نشریه فناوری های آموزشی در یادگیری
پیاپی 4 (پاییز 1394)

This study aimed to investigate the relationship between game experience, digital self-efficacy, and challenges of primary school teachers with game-based learning. To achieve this goal, the correlation research method was used. The population of the research consisted of primary school teachers in Tabriz city from which 122 people were selected randomly. To collect information and data, researcher-made student-centered digital self-efficacy questionnaire (Maine), teachers’ game experience questionnaire and internal challenges questionnaire were used. To analyze data, frequency, mean, frequency percentage, and standard deviation in descriptive statistics and Pearson correlation test in inferential statistics were used. The results showed that there is significant positive relationship between the teachers’ game experience and computer games. There is significant positive relationship between the teachers’ digital Self-efficacy and the use of computer games. Also the results showed that there is a significant negative relationship between the teachers’ internal challenges and the use of computer games. The findings of the study will likely provide insights for supporters to develop opportunities for the application of computer-based games at schools and access to the computer-based games at home and schools.

The development of smart schools has been achieved along with technological development, in that the use of technology affects student's learning and motivation. The interactive boards are a sample of modern technologies used in smart schools. Given the spread of interactive whiteboards in Iranian schools, it is important to investigate the user's perception of this technology. The current study intends to develop a questionnaire for investigating the students’ perception of interactive boards. To this end, a sample consists of 305 seventh- and eighth-grade high school students in South Khorasan province were selected. Results from the created exploratory factor analysis specified 4 factors, namely student's perception of learning, student's perception of motivation, student's perception of efficiency, and student's perception of challenges and limitations. In general, these factors explained 55% of variance in student's perception of interactive boards. The reliability of the instrument was obtained as ɑ=0.09 and the 4-factor regression model explained 22.3% of changes in school marks among these students.

This study was conducted to identify the effect of using a multimedia instructional podcasting system on the achievement motivation in learning Quran among the fourth-grade elementary school boys in Miandorud Country. This quasi-experimental study, with a pre-test and post-test design, was conducted within a certain time table. Given that it is a quasi-experimental study, 30 fourth-grade elementary school boys were selected, using simple sampling technique. The subjects were randomly placed in two equal-sized groups. Before the initiation of the teaching session, the pre-test was administered to both groups. One group received traditional way of teaching Quran, and the other group was taught through multimedia instructional podcasting. The post-test was administered after the completion of the course. In both pre-test and post-test stages, Harter's Motivation Scale and a researcher-made questionnaire were used. Data analysis was done both descriptively and inferentially. Research findings showed that the use of a multimedia instructional podcasting system had no significant effect on the subject's achievement motivation in Quran course; however, it was significantly effective in their learning.

This study aims to examine and explain the theories, principles, and strategies of instructional design proposed by David Merrill. This is a descriptive analytical study and has been carried out to provide a deeper understanding of the theoretical principles of instructional design by Merrill. By searching related resources, theories and approaches to Merrill’s design, including Component Display Theory, Knowledge Objects, and Task-Based Instructional Strategy were accurately analyzed. In addition, the basics of instruction-normative principles based on experience or research to facilitate instructional effectiveness were identified. In addition, an attempt was made to answer two central questions "what is to be taught?" and "How should it be taught?” which need to be responded by instructional design. The sources of the research include 49 articles and books written by Merrill until 2012. The content of these sources have been analyzed by purposive sampling. Results suggest that learners that took part in task-based courses, which take advantage of basic principles, show more satisfaction and interest in the course and in fact, have a better performance compared to traditional courses. In the end, it is believed that the effectiveness, efficiency, and attractiveness of a product or specific course depend on the amount these theories, strategies, and instructional design principles are used.

This research aims to study the impact of visual literacy instruction course on the ability of image analysis by the students of instructional technology. Fifteen students of instructional technology of faculty of Education and Psychology of Allameh Tabataba’i University were chosen as control group. They were given pre-tests; an instructional course was held; then, a post-test was taken. The information required in this study was collected using researcher-made questionnaire and images to assess students. The validity of the questionnaire was confirmed by experts’ opinion and its reliability using Cronbach's alpha was calculated to be 0.8. In analyzing the data, descriptive statistics (frequency, percentage, and mean) and inferential statistics (analysis of variance and t-test) were used. Results showed that visual literacy course increases the ability of image analysis by students of instructional technology.

This qualitative content analysis study, with a deductive approach, aimed at developing a practical framework of content characteristics of e-learning, based on the cognitive load theory. In that, following fundamental questions were first phrased about the characteristics of electronic content: A) “What are the characteristics of electronic content from intrinsic cognitive load perspective?” B) “What are the characteristics of electronic content from extrinsic cognitive load perspective?,” and C) “What are the characteristics of electronic content from optimal cognitive load perspective?.” Then, the theoretical bases of the cognitive load theory were used to specify the major and minor components of above questions through qualitative content analysis. Finally, practical solutions for the management of cognitive load in design and production of electronic content within a certain framework were developed, based on the findings of this stage and through discussions with specialists. In this study, the statistical population included all articles available for download in Google and Wiley, Ebsco, and Sciencedirect databases. The total number of articles found in the mentioned databases by 2015 was 77 articles, out of which 11 articles were selected for analysis through purposive sampling technique. Finally, the analysis of articles resulted in determination of the characteristics of e-learning content from three perspectives, namely intrinsic cognitive load, extrinsic cognitive load, and optimal cognitive load. The current framework of cognitive load in the analysis of electronic content can help instructional designers in designing better e-learning environments.