جستجوی مقالات مرتبط با کلیدواژه « انگیزه » در نشریات گروه « فناوری اطلاعات »

Concept mapping as a collaborative tool for enhanced learning has been explained in many studies. The present study described effectiveness of teacher- and student-based concept mapping on students’ motivation and learning. Teaching on the basis of concept mapping is known as an active method, to improve learning ability and motives.

The research was designed based on quasi-experimental method of analysis. Sample of research included 60 students selected randomly from two high schools and the pretest and posttest were administered. Hermann’s standard questionnaire was used to estimate the motivation achievement and a researcher-made questionnaire was used to measure learners’ motivation and learning. The reliability of the questionnaires was estimated by Cronbach's alpha as 0.82 and 0.85. Covariance analysis was used to analyze the data compartments of the pre- post-test scores in experimental groups after the intervention.

 It was revealed that there was a significant difference (sig 0.05) in pre- and post-test scores of students’ different levels of learning and motivation. It was also found that experimental teaching method, using concept mapping, to improve students’ cognition skills and their motivation could increase the opportunity of discussion among peers and understanding the content. Concept mapping in different ways of implementation as teacher- or student-based activities could promote the students’ learning level and motivation.

Implementation of teacher- and student- made concept mapping enabled students to learn better and improved their motivation and led to the improvement of their learning skills.

Gamification means the use of elements and mechanics of a game in a non-game environment increasingly used in learning environments as a way to increase student motivation and learning outcomes. While several studies have been conducted to investigate the effectiveness of gamification in education. But there are blind spots regarding the precise application of gamification elements using new educational tools in various educational fields. In this study, using the educational tools of Kahoot and Mentimeter with focus on the leaderboard, the effect of the elements of competition and has been investigated cooperation on learning and approach motivation of math lesson.

The statistical population of the study included all fourth-grade male students in Divandarreh in the academic year 2020-2021. The study sample was selected using the available sampling method from the classes of the city. consisting of two classes of 20 people and placed in experimental groups. The research method was quasi-experimental with pre-test, post-test design. The research instruments included researcher-made learning tests and Aminifar and SalehSadeghpour motivation questionnaire whose reliability coefficient was calculated with Cronbach's alpha criterion for learning test 0.93 and approach motivation 0.81. The learning environment of the experimental groups was presented simultaneously and separately surveyed for ten sessions using the educational tools of Kahoot and Mentimeter were influenced by gamification’s elements of competition and cooperation.

Mean and standard deviation indexes were used to evaluate descriptive statistics. The difference between the mean pre-test and post-test learning of students who were trained in a gamified environment using Kahoot the competition-based educational tools was 19.45 and in a gamified environment using Mentimeter educational tools based on the cooperation element was 23.9. In the variable of approach motivation, the difference between the mean of pre-test and post-test obtained in the gamified environment using Kahoot educational tools based on the competition element was 4.95 and in the gamified environment using Mentimeter educational tools based on the cooperation element was 8.1. respectively. Based on the results of the Kolmogorov-Smirnov test, the variances were equal and the normality of the data distribution was confirmed. According to the results of the variance homogeneity test, since the significance level is greater than (0.05), the null hypothesis based on variance homogeneity was confirmed and the assumption of variance homogeneity was confirmed at a 95% confidence level. Data analysis by multivariate analysis of covariance (MANOVA) in SPSS statistical package showed that with a significance level of less than 0.05 and a 95% confidence level, there was a significant difference between the use of Kahoot and Mentimeter educational tools based on competition and cooperation gamification’s elements in learning and students' approach motivation. Therefore, the null hypothesis is rejected and the opposite hypothesis is based on the inequality of the average learning rate and approach motivation in a gamified environment with a focus on the leaderboard using the teaching tools of Kahoot and Mentimeter based on the elements of competition and cooperation, was accepted.

The results of this study indicated that the application of the Mentimeter educational tool based on cooperation element, compared to Kahoot educational tool based on competition element, has a more significant effect on student's learning and approach motivation in the gamified environment. Therefore, it is better to design gamified learning.

In this paper, a new personalized system based on learners' motivation with utilization of game elements have been implemented for the e-learning environment. Learners' motivation is measured by AMS questionnaire and then by finding the player's type based on AMS results, appropriate game elements are selected for each learner and added to their webpage. To implement the designed system, the intelligent tutoring system has been designed with 117 participants in a math course. To measure the performance of the designed system, academic performance and the time spent on learning management system (LMS) in the control and test groups, before and after personalization have been compared. The results show that personalization based on individual motivation by utilization of gamification leads to a significant improvement in learners’ academic performance compared to pre-personalization and compared to the control group.

Users enter social networks with different motives and their participation in social networks is also different from each other. Having different goals and motives, teachers as users of social networks choose various ways to participate in these networks. So, laying emphasis on the role of motivation in the ways teachers use social networks, the present study aims at identifying teachers’ motivation and the ways they use social networks. The specific objectives of this research are: 1. determining how virtual social networks are used by teachers who are actively using them. 2. Identifying the feedback of teachers in virtual social networks. 

The present research is done using qualitative research approach. The field of this research includes groups and forums of Iranian teachers’ social networks. In this research, 30 teachers who were active in social networks participated among whom 14 teachers were male and 16 teachers were female. All of these participants were managers of virtual channels and Various supergroups in social networks. They were selected using the logic of purposeful sampling and criterion-based method.  The selection criterion was the record or history of the group or channel, the number of the followers and the number of the visitors. Also, the teachers who were selected for the interview in addition to this criterion, were selected in the field of e- content generation in virtual social networks by the Roshd center site as an active content generator. Every interviewee mentioned their views in answer to the interview questions for 40 to 45 minutes. To analyze data, the theme analysis method was used. In this method, first the concepts and codes are extracted from the interview text and then the status of each theme from the type of inclusive, organizing, and basic is determined in the network of themes. In this research, in order to perform this process, the following steps were taken: 1. Frist, with the frequent screening and active reading of the data, the search for the meaning and discovery of patterns began by using  note-taking and punctuating the data (familiarity with the data). 2. After reading the data, the codes and concepts introducing the data were established (generating basic codes). 3. The identified codes were organized and transferred to certain themes (generating themes). 4. At this stage, the themes were named and reviewed as needed 5. The network of themes were generated to identify the basic, organizing and inclusive themes and the final report of the data was set. 

The findings showed that teachers benefit from social networks for personal purposes such as entertainment, access to the news and communication with friends, and for occupational purposes, such as professional development and interaction with colleagues. The teachers’ motives affect how they provide feedback and how they participate in the social networks. Teachers show various feedbacks and participation in the social media which can be classified into six levels of reasonable diffusing, liking, controlling, counselling, criticizing, and commenting.

Levels of teachers’ participation in the social networks in terms of their professional development and occupational learning is of significance from the perspective that the more the participation of the teachers in social networks can be organized by using specific projects and programs, so that they can move away from weak interactions, such as diffusing, liking, and controlling towards counselling, criticizing, and reasoning, they can be more profoundly involved with their own occupational themes in the social networks and can benefit from any time, any place, and interactive potentials of this environment for their own professional development.    

Despite the advent of new technologies and the consequent change in lifestyle in recent decades, education systems have retained their traditional way of teaching and have not adapted to the characteristics of the digital generation. At the same time, the characteristics of digital people have also influenced their teaching-learning methods. One of the latest developments in the field of new technologies is the revitalization of educational environments. Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. Meanwhile, digital generation features have been effective on their learning-teaching methods. One of the most important and recent developments in the field of modern technologies is gamified learning environments. The purpose of this study was to review the studies in the field of ‘Gamification in e-Learning’ and to provide the content analysis of this field and its effectiveness in education.

Materials: 

After searching the databases with related keywords and based on input criteria, 60 relevant articles were selected in this study. The selected articles were analyzed in terms of the game elements, gamified e-learning courses and the purpose of the articles. The effectiveness of the gamification on participation, learning, motivation, anxiety, peer assessment, collaboration, website optimization, cost reduction and faculty load were among the subject areas of these articles. The programming languages and English language were the most gamified educational courses. The game element point, leaderboard, badge, levels, challenge and feedback were used more than other elements.

The results indicated the effectiveness of gamified e-learning environments to increase learning, engagement and motivation of learners.

The present study tries to have a comprehensive review of studies in the field of gamification in e-learning, although it was accompanied by limitations such as not reviewing articles in non-English languages and not reviewing studies published in a format other than journal and conference articles. Undoubtedly, in order to succeed in projects related to gamification in e-learning, looking at its different dimensions and planning in those areas will be very fruitful, and research such as the present study can provide a comprehensive view for designing long-term gamified e-learning environments. The subjects obtained from the analysis of the field studies of gamification in e-learning can be done in Iran, although additional and more detailed research with various methods will help to enrich it.

One of the new developments in educational technology that is currently widely used in classrooms to increase students' learning and motivation is the smart board. Smart board is an educational tool that allows computer images to be displayed using video projector on the board. The teacher can then use his/ her finger as a mouse to directly manipulate and copy items on the board on the screen. The speaker can save the presented content. The smart board's technology capabilities and accompanying software encourage students to immerse themselves deeply in the educational content and to move forward step by step with high motivation with the teacher in order to learn the content of the lesson. Some of the strengths and weaknesses of this tool is understandable and its effectiveness can be revealed by further research.The use of smart boards in teaching English as a foreign language has been of much concern to English language teachers since a couple of years ago. However, the impact of smart boards on learning phrasal verbs and attitudes of Iranian learners of English language has not been appropriately investigated.

The present study aimed at investigating the impact of smart boards on learning phrasal verbs and motivation of language learners for learning a foreign language. In doing so, 30 EFL learners at a high school in Khoramshahr were selected through convenience sampling. They received instruction on phrasal verbs through smart board within 8 weeks. The participants' scores on pretest, posttest, and follow up tests on motivation and phrasal verbs were submitted to two different repeated measures ANOVA.

The results showed that there was a significant difference between the participants' scores on pretest and posttest of both phrasal verbs and motivation test. Therefore, it could be argued that the use of small boards can significantly contribute to the learners' motivation and learning of phrasal verbs.

Smart boards as a tool have great potential to increase teachers 'educational performance and learners' educational achievements, and ultimately improve student achievement. However, the claim that the student's success can be automatically increased using this technology may be incorrect. Therefore, teachers need to think carefully about how to use this tool. Due to the spatial limitations of this research, its replication research in other schools may have different results. Therefore, the results may not be generalized to all high school students and other areas. The duration of this study was only eight sessions, which seems to be a limited time. In addition, the participants were high school seniors, and other high school levels were not considered, and only female students were recruited in the study. As a result, choosing a larger sample size consisting both male and female students can increase the validity of the results.

In the present era, having access to information and using it effectively is considered as a fundamental principle in the social and professional life of everyone from different groups of society. In this case, information literacy is a means of communication in the world. The aim of this study was to investigate the relationship between instruction of information literacy and academic performance of M.A. students in Islamic Azad University, Roodehen branch. The research method was descriptive and correlational. The statistical population was all M.A. students of pedagogy, consulting and psychology generally (N=688). 242 subjects were determined as sample through Krejcie and Morgan table and selected randomly by using stratified sampling method based on field of study. To collect data, a researcher made questionnaire was used.Content validity of the questionnaire was confirmed by professors and professional experts. The reliability was estimated 0.79 using Cronbach's alpha. To study and analyze the data, descriptive and inferential statistics such as Pearson correlation coefficient, two-way ANOVA and multiple regressions were used. The results of the survey showed a significant relationship between instruction of informational literacy (to find, to use and to be motivated) and M.A. students’ academic performance and %10.5 of the improvement in student's academic performance was due to their instruction of informational literacy.

The aim of this study is to compare the level of motivation of fifth grade male students in regular elementary schools and smart elementary schools. The design of this study is causal-comparative and the statistical population includes all the fifth grade male students of Tehran’s elementary schools. The Organization of Education of Tehran announced that the number of these students is 2225 students. 62 students from regular schools and 62 students from smart schools were selected and compared. The sampling method used in this study is purposive sampling and the reason behind choosing this method was to select those samples that were closest to the standards. Since the previous studies had published good reviews about the reliability and validity the Hermans Achievement Motivation Questionnaire, it was used to measure the level of motivation of students in both regular and smart schools. Finally, the collected data and descriptive statistics including frequency, median, mean and two independent samples t-test were analyzed. This statistical test showed that there is no significant difference between the level of motivation of students in smart schools and regular schools and the comprehensive system of information and communication technologies facilities has not had any influence on increasing students’ motivation.