نشریه فناوری و دانش پژوهی در تعلیم و تربیت
پیاپی 2 (زمستان 1400)

This study aimed to evaluate the role of usefulness and perceived ease in using online learning for behavioral purposes concerning the mediating role of attitudes toward technology. In this regard, the current research is of applied, descriptive-survey, and correlational type. The statistical population of the present study was all formal and full-time teachers in Tehran in all courses. A sample of 253 people from this community who participated in online data collection was considered as a research sample. A standard online questionnaire was used to collect data, the reliability, and validity of which were confirmed. Studies using the partial least squares method and smart pls software showed that perceived usefulness and perceived ease have a positive and significant effect on teachers' behavioral goals. The results also showed that the attitude towards technology mediates the impact of usefulness and perceived ease of using online learning on behavioral goals.

This study aimed to determine the effectiveness of education of MOOC-based in academic conflict and mathematical performance of 11th grad students in Ravar city. The research method was quasi-experimental. The statistical population of the study consisted of o11th-grade students in Ravar city, 40 of whom (20 in the control group and 20 in the experimental group) were selected by convenience sampling. The relevant course was taught in 6 sessions for one month for the experimental group through MOOC technology and using the developed educational design model, and the control group was trained in the same usual classroom method. The instruments used in this study were the Rio Academic Involvement Questionnaire (2013) and the researcher-made test of academic achievement in mathematics. To test the research hypotheses, univariate and multivariate analyses of covariance were used to adjust the initial differences (statistical control of initial differences) of the experimental group and the control group. Findings showed that in the academic engagement variable after eliminating the effect of the re-test, the mean of the experimental group was higher than the control group and the adjusted mean of academic engagement scores in the experimental group was higher than the adjusted mean post-testosttestt scores in the control group. The findings also showed that there was a significant difference between the mean scores of mathematical performance in the experimental group and the control group in the post-test stage, after removing the pre-test effect, and the mean modulated mean scores of mathematical performance in the experimental group was higher than the modified mean of posttest scores in the control group. MOOC-based distance learning predicted 76% of the variance of mathematical performance. Therefore, it can be concluded that the usthe e of education model MOOC-based has been effective in increasing students' mathematical performance.

This study aimed to predict children's behavioral problems based on mothers' problematic use of virtual social networks. This study was a descriptive correlational study. The statistical population of the study included all mothers in Tehran in 1400 who had at least one child in primary school and were members of the virtual social networks Instagram, WhatsApp, and Telegram. 120 people were selected by convenience sampling method (call-in virtual social networks). Behaviors and Abilities Questionnaire (1997). Data analysis was performed from questionnaires through SPSS 23 software in two parts: descriptive (standard deviation, skewness, and elongation) and inferential (Pearson correlation and linear regression analysis). The results showed that there is a significant positive relationship between problematic use of mothers' Internet and children's behavioral problems. problematic use of the Internet by mothers can also predict children's behavioral problems. Accordingly, it is necessary to pay special attention to the effects of technology in family interactions, and parents are advised to improve their children's behavioral problems by managing the use of the Internet.

The present study aimed to determine the relationship between digital literacy and parental mediation with online education risks concerning the mediating role of students' self-control. In this regard, the present study is applied research and descriptive survey, and correlational research. The study's statistical population consisted of first-grade high school students in District 1 of Tehran 220 people were selected as a sample by simple random sampling. A standard questionnaire was used to collect information and its validity and reliability were confirmed. Also, the partial least squares method and PLS software were used for data analysis. The results showed that digital literacy and parental mediation have a significant negative relationship with online education risks. The mediating role of self-control in the relationship between parental mediation and digital literacy with educational risks was also confirmed. Therefore, it can be concluded that increasing digital literacy and the presence of parents in online education can reduce the risks that students may face. Also, if students have good self-control in this area, this effect will be greater.

The purpose of this study is to investigate the effectiveness of virtual education through a Shad program on motivation for progress and time management in eleventh grade female high school students in Kerman city. The members of the community include all the eleventh-grade female students of the second secondary school (3395 people) in Kerman. 40 students were randomly assigned to the experimental and control groups as a sample. The data collection tools in the study were the Achievement Motivation Questionnaire (ACMT) (1994) and the standard questionnaire management of Moorhead and Griffin (1989). To analyze the data in the descriptive part of the scale Analysis of variance, standard deviation, and mean were used and in the inferential section, the analysis of covariance was used to measure the effect of the Shad program. The results showed that Shad social network training was effective in increasing students' achievement motivation and time management so students and teachers should participate in appropriate workshops. In other words, using the Shad program increased the motivation of students to progress. Also, using the shad educational system helped to manage more time students and made them manage their time better than before. Therefore, the use of Shad program in the post-corona training period and even face-to-face training, along with a variety of teaching methods, is suggested as another educational assistance software.

The aim of this study was to compare body mass index and cyberspace addiction and cardiac anxiety in active and inactive teachers in Marvast city. The method was descriptive and causal-comparative. The population studied in this study was all teachers in Marvast city, the total number of which was 300 people. The sample size includes 184 teachers of Marvast city, which this sample size was considered using Morgan table and selected by available sampling method. The instruments used in the present study were: Yang Cyberspace Addiction Questionnaire (1996), Efert et al.'s (2000) Cardiac Anxiety Questionnaire, Beck Physical Activity Questionnaire, and height and weight variables for measuring body mass index. Data analysis in the present study was performed using SPSS 23 software at both descriptive and inferential levels. Findings showed that body mass index, cyberspace addiction and heart anxiety in active and inactive teachers are significant and physical and sports activities have a direct and positive effect on teachers. Therefore, it can be concluded that the level Physical activity is the main factor influencing the research variables and reinforces the view that physical exercise represents an effective treatment and should be made more available to teachers.