فصلنامه فن آوری اطلاعات و ارتباطات در علوم تربیتی
سال سیزدهم شماره 3 (پیاپی 51، بهار 1402)

In terms of purpose, this research is applied and is classified as a semi-experimental and pre-test-post-test type of research with a control group. The statistical population included all dyslexic students in the fourth grade of Kerman city in the academic year 2021-2022. 50 students were randomly selected and randomly divided into two groups of 25, experimental and control. The data measurement tool was the active memory capacity questionnaire and the innovation-based performance questionnaire, which were completed by the subjects before and after the intervention. After data collection, data analysis was done using spss25 software and analysis of covariance. The results showed that in the subscales of working memory, the average of the measurement variable (53.6000) in the post-test of the experimental group was reported as the highest average. Also, in the post-test of the experimental group, the highest mean for processing (52.6800), creativity and innovation (21.6400) and use of new opportunities (21.0800) were reported, respectively, which shows an increase in the mean of the post-test of the experimental group. To pre-test this group. In general, online multi-user educational computer games have a significant effect on active memory and innovative performance of dyslexic fourth grade elementary students (p≤0.05).

The present study was conducted with the aim of investigating the impact of digital welfare on the educational effects and Islamic lifestyle of the master's degree students of the Islamic Azad University of Sari during the Corona era. The applied research method was descriptive-survey type. The statistical population of this research was all master's students of Sari Islamic Azad University, numbering 165 people in the academic year of 2001-2001. The sample size was determined through the Karjesi and Morgan table of 115 people, and stratified random sampling method was chosen based on gender. The data collection tool was the standard questionnaire of the use of virtual social networks by Khaja Ahmadi et al. (2015) and the researcher-made questionnaire of Islamic lifestyle. The validity of the questionnaires was checked and confirmed by experts and experts. In order to analyze statistical data, descriptive criteria such as mean and standard deviation were used, and in inferential statistics, Kolmogorov-Smirnov test and independent t-test were used. The results of the research showed that digital welfare in virtual social networks has influenced the Islamic lifestyle of students (educational programs, leisure time, devotional activities, health and nutrition, political dimension).

The purpose of this study is to investigate the causes of students' academic failure by emphasizing the virtual education of the happy program in the corona pandemic with a qualitative research method of thematic analysis. The statistical population of the study included the parents of primary school students in South Khorasan province who were selected by purposive sampling method and finally the data were saturated with 36 participants. Data collection tools in this study were semi-structured exploratory interviews due to the novelty of the subject and the lack of sufficient theory on the subject of the research. After collecting the data, they were analyzed by Strauss-Corbin method. Among the extracted concepts, 55 open source codes were classified into 11 code-based and 3 selective codes (contextual causes, educational causes and educational causes). In order to check the validity of the codings, the specialized agreement of the experts on the process and structure of the codings and to evaluate its reliability using the process evaluation form and the final coding structure, the method of agreement between the evaluators was used.

research method; The quasi-experimental type was pre-test-post-test with a control group. The statistical population included all the students with attention deficit hyperactivity disorder in the secondary level of the 2nd education region of Tehran, numbering 476 people. Using available sampling method, 40 male students with attention deficit were selected as samples. By using the Connors Parent Form Questionnaire (2004) and by examining the students' files with the cooperation of school administrators; 12th grade students were diagnosed with attention deficit-hyperactivity disorder. After the assimilation caused by the implementation of the pre-test, the questionnaire of reflective learning and cognitive learning, the present sample was randomly replaced in two groups of 20 people, test and control; The data collection tool included the reflective thinking questionnaire of Kamber et al. Data were analyzed using SPSS25 software. In order to analyze the data, descriptive (mean and standard deviation) and inferential (covariance analysis) statistics were used. The results of the research showed that education through mobile technology has a significant effect on cognitive learning and cognitive strategies of repetition or review, expansion or expansion and organization of hyperactive primary school students(F=6.074 and p≤0.05).

The present study was about the clinical trial of educational technologies and its experienced capabilities in the improvement of neurodevelopmental disorders with emphasis on learning disabilities, mental retardation and autism spectrum. The research was qualitative in terms of the applied purpose of the approach and the type of thematic analysis and the method used based on the Atrid-Sterling model. Using the purposeful method and selection of texts and using the theoretical saturation criterion, 70 articles (35 foreign articles and 35 internal articles) between 2000 and 2021 for foreign articles and for internal articles between 2009 and 1400 were selected and analyzed. Findings were analyzed and implemented in the form of basic, organizing, and comprehensive themes. MAXqda2018 software was used for data analysis. The results showed that 154 themes were related to the capabilities of technology in the improvement of neurodevelopmental disorders, which increased the effectiveness of technology in various areas of life of people with learning disabilities (55 themes), mental retardation (47 themes) and autism spectrum disorders (52 themes) showed.

The present study was conducted to present a conceptual model of digital learning. In order to conduct the present study, a qualitative approach and a meta-synthesis method were used. The purpose of the Meta synthesis is to extract a new understanding by comparing and combining the findings of multiple studies. The research population included all articles, books, work reports and university publications in more than 3000, from which 60 documents were selected and analyzed. This method is based on Sandelowski& Barros,with seven steps. Open and axial coding were used to analyze the data. The results indicate the identification of 11 key components for developing a digital learning model. These components include professor digital readiness, student digital readiness, digital knowledge management, Digital support, Digital quality, Digital management, Digital interactions, Digital technology, Digital evaluation, Digital teaching and learning, and Digital content. Specific components and elements have been identified for each of these components, and finally, suggestions have been made in accordance with these components.

The aim of this study was to determine the role of media literacy and epistemological beliefs in technology acceptance of primary school teachers. The research method is descriptive and correlational. The statistical population of this study includes all teachers of the first and second grades of primary school in Yazd in the academic year 2020-2021, who were totally 2982 teachers; Out of this statistical population, 353 people were selected as the research sample using Cochran's formula by available sampling method. The research data collection tools consisted of three questionnaires: Davis Technology Acceptance, Potter Media Literacy and Schumer's Epistemological Beliefs. Data analysis was performed using Pearson correlation analysis, multiple regression. The findings showed that there is a positive and significant correlation between media literacy and teachers' epistemological beliefs with their technology acceptance and also 25.8% of the variance of technology acceptance by media literacy and epistemological beliefs has been predicted. In fact, the more primary school teachers enjoy media literacy and epistemological beliefs, the higher the technology acceptance. The results of this research can directly affect the acceptance of future online training courses and virtual course designers can benefit from it in a desirable way.

This study aimed to evaluate the information systems model of the management of Islamic Azad University. This research is applied in terms of purpose and mixed in terms of research method. In the quality section, the process of information systems has been reviewed by referring to the documents and the instructor system. In the quantitative part, the research method is field type. To evaluate the model, Khademizadeh, Faraji & Ghasemi (1399) criteria were used by distributing a questionnaire. The mentioned criteria include organizational, individual, information, technology components. The statistical population is all the Shiraz Islamic Azad University staff, 320 people who were selected by simple random sampling. The method of determining the sample size using the Morgan table is 175 people. A one-sample t-test was used to analyze the data. The results showed that all individual, organizational, information, and technological factors in the management information management systems from the perspective of Shiraz Islamic Azad University staff are above average.