Moodle is a Learning Management System (LMS) that is designed and implemented to provide easy distance learning and e-learning and run any electronic and online learning program. This system is an open-source and can be used in any field of learning. Given the importance and impact of collaborative learning as an educational paradigm, Moodle has provided tools such as wikis, workshops, and forums to provide an environment of collaborative interaction. Peer learning is a form of collaborative learning in which socially equal learners teach and learn from each other. In this paper, we applied Game Theory to design and implement a mechanism to design and run a peer learning environment in Moodle. The proposed mechanism is called GT-Moodle which uses forum tools in the Moodle environment and Prisoner's Dilemma - one of the most famous games in Game Theory- to create a peer learning environment to increase the learners’ motivation in the process of learning. By investigating the education-oriented research conducted in the field of Game Theory, it was found that these research studies have modeled the interaction of teacher/teacher, teacher/learner, learner/learner, and employee/learner. To the best of our knowledge, no study has been conducted to apply the Game Theory in order to create a peer-learning space in a Moodle environment. The space and conditions of the Prisoner’s Dilemma is very similar to those of the peer learning environment. Like Prisoner’s Dilemma in which the cooperation and participation of both players bring more achievement than lack of cooperation and enmity of both of them, in peer learning, the effort and cooperation of both learners in the activities designed for learning lead to more educational achievement and learning for both of the learners. More cooperation in peer learning increases the learning improvement that is the main goal of the GT-Moodle mechanism.

The present research is applied in terms of purpose, and descriptive in terms of data collection and analysis, and quasi-experimental in terms of implementation using post-test design with control and experimental groups. To evaluate, 26 students of discrete mathematics in computer engineering were randomly selected as the experimental group and 27 students were selected as the control group. The GT-Moodle mechanism uses Forum to group and define group activities. This mechanism was performed in several different sessions of the course on the test group and finally, the results of a post-test on the control and test groups were used to evaluate the effect of the proposed GT-Moodle mechanism.

Using the Mann-Whitney U independent group test, the post-test scores of the test group and the control group were compared. The Mann-Whitney U test showed a p-value=0.000<0.05 meaning that there is a significant difference between the mean rank of the experimental and control groups at the level of 5%.  Also, the mean rank of the experimental group was 35.31 which is higher than the mean rank of the control group with a value of 19. This indicates a positive effect for the proposed mechanism in this study (GT-Moodle) on learning enhancement.

The results of this research can be used and implemented by any educational institution that is going to use peer learning to create a productive learning environment. Since the current Moodle's tools have been used in the design of the proposed mechanism, its implementation does not require additional skills other than those of working with the Moodle, and any instructor with the knowledge of using the Moodle space can easily use the GT-Moodle mechanism.

Utilizing the immediate feedback assessment to Technique (IF-AT) in team-based learning is a controversial issue due to its high cost. The aim of this study was to investigate medical students’ views about the outcomes of using IF-AT regarding the cooperation rate and method of students in team-based learning activates.
This descriptive study was conducted in 2016 at the School of Medicine, Tehran University of Medical Sciences, Iran. The study population consisted of medical students who had experienced both team-based learning methods (with and without IF-AT). Convenience sampling was performed based on the willingness of students to complete a researcher-made, valid, and reliable questionnaire. Data were analyzed using SPSS software.
The IF-AT is designed for use in multi-response questions. Based on pre-determined patterns, the answer was hidden under a surface which was scratched off by students after discussing the answer. Of the 139 participants, 55.5% stated that utilizing IF-AT caused an increase in the time of discussion, and 38.8% believed that it had small or very small effect on the participation of students who would not previously take part in the discussion. In addition, 84.2% noted that the use of this tool increased the accuracy of answers. 85 (61.1%) believed that IF-AT made team discussion more exciting. Moreover, 53.2% noted that it enhanced the depth of the discussion, and 60.4% stated that discussions became more serious. However, the majority of students (50.3%) believed that it had little effect on the integration of knowledge of other subjects in answering questions. The students’ views in the open question, in addition to approving the quantitative results, showed that students may wait for other teams to reveal the answer before using their form.
The students believed that the use of the IF-AT has positive effects on participation in team work. Although it may be a costly method, due to its positive effects from the perspective of students, the cost associated with buying or producing of the tool seems to be economical. In order to prevent the creation of a competitive educational environment, it is recommended that students be made effectively aware of the goals and rationales of using this tool. Student orientations should be done in multiple time intervals and must be taken into consideration on other related circumstance, such as professional code of conduct training.

To help with the improvement in professional learning of teachers the opinions of 190 elementary school teachers on developmental leadership, cooperation among teachers, internalization of school objectives, self-efficacy, and teachers’ participation in professional activities were sought using a questionnaire constructed on the basis of the study’s theoretical foundation and previous research. The analyses of the so collected data reveal that cooperation among teachers, self-efficacy, and internalization of school objectives as one’s own are the most effective factors on teachers’ participation in professional learning activities. Developmental leadership, not only affects cooperation among teachers, but coupled with cooperative decision making, affects teachers’ professional learning. Finally, it is concluded that teachers’ participation in professional learning activities is influenced by systemic and out-of-school factors as well, that need further research

Computer-based learning environments have had a considerable development in higher education aswell as organizational and industrial settings because of the increased accessibility to computers andthe internet. Moreover, educational experts and researchers are paying more attention to theimportance of human interaction in the learning process. One of the key factors in the success ofonline learning environments is providing facilities for increased group work and learner cooperation.Group work and effective cooperation in online environments enables learners to be actively involvedin learning and therefore, test their knowledge in a social structure and develop new ideas andsolutions with the help of their peers. Computer-based group work is an educational approach thatcombines online technologies with human interactions. In this article, we will initially definecomputer-based learning groups and explain the fundamental differences between learning groups andwork groups. Then, the advantages and challenges of group work in online learning environments willbe assessed.

The purpose of this research was to find out the relationship between cooperation of teachers by the principals in different tasks of institute and the rate of cooperation of students in different class activities by the teachers. The method of study was survey research. Pearson correlation test and T test were used in order to analysis the data. The results indicated that there is a direct and meaning/iii relationship between the cooperation of teachers in decision making by the principals and also between the deligating parts of autority lo the teachers by the principals and the rate o/jlexibility of principals and use of teachers from cooperative learning in class. Findings also indicated that there is no significant dijference between male and female managers and use of teachers from cooperative learning in classroom. Moreover, the results indicated that there is no significant difference between managerial background and use of teachers from cooperative learning in class.

According to scientific development programs in recent years, there has been a significant growth of scientific production in the country, but what can tie this growth to the sustainable development of the country is the use and commercialization of these scientific achievements for the betterment of society. A society with a leading and knowledge-based industry needs to target and understand effective groups. How the university and industry work together, defining the plans of each party and the key points for the relationship to be effective are very important. To this end, using the experiences of leading foreign institutions and universities and their implementation models and, most importantly, the thinking behind the implementation of these plans, will be an important indicator for policy-making and targeting of domestic universities. This research is applied in terms of purpose because its results are applicable to both industry and universities and can provide the basis for increasing bilateral interactions between academia and industry. The method of data collection in this research is library studies and meta-combined type and the main focus of researchers is on the study of applied studies that has led to successful interaction between industry and universities. The results showed that in order to increase the university's interactions with industry, there are seven factors: 1- Recognition of internal activities 2- Joint actions 3- Effective communication with industry 4- Communication with companies and government institutions 5- International relations 6- Entrepreneurs and start-up businesses 7 - Focus on social responsibility and communication with the community.

The current study was carried out in 2009 with the purpose of planning a syllabus to promote cooperation in secondary school. The general purposes of the syllabus in this study was compiled based on theoretical bases and performed studies and after being scrutinized through education and training and learning psychology, evolved toeducational objectives. Considering this objective, the educational content, teaching-learning strategies and evaluation methods based on promotion of cooperation were determine

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.

This paper presents a modification of Particle Swarm Optimization (PSO) technique based on cooperative behavior of swarms and learning ability of an automaton. The approach is called Cooperative Particle Swarm Optimization based on Learning Automata (CPSOLA). The CPSOLA algorithm utilizes three layers of cooperation which are intra swarm, inter swarm and inter population. There are two active populations in CPSOLA. In the primary population, the particles are placed in all swarms and each swarm consists of multiple dimensions of search space. Also there is a secondary population in CPSOLA which is used the conventional PSO''s evolution schema. In the upper layer of cooperation, the embedded Learning Automaton (LA) is responsible for deciding whether to cooperate between these two populations or not. Experiments are organized on five benchmark functions and results show notable performance and robustness of CPSOLA, cooperative behavior of swarms and successful adaptive control of populations.

Innovation is a paramount factor for nations towards wealth and development. Countries make and perform special policies for innovation development. One of the solutions to develop innovation is innovation networks approach. These networks are based on cooperation and learning. In last decade, there was a major trend in self-organization and learning networks in studies; but there is not enough evidence for such surveys in Iran. This survey research aimed to study Ahwaz Science and Technology Park innovation network while gets help from a questionnaire tool. By doing interviews with 11 experts, the questionnaire validated and distributed to 25 companies reside in the park. To analyze data, path analysis via regression tested by the help of windows SPSS software. Based on the results, different factors such as corporations enabling, networks embeddedness, and suitable environment have different effects on cooperation, self-organization and learning of innovation networks. In addition, these factors have different effects on innovation development and network efficiency.