skills of students with manifest psychological disorder. (P≥0.05).Therefore, it is recommended that the education system put this style of multimedia education on the agenda.

The aim of this study was to investigate the effect of multimedia education on interest to the science course and academic performance in the fifth grade elementary school students in Ardakan. The research method was quasi- experimental comparing static groups. In order to investigate the effect of multimedia education on interest in the course and academic performance in the science course, a total of two classes were traditionally provided and two classes were provided with multimedia education. Finally, 66 students in the experimental group and 41 in the control group were examined. The instruments used in the present study included a questionnaire of interest in the course and a researcher- made test of sciences course. The results showed that the multimedia group had significantly better performance than the traditional group. The results also showed that in a class that was trained in multimedia, the interest in the lesson is significantly higher than the traditional class. Therefore, it can be concluded that in order to improve academic performance and increase interest in experimental sciences among students, it is necessary to use multimedia education.

The research seeks to find out whether there is a difference in the level of learning and reminder from training to multimedia classroom technology, classroom, reverse, and classroom classes in elementary sixth science. The research method is quasi-experimental. The sampling method was a cluster sampling, so that at first, several areas of Karaj district 3 were randomly selected and then a school in that area was selected randomly. The statistical population of the study includes all 8304 elementary school students in the sixth grade of boys' elementary schools in the academic year of 1996-96 in the 3rd district of Karaj. The research tool was a researcher-made multi-test, whose validity was confirmed by the outstanding Kishiyur professors and its reliability was 0.81 by Cronbach's alpha method. Data was analyzed using descriptive and inferential statistics using SPSS version 20 software. The results showed that reverse learning method has a positive effect on students 'learning and learning, and other methods of classroom teaching, multimedia class, and traditional classes do not affect students' learning and learning.

This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating at elementary levels I and II at Language Institute of Mashhad Department of Education, District 4. A total of 112 students were selected from the Institute and were then randomly divided into two groups using mobile devices (small screen) and computers (large screen). Then, the subjects in each group were randomly divided into four subgroups. All subjects participated in a vocabulary recall quiz before and after the treatment. The findings suggested a significant difference between the groups in terms of vocabulary recall. The textual/visual and textual presentation groups significantly outperformed the control group, whereas no significant difference was seen in the visual group. The participants receiving the instructions on a large screen performed better in the vocabulary recall quiz, while the effects of screen interaction and presentation type on vocabulary recall were insignificant. The learner’s performance is enhanced in multimedia education by providing educational materials both in verbal and non-verbal channels. Providing educational materials through small screens may lead to attention and perception difficulties.

This research aims to study the effect of multimedia in learning and retention of English for low vision students at third grade middle school.

The research was an experimental design with pretest-posttest and control group. The population of this research was 25 low vision students from the 20 districts of Tehran of which 20 were randomly assigned in control and experimental group. Due to dispersion of sample population and commutation problems the research process was conducted equally with single subject. The two groups were equally homogenized with a view to visual acuity, entrance knowledge and area dispersion. The method of using multimedia was conducted for experimental group and the traditional learning method for control group.

The analysis of results using independent t test showed that the two groups have meaningful difference. The difference in retention was more significant.

Accordingly, we can suggest that multimedia can be helpful in learning and retention of English for students with low vision.