نشریه پژوهش و نوآوری در تربیت و توسعه
پیاپی 3 (پاییز 1400)

The rapid development of emerging technologies such as Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) has opened new horizons in foreign language education. This article provides a descriptive analysis of the impact of these technologies on language learning, drawing on a comprehensive review of existing research. The study explores how AI-driven personalized learning platforms, VR, and AR can enhance the language learning experience by increasing motivation, engagement, and providing real-time feedback. The analysis shows that while these technologies offer significant benefits, including interactive environments and tailored learning experiences, there are also challenges related to infrastructure, cost, and the need for specialized teacher training. The paper concludes that while emerging technologies have great potential to revolutionize foreign language education, careful implementation and addressing the existing challenges are essential for maximizing their effectiveness.

This article analyzes the role of educational robots in enhancing cognitive skills and learning in children. Educational robots, as interactive and multi-sensory tools, have the potential to significantly improve children's cognitive skills, such as memory, critical thinking, and problem-solving. This study systematically reviews previous research and compares findings to highlight both the benefits and limitations of using these tools in educational settings. The research reveals that while educational robots can effectively increase children's motivation and attention, long-term impacts and individual differences among children require further investigation. Additionally, ethical and social concerns, such as the potential for reduced human interaction, must be considered. The study concludes with recommendations for future research to address these gaps and to explore the implications of educational robots in diverse learning environments. The findings underscore the potential of educational robots as valuable tools for enhancing cognitive development in children but also emphasize the need for balanced integration with traditional educational methods.

This article explores the impact of modern approaches in cooperative learning on the development of social skills in students. Cooperative learning, characterized by active group participation and collective problem-solving, is shown to significantly enhance social competencies such as effective communication, teamwork, problem-solving, and empathy. The study critically analyzes several innovative strategies, including project-based learning (PBL), problem-based learning, online learning, and blended learning. Through a review of relevant literature and empirical studies, the article demonstrates how these approaches not only improve academic outcomes but also play a vital role in social skill development. The findings suggest that while each approach offers unique benefits—such as enhanced critical thinking and collaboration—there are also challenges, including the need for adequate resources and support. The article concludes with recommendations for future research to further explore the long-term effects of cooperative learning on social skills and ways to optimize its implementation in diverse educational settings.

The purpose of this study is to investigate the impact of scenario-based learning programs on the development of critical thinking in students. This study employs a descriptive analysis method, examining the results of various research studies in this area. The findings indicate that scenario-based learning generally has a positive effect on critical thinking and can significantly improve students' analytical and decision-making skills. The role of teachers in designing and implementing these scenarios is highlighted as a key factor in the success of educational programs. The study's limitations include the limited variety of scenarios and the influence of various factors on the research outcomes. It is recommended that future research explores a wider range of scenarios and the role of different factors in the success of these programs. The results of this article can assist educators and policymakers in designing more effective educational programs.