فصلنامه فناوری آموزش
سال ششم شماره 2 (پیاپی 22، بهار 1391)

The purpose of this study was to examine the effect of a mathematics computer game on students’ mathematics achievement and motivation. By using a simple random sampling technique, forty students who study at grade seven were chosen. Twenty students considered as experimental and twenty as control groups. Students’ mathematics achievement in both groups was measured using a pre-test. The results showed no statistically significant difference on the students’ pre-test scores. The experimental group was taught eight one-hour sessions during two weeks using mathematics computer game, while the control group was taught through traditional method. Both groups were also given a mathematics motivation questionnaire. After teaching period, a post-test was taken from both groups to measure acquired knowledge about the subjects taught. Multivariate Analysis of Variance (MANOVA) was conducted to analyze the data. Results clearly indicated that mathematics computer game enhanced students’ mathematics achievement; it impacts on approach motivation and mathematics attitude; but it doesn’t have any effect on avoidance motivation.

One of the models that presented in M-learning quality system field is TRA model, which focused on detecting effective factors on mobile learning system at Amirkabir University. We made questionnaire based on Students’ Behavioral parameters against mobile learning which distributed. According to those results, we found a meaningful and direct relation with purpose of mobile learning at this University and each of three effective factors on this model. Therefore, the most factors which effect on functions of mobile learning purposes are supposing mobile learning, tendency to mobile learning and behavioral control. Among these effective variables based on TRA model, supposing and awareness of learner are the most important one.

In this article, the insight of the foreign language faculties towards using information technologies in teaching languages online, have been investigated in four fields of teaching languages including: English, French, German and Farsi. Meanwhile the foreign language faculties’ perceptions towards the facilities provided at their work and their readiness to take part in the workshops of teaching languages online were studied descriptively. Different variables such as age, sex, educational rank and types of teaching (virtual online via face to face) were also considered thoroughly. 68 language faculties, from 7 different universities, answered the questionaires. The result showed that most of the language faculties were not aware of IT based devices or strategies of teaching their courses in virtual environments, and the necessary technological infrastructure and facilities for online language teaching is totally different at their work. It was cleared out that the majority numbers of foreign language faculties need to pass supplementary courses in almost all of the fields related to teaching languages electronically. However, the educational rank showed some positive effect on transition towards e- teaching, the higher the educational rank or teaching section, the more tendency towards using online strategies or devices, could be observed. Therefore, the researcher concluded that a well-planned, proactive IT-based training program for foreign language faculty is an essential prerequisite for further educational development in our country.

The purpose of this study was investigate the amount of realization of technical characterization and the assessment of course in developing and designing virtual courses of Iranian universities from the view points of students. Developing and designing virtual courses of criteria was five domain, and because of there are a lot of subjects in this article so, only above categories have been considered. In this study, descriptive-measurable method has been used. Statistical population of the study who were studying graduate and undergraduate students in the courses of engineering and human science who were selected of Shiraz and Khajenasir universities in the colligate year of 1386-87. For gathering the data, were used: quantitative method (researcher-made questionnaire). The questionnaire results identified that, in two research domain (technical characterization, and the assessment of course) The T which was seen was larger than the critical level of table (p≤0.05). In general, the all of the means, was higher than value means (3) (the mean of technical characterization domain 3/58, and the mean of assessment of course domain 3/02). Therefore, in relation to the results of this research as viewed by students, characteristics that mentioned above must pay attention higher average level.

Many discussions are available about the benefits and drawbacks of PowerPoint software in literature; however, according to the author’s review, there is not any comprehensive research about the optimum percentage of time of the classes for teaching with this software. This paper represents the best methods and percentages of utilizing PowerPoint software in classes. For this purpose, eight different classes of a university course were chosen, and each two classes were taught with a specific training method. In other words, four teaching methods containing four different amounts of times used for teaching with PowerPoint files were selected. This experimental work took four semesters. The percentages of times used for teaching with PowerPoint software were 0%, 25%, 40% and 100% respectively. The statistical analyses on coefficient errors indicate that the suitable percentages of teaching with PowerPoint are from 37% to 52% of the time of classes.

Nowadays universities use adequate facilities and professional lecturers to train skilled students, but if students do not pay attention in class all this effort is in vain. This research has attempted to study the sleepiness of pupils in class and has tried to find out if it is related to the teaching method and instructor’s appearance. In order to do so, two hypotheses are posed and answered through a survey. A questionnaire was designed and completed by 352 students. The results show that 27.8% of students are sleepy in class. During lecturing 72% of students, in memorizing and repetition 48% and in question and answer 9.4% of students feel sleepy. The changes in the voice of the lecturer stops 36.6% of the students from sleeping and 69.4% of students reported that the experience of the teacher prevents them from sleeping. The appearance of the lecturer stops sleepiness by 39.5%.

In recent decades, the need for interdisciplinary research in architectural education has become more evident. Meanwhile, designers implement objective and subjective interpretations for solving architectural problems. Therefore, the recognition of the conscious and unconscious mind of the architect and users is becoming a prominent criterion in reading architecture. One of the teaching methods in Italy is the method of the Moratoria School of Architecture. This method is based on historical-evolutionary typology, which is formed in order to regenerate the historical chain reconstruction of the object, which is, a part of the unconscious mind of the architect. The advantages of this approach are the research process, education and design in order to achieve basic types in the regional, city, contextual, architectural scale that provides the option of following the method in other schools of architecture. Describing the Moratoria school, the paper employs the descriptive-analytical method to criticize the basis of intellectual thoughts and curriculum. The findings of this study can be used in type recognition in the residential complex studio in schools of architecture.