educational technology

This study aims to examine the impact of technology-based interactive teaching methods on enhancing students' conceptual understanding and to analyze the challenges and opportunities associated with this educational approach. This research was conducted using a qualitative approach, with data collected through semi-structured interviews with 24 teachers and educational experts in Tehran. Participants were selected through purposive sampling, and data collection continued until theoretical saturation was achieved. The collected data were analyzed using qualitative content analysis with NVivo software. Open, axial, and selective coding techniques were applied to identify key patterns related to the research topic. The findings revealed that interactive technologies in education facilitate easier access to learning resources, increase student motivation, enhance educational interactions, and improve conceptual understanding. Additionally, technology contributed to the development of cognitive and social skills among students. However, several challenges were identified, including infrastructural limitations, lack of teacher knowledge and skills, and disciplinary issues in virtual classrooms. Technology-based interactive teaching methods have significantly improved students' conceptual understanding and transformed learning into a dynamic and engaging process. However, for successful implementation, educational infrastructure needs to be strengthened, teachers require proper training, and strategies must be developed to manage the associated challenges.

The aim of the current research was to design and develop the implementation model of cooperative learning in the online environment in the Iranian Public Management Education Center.

The current research is based on the purpose of applied-fundamental type and based on the type of data collected, it is of the type of mixed designs. The statistical community in the qualitative part of the research included experts from the Public Management Training Center. The sample size in the qualitative part was determined using the principle of theoretical saturation, and these people were selected using the purposeful sampling method. In the quantitative part, the statistical population of the research includes all managers and assistants and professors of the Public Management Training Center who are working. Based on Cochran's formula, 80 people were selected as samples. To collect data from two documentary and field methods (exploratory interviews and researcher-made questionnaire). The validity and reliability of the instruments were measured and confirmed. The method of data analysis in the qualitative part of the theoretical coding was derived from the data theorizing method. In the quantitative part, data analysis was done in two parts: descriptive and inferential statistics (structural equation modeling, confirmatory factor analysis and structural analysis using SmartPLS2 software.

The findings of factor analysis show that among the indicators of ) existing, 9 main dimensions can be identified in the form of central phenomenon, causal conditions and influencing conditions. Based on the literature, background and existing theories, these dimensions include intention to use, usefulness, efficiency and effectiveness, the role of managers and assistants and professors. , the necessary infrastructure, the culture of virtual education, the intention to continue using, the ease of teaching and learning, and the reduction of educational costs.

The results showed that the conceptual model of the research has a favorable fit.

improving technological infrastructure and teacher training can help increase the impact of educational technology on students' motivation and self-efficacy. The purpose of this research was to investigate the relationship between teachers' attitudes towards educational technology, learning motivation and self-efficacy of sixth grade elementary students in Farashband city in the academic year 1402-1401.

The current research was a fundamental research in terms of its purpose, and a correlational descriptive research in terms of data collection. The statistical population in this research was all the sixth grade elementary teachers and their students in Farashband city, and according to Morgan's table, the number of statistical samples was calculated to be 237 people. However, due to the type of statistical method and limited access to the sample, 100 people were considered. And it was selected using cluster random sampling method. The data collection tool was Yaqovs Educational Technology Questionnaire (2005), Kashif et al.'s motivation to learn (2013) and Sherer et al.'s (1982) general self-efficacy.

The findings showed that there is a significant and direct relationship between teachers' attitude towards educational technology and students' learning motivation with a correlation coefficient of 0.137. There is a significant and direct relationship between teachers' attitude towards educational technology and students' self-efficacy with a correlation coefficient of 0.156. Also, the results of the coefficient of determination test showed that educational technology explains and predicts students' learning motivation by 2%.

This research shows that teachers' attitude towards educational technology can have a positive effect on students' learning motivation and self-efficacy, although these effects are relatively weak. To improve the results and take full advantage of educational technology, it is necessary to pay attention to other factors and try to create a supportive and comprehensive educational environment.

Customer knowledge management is a combination of knowledge management and customer relationship management, which becomes important for developing the business strategy of the organization and as a result, improving organizational activities and achieving a competitive advantage. With the development and expansion of knowledge and information technology, the project environment has become more complex. The purpose of the research is to determine a model to evaluate the knowledge management system in order to improve industries with the focus on educational technology and the use of data mining concepts. Quantitative research method and the required information of this research were collected from the database of industrial units including the automobile company. The statistical population of the research includes all car buyers during the years 2019 and 2019, and the sampling method was simple random.To collect data from questionnaires and to analyze data, data mining method and kmens algorithms, neural network method and support vector machine were used. The obtained results show that the use of knowledge management and educational technology concepts has been able to predict the types of customers and sales trends in the future and it is expected that the obtained results will be useful in improving industries and manufacturing and production management in the country.

The purpose of this research is the pathology of the educational technology system in Ilam University. Ilam University, having 7561 students in 83 different fields, should use modern technology to train capable graduates.

In terms of purpose, the research method is of applied type, in terms of qualitative nature, and in terms of the method of collecting findings, it is of thematic analysis type and has an inductive approach. The findings were analyzed the content analysis method in three stages of coding to obtain basic, organizing and comprehensive themes. The validity of the findings was confirmed with the help of intra-subject agreement coefficient.

The findings show that the five organizing themes include structural pathology, empowering educational pathology, technology-based educational management pathology, cultural-psychological pathology and pathology. Macro-management environment from the total of 33 basic themes is suitable for expressing the pathology model of educational technology in dimensions (educational needs assessment, educational design and planning, implementation and evaluation).Conclusions and suggestions: Based results obtained from the research, in line with the pathology of educational technology in Ilam University, the enabling educational pathology has the most importance and the pathology of the macro-management environment has the least importance.

Innovation and originality: 

Comprehensive review in this research is a new approach. Because hardware and media have been examined in all researches, in addition to the above, design, implementation and evaluation were considered.

The purpose of the current research is to review the book "Design and Educational Technology, trends and Issues" as one of the academic books in the specialized field of educational technology. The research method is a critical analysis based on the evaluation criteria of university textbooks by Mansourian (2013). The book, 's special feature focusied on AECT definition of educational technology, and based on that, the sections and chapters of the book have been formed to explain its key terms. Another feature is the authors' emphasis on educational design and performance improvement along with educational technology and calling the field "educational design and technology". Based on the findings, among the strengths and points of the criticized work are the competence and record of the authors, coherence. integrity of content and structure, consistency with learning theories, citation ability and interdisciplinary nature, specialization and thematic purposefulness, and ability Theory and practical implications. Some of the examined weaknesses are the lack of modernity and use of old standards and little attention to the new concepts of thoughtful educational technology. Also, in the standard of writing and literary cleanliness of the Persian translated version, the existence of translation, writing and typing problems has reduced the accuracy of the content. Despite the significant points of the criticized work in the findings of the present research, it seems that by solving the mentioned problems, this work, along with the current resources of the field, can improve the knowledge of students in the field of educational technology.

This research aimed to evaluate the use of information and communication technology (ICT) in the teaching and learning process of smart elementary schools in Ardel city. The method was a mixed explanatory type. In the quantitative section, due to the small size of the sample, all teachers (80 people) were selected by census method. Quantitative data were collected by using a researcher-made questionnaire. The validity of the questionnaire was confirmed by a number of educational science professors and experts, and its reliability was calculated by using Cronbach's alpha coefficient, 0.94. In the qualitative part, 15 teachers and 15 administrators were interviewed. A sample T-Tech test was used to analyze quantitative data and qualitative content analysis method was used to analyze the qualitative data. The results showed that using ICT in five components: 1. Theachers’ improving the expertise, technological skills and computer literacy and their use of electronic content in teaching, 2. Using ICT to continue the teaching-learning process, 3. Teachers’ specialized knowledge and awareness in appropriate application of new teaching techniques, 4. Designing electronic content in teaching by teachers, 5. The role of students in producing electronic content in teaching and encouraging them to use ICT to expand knowledge and deepen learning by teachers were lower than desired. By analyzing qualitative data, important obstacles such as: teachers' lack of knowledge of new teaching methods; teachers' lack of satisfaction with the use of ICT and lack of mastery of ICDL skills;  teachers’, students’and parents’ lack of awareness in use of educational software;  teachers’ motivational weakness in the application of ICT in teaching;  all students’lack of access to class laptops; lack of experts in ICT utilization; the traditionality of the school structure; lack of culture of using networks and  teachers’,  parents’ and students’ low scientific- ultural level;  teachers’,  parents’ and students’ negative view and attitude; challenges related to infrastructure, facilities and economic resources; as well as the absence of a predetermined program and curriculum challenges were identified as  using ICT challenges in smart schools.

The purpose of this research was to investigate the relationship between educational technology in individual education, Bloom's view, in the book of the new style of thinking and life, authored by the author of the first year of the seventh grade of secondary school in Rodhen region during the Corona period. This research is considered to be a correlational research in terms of its purpose and a descriptive survey in terms of its method. The statistical population of this research consists of all the students of the first year of secondary schools in Roudhen region who were in the academic year of 2019-1400, according to the Morgan table and with the stratified random sampling method, 286 people were selected as a sample. A researcher-made questionnaire was used to collect information. In order to determine the validity and reliability of the questionnaire, using Cronbach's alpha coefficient, 87% was obtained for thinking and life style skills. The statistical method in this research was inferential statistics, and Pearson's correlation coefficient and regression tests were used to analyze the data. The results of the research showed that there is a significant relationship between the components of thinking and lifestyle skills with all the components of educational technology among the first year high school students in Rodhen region.

We are witnessing an increase in technology use which has turned out to be a major element to improve students' teaching and learning processes in today’s educational system. This change has had various positive educational technology outcomes for learners. Using educational technology and innovation is considered one of the essential components of developing creativity and innovation in students. Over time, much attention has been paid to what teachers need to know in order to effectively use technology in the classroom, and in addition, the competencies needed to nurture creative students. Since creativity and technology are vital for the success of educational organizations, especially universities, extensive studies have made efforts in order to determine the relationship between these two areas. These studies examine how various emerging technologies offer many specific benefits to educational organizations. However, there seem to be three outstanding benefits in the realm of creativity and innovation, which is a product of the technological world: an improved ability to the connection and empowerment of learners, an improved ability to organize the knowledge base of educational centers, and an improved ability of the organization to go beyond borders. This study aimed to investigate the relationship between using educational technology and creativity and innovation of students of educational sciences at the University of Kurdistan. Regarding methodology, the current study was applied in terms of purpose. It is a descriptive survey research in terms of method. In this research, the documentary method was utilized, i.e., books, articles, English and Farsi theses, and also a field questionnaire was used to collect the required data. The questionnaire has been prepared and arranged in three parts: The first part includes 4 demographic questions (gender, age, marital status, and education). Of the 43 questions in the main body of the standard questionnaire, 30 questions were on the dimensions of technology, 8 questions measured creativity, and finally, 5 questions investigated innovation concept in the students. All the analyses, descriptive and inferential statistics were performed via the SPSS26 and Smart PLS3 packages. By using Smart PLS3 software, reliability, validity, divergence, and convergence were measured. The participants were students of educational sciences at the University of Kurdistan, including both undergraduate and postgraduate students. In order to determine the sample size, Cochran’s formula was used and 235 participants were selected among 620 students by simple random sampling. In order to examine the educational technology variable, four components including "Educational objectives, educational conditions, educational resources, and educational efficiency" were used on 5 levels of the Likert scale (1 = "very little" to 5 = "very much"). Also, the variable of innovation and creativity (combined creativity and advanced creativity) was validated and measured at 5 levels of the Likert spectrum (1 = "completely disagree" to 5 = "completely agree"). As for the mean and standard deviation of variables of creativity and innovation obtained, the most creativity variable related to "summary" variables with a mean of 3.84 and a standard deviation of 1.08, and the variable of "internal affairs development" with a mean of 3.81 and a standard deviation of 1.12. The lowest variable of creativity according to students related to the variable "lack of proper planning" with a mean of 2.49 and a standard deviation of 1.13. A Pearson correlation analysis was conducted in order to assess the relationship between research variables. The results showed a positive and significant relationship between educational goals and educational resources (p<0.01, r=0.73). Also, there was a positive and significant relationship between educational resources and educational conditions (p<0.01, r=69). Further, the Pearson moment correlation for other research variables showed a positive and significant relationship at p<0.01 level. Regarding structural equation model fit, the value of the T statistic calculated for all components and sub-components was higher than 1.96. Thus, the significance of questions and relationships between variables can be confirmed at the 95% confidence level. The second criterion regarding structural equation model fit was R2 coefficients, which represent the percentage of variance explained by the independent variable of a dependent variable. As for R2 values, the data obtained was 0.688 for educational dimensions, and 0.818 for educational conditions. The acquired data for the other dimensions were higher than 0.67 which indicated a strong fit of the structural model of the research. The third criterion in structural equation model fit was the Q2 criterion, which showed the predictive power of the model. The Q2 value for educational technology dimensions and also creativity and innovation was higher than 0.15. which represented a moderate to high structural model fit. Therefore, it can be concluded that due to the predictive value of “learning performance”, which was 0.395, higher than 0.35, this dimension had the strongest predictive value compared to other research dimensions. Finally, after examining and confirming the conceptual model of the research, analyzing data by using PLS, and also results obtained from the connection between variables, path coefficients, T-statistics, significance level, mean, and rank concerning the research questions, with the path coefficient of 0.911, the obtained T= 66.708 was confirmed. Thus, it revealed that there was a positive relationship between educational resources and creativity and innovation of the students. The same positive result was obtained for the relationship between educational conditions and creativity and innovation with a path coefficient of 0.904 and T=80.625. Regarding the third question, the relationship between educational efficiency and creativity and innovation of the students was also positive. Further, the obtained data for the fourth question, path coefficient of 0.898 and T= 70/334 revealed a significant and positive relationship between educational aims and creativity and innovation of the students. In conclusion, based on the findings, it was shown that the educational technology variable was able to explain 57% of the changes in creativity and innovation. Among the dimensions of educational technology, the effect observed from the highest to the lowest, related to educational conditions, educational resources, educational goals, and educational efficiency. As final remarks, it was suggested that education policymakers integrate more technology into course contents, hold educational technology workshops in order to develop creativity and innovation in students, and provide sufficient educational infrastructure to incorporate modern technologies into classrooms

The purpose of this study was to "investigate the position of educational technology in the seventh grade workbook and technology based on Brown's theory from the perspective of teachers and professionals" was a descriptive study with a sample of 64 teachers and 12 curriculum specialists. Quantitative section tool, checklist with Cronbach's alpha 0.87 and in the qualitative part of the interview form in the form of 6 components in the fields of educational design, message design and use of visual materials, writing style, variety of learning experiences, physical characteristics and principles of education and It was learning. The data were analyzed through frequency, frequency percentage and univariate t and it was found that teachers believe in diagnostic evaluation, answer to diagnostic evaluation, answer to final evaluation and summary of the chapter on educational design and answering questions. Related to the diversity of learning experiences "does not exist, or is inappropriate; But teachers are able to produce, complete, modify or supply it, and the book "Needs Minor Modification." The experts also provided additional comments in this regard, and the book evaluation model was presented according to Brown's point of view.

Introduction and problem statement :

One of the main issues of any educational system by educators is to make learning meaningful for learners and their academic achievement. Because meaningless learning is not particularly attractive to learners and will be forgotten. This is doubly important when learners want to apply what they have learned in real life [Khaghanizadeh and Shokrollahi, 2010]. The use of educational tools and materials that have a facilitating role in the process of teaching and learning, reduces the high cognitive burden and increases motivation in learners and enriches their learning [Dehghanzadeh et al., 2016]. In addition, it reduces learners' anxiety in learning [Kutlutürkan, 2010]. The presence of teaching materials and necessary facilities will greatly help the teaching process. Educational materials are tools and objects that help learners to better and more understand the subject of education [Sharma et al., 2015]. There are other studies that have pointed to the positive impact of educational tools and materials on the learning process. These studies include Dehghanzadeh et al (2016), Dehghanzadeh et al (2021), Zarei zavaraki and Gharibi (2013), Azizinejad and Allahkarami (2019), Khodayari (2019), Karimi shalton (2020), Madadi (2020) and Christopoulos et al (2020), and Mendoza (2018). However, various studies have focused on achieving better quality educational tools and materials in the learning process, such as the research of Kirschner et al (2006) and Jang (2010) that the existence of defects in the efficiency of educational materials and the incompatibility of these tools with up-to-date subjects in technology and education have been cited as reasons for their inefficiency. There are other researches that have directly focused on how to increase the efficiency of educational tools and equipment, which is related to the quality of their design. [Dehghanzadeh and Dehghanzadeh, 2018]. Selecting propriate educational material is a key of meaningful learning (Mukundan et al, 2011). This research has been done qualitatively using the methods of grounded theory and deductive and inductive content analysis. In this way, first in the form of grounded theory, teaching and learning propositions are extracted from each of the key concepts and ideas in the field of educational technology, then in the deductive process, guidelines are extracted from the propositions and finally by conducting an inductive study, design criteria and the production of educational tools and materials is extracted. In this study, participants were in fact different sources and documents that were analyzed. In order to select these sources, reference books related to the field were reviewed and among them the encyclopedia of technology and educational communication terminology, which was compiled with the support of the Technology and Educational Communication Association, the most well-known international association in the field of technology and instructional design has been selected. In order to collect data to answer the first question of the research, after studying the sources and consulting with experts in the field, key concepts and ideas were selected. Then, for each of the key concepts and ideas, definitions and explanations were extracted from different sources. In order to answer the first question of the research, the propositions obtained from the analysis of the data related to the first question were considered as data for extracting guidelines and the extracted guidelines in order to answer the second question of the research. The first research question was what guidelines for the production of teaching / learning materials and tools can be deduced from each of the propositions of instructional design? For example, table 1 provides some guidelines for the design and production of educational tools in the field of educational design. These guidelines are derived from the propositions of the first research question. Guidelines for designing and producing educational tools in the field of educational design are shown below: Approach: Systematic instructional design The second research question was what criteria can be inferred for the production of teaching / learning materials and tools from the extracted guidelines? In order to answer this research question, the guidelines extracted in the previous step are summarized and presented below: Criteria: Training tools and materials should include instructions for use, pedagogical standards and examples of the use of tools in order to use them effectively in education. We extracted 23 criteria for designing educational materials in the process of learning for learning different subjects. The main purpose of this study was to answer the basic question that according to the field of instructional design, what guidelines and criteria can be provided for the design, production and use of educational tools and materials? The research findings were extracted based on the source used in this study, including 68 educational propositions and 23 criteria. These findings have used two basic approaches in instructional design; Systemic approach and constructivist approach. Some research findings on propositions based on a systemic approach include: Learner analysis, feedback, various exercises, evaluation, analysis of learning topics, use of attention, presentation of learning perspective, determination of learners' input behavior, and various example. Some of the propositions extracted from the constructivist approach are: learning situationally, learning sociality, learning process, providing multiple perspectives on learning, evaluation as a tool for self-assessment, learning goals and providing opportunities for learners to reflect.

This study was conducted to study the impact of augmented reality technology on academic passion of seventh grade students in the English language course in the high schools of Tehran. The present study is a quantitative research that uses quasi-experimental method with pretest-posttest design with experimental and control groups as research method. The statistical population of this study consisted of all 7th grade female students in district 5 of Tehran who were studying in the academic year of 2018-2019. The simple random sampling method was used to select seventh grade female students in one of the schools in Tehran. The sample consisted of 30 students who were randomly divided into two groups of 15 and assigned to the experiment and control groups. Data collection instrument included Fredricks, et al.’s (2004) Academic Passion Scale. An augmented reality program designed by ARKIT Company was also used. The validity of the questionnaire was assessed by some experts and its reliability was estimated via Cronbach’s alpha (.66). Covariance was used for data analysis. The results of data analysis showed that the use of Augmented Reality Technology had a positive and significant effect on academic passion of seventh grade female students in English language course. According to the research findings, it is suggested that teachers use augmented reality technology in their classroom to increase student academic passion.

The use of cloud computing technology is a new trend in today's world. Cloud computing is one of the new generation information technologies that is becoming more and more popular in most countries. In recent years, most organizations are starting to choose their cloud models. Educational institutions, especially universities and schools, can not ignore the many benefits that cloud computing brings to them and neglect to use them due to the growing trend in today's world. The main purpose of this study is to identify the effective components of using this technology in secondary education.

The present study is conducted within the framework of a qualitative approach and using grounded theory method. For the present study, 11 professors and experts in the field of cloud computing and educational management were interviewed by purposive sampling, semi-structured interviews.

The data obtained from the interviews were open, axial and selective coding by Strauss and Corbin method. Findings include 30 secondary codes and 13 main categories. Categories include: need for change in teaching methods, usefulness of cloud tools, 21st century requirements, need for new technologies, human resources, organizational support, preparation of learning environment, and innovative approach to public education, educational policy, providing requirements Education, education promotion, educational justice, and financial resource management. Based on the findings of this study, it can be said that cloud computing technology can provide solutions to problems in the education system. Cloud computing enables users to easily control and access their training data via the Internet. Therefore, providing innovative educational systems focused on strengthening students' skills and developing their learning is essential for the ability to respond to ongoing challenges.

This article presents a comparative analysis of flipped learning and blended learning methods in enhancing academic outcomes. Flipped learning, which reverses traditional classroom roles by delivering instructional content outside of class, allows for deeper in-class engagement through interactive activities. In contrast, blended learning combines traditional face-to-face instruction with online components, offering greater flexibility and access to diverse resources. Through a descriptive analysis of previous studies, the article examines the effectiveness of both methods in improving student performance, motivation, and autonomy. The findings reveal that while both approaches positively impact academic results, their success largely depends on environmental factors such as technological infrastructure and teacher competency. Challenges such as technology access for flipped learning and the need for self-regulation in blended learning are discussed. The study concludes with practical recommendations for effectively implementing these methods in various educational settings.

This review study explores the impact of blended learning on student-teacher interactions in higher education. Blended learning, which integrates both face-to-face and online instruction, has emerged as a crucial educational approach, offering flexibility and enhancing interaction opportunities. This study synthesizes findings from existing research to assess how blended learning affects the quality and frequency of student-teacher interactions. The results indicate that blended learning enhances student engagement, facilitates continuous communication, and supports active learning environments. However, it also presents challenges such as potential feelings of isolation among students. The findings suggest that while blended learning generally improves interactions compared to traditional methods, the design and implementation of blended learning environments must carefully consider strategies to mitigate these challenges. The review concludes by offering recommendations for future research, focusing on the need to explore diverse student experiences and develop best practices for optimizing interactions in blended learning settings.

The aim of this study is to predict and explain the application of educational technology in teaching using the theory of planned behavior (TPB).

For this purpose, the correlation-prediction research design was used. The target population consisted of all Kermanshah junior high school teachers, of whom a random sample of 183 was selected. In order to collect data, a researcher-made questionnaire was used. The face validity of the questionnaire was confirmed by a group of academic experts. Cronbach's alpha coefficient also indicated the acceptable reliability of the questionnaire. In order to analyze the data, structural equation modeling was used with the help of Smart PLS2 software.

The results showed that the teacher's attitude and control of the perceived behavior of the teacher predict the intention to use educational technology. The findings, however, indicated that subjective norms are not a predictor of intention. In addition, intention and perceived behavioral control were proven to jointly predict actual behavior of educational technology use in class.

This study showed that TPB is capable of predicting behavioral intention and actual behavior with regard to educational technology use in the classroom. By providing training and equipping classes with computers and overhead projectors, hence, principals can lay the foundation for the use of educational technologies in the classroom

This study investigates the impact of online learning platforms on the development of self-directed learning (SDL) among university students. With the rapid advancements in educational technology, understanding how these platforms contribute to enhancing SDL is essential for educators and institutions. A narrative review approach was used, focusing on descriptive analysis of studies published before 2021. The findings reveal that platforms like Moodle and Coursera significantly improve SDL skills by offering flexible, accessible resources and tools for setting goals, selecting appropriate materials, and self-assessment. However, challenges such as the need for high levels of self-motivation and sufficient institutional support were also highlighted. These platforms enable students to manage their learning process independently, which is critical in fostering lifelong learning skills. Despite the benefits, the study underscores the necessity for well-designed platforms that provide interactive environments and continuous support to maximize their effectiveness. Future research should explore the impact of individual differences on SDL in online settings and the long-term effects of using these platforms on professional development.

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.