نشریه فناوری های آموزشی در یادگیری
پیاپی 9 (زمستان 1395)

The general objective of the present study is to introduce the technology of the Internet of Things and to investigate its impact on learning environments. The research method used to achieve the research goals is a hybrid (analytical-survey) method and is fundamental in terms of purpose. The descriptive data of the research were collected and analyzed subject, alumni dissertations, articles in Persian and Latin contained in journals, various Internet sites, as well as interaction with internet professionals. The statistical society in this research is 100 Internet specialist objects, which is considered as a sample due to low number of communities. Due wide scope of the subject, the barriers and challenges faced by the implementation of this technology in field of education in the researcher-made questionnaire were investigated. the results showed that the cultural-educational aspect from the viewpoint of specialists It has the greatest influence on the adoption and use of the Internet of objects in the learning environment, after which economic, structural, human, infrastructural and technical factors, and the individual dimension, respectively, have the priority of influencing the use of the Internet of objects in learning environments.

the purpose present research, analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning is based on learners' academic performance, this research method is meta-analysis. The population scientific for this study constitue of the written works such as theses and articles in sites irandoc, magiran, sid and noormagz and some papers in indexed journals between years 87-94, that between the done works, 57 research chosed and after studies 36 research were chosen because they have necessary information to review. Data analysis was performed with the help of two soft ware CMA2 & EXCEL. In order to static study in descriptive statistics action used of frequency and percent frequency and in ferential static section, to calculate effect size used of hex and fixed effect and random effect model and in order to combination effects size were used of t vainer possible combination method. The findings of the descriptive statistics section show that most of the articles were selected from 91-92 years. In the inferential statistics section, the results also show a bias towards the initial studies. The results also show that the effect size of all studies except one is significant at the level of 0.05, so there is a significant relationship between ICT and academic achievement of learners. This confirms the effective role of ICTs in students' academic achievement if they are applied principally in schools and universities.

Abstract The present study is a semi-experimental pretest-posttest with control group. The aim of this study is to investigate the effectiveness of philosophy training through collaborative method on reduction of illogical believes of students. The population of study includes all female students of public high schools of Tehran in 2014-2015. Through multi-stage sampling method, 50 students with their illogical believes higher than average level were selected and a group of 25 subjects was selected as test group and another group of 25 subjects was selected as control group. P4c philosophy training program was implemented on test group in 10 sessions of 90-minutes by collaborative method while control group received no training. After intervention, both groups completed Jones' scale of illogical believes in post-test stage. For data analysis, descriptive and referential statistics (intergroup covariance analysis test) was used. Confirming the main hypothesis of the study, the results showed that philosophy training through collaborative research has decreased illogical believes of female students of first period of high school.

Abstract The purpose of this study was to investigate the The effect of educational augmented reality on lifelong learning and learning performance in students. The research method is quasi-experimental with pre-test-posttest design with control group. The statistical population of this study is all second-grade high school students in Tehran's twelve district in the academic year of 2017-2018. 60 of them (30 in experimental group) and (30 in control group) were selected by cluster sampling method. The experimental group was trained with using Augmented Reality and the control group in the traditional method in six sessions per hour. pre-test-posttest two groups were tested using a questionnaire. The research tools included wetzel life-long learning and mehdipoor learning performance questionnaires. The findings of the study showed that there was a significant difference between the two groups of experiment and control in the learning performance and lifelong learning variable(P<0.001). In the components of lifelong learning (beliefs related to learning and motivation, information seeking skills, attention to individual competencies), there was a significant difference between the two groups of experiment and control (P<0.001). Overall, the results indicated that the use of educational augmented reality affects lifelong learning and student learning performance and cause an increase lifelong learning and learning performance in students. It is suggested that an educational augmented reality be used in education different lessons.

This study aimed to investigate the relationship between using social networks and students' social skills. This research in terms of nature, practical and in terms of method, is a correlation research. The checking population in this research consisted of all postgraduate students of educational technology in the Faculty of Psychology and Educational Sciences of South Tehran Azad University, who were studying in the academic year 2013-2014. The sample size in this study, using Cochran formula, 110 postgraduate students of educational technology were selected by cluster sampling. Data collection tool, the researcher-made social network questionnaire and the Matson Social Skills Questionnaire were validated by several experts in the field of communication science and reliability was 78%. The validity of the Matson Social Skills Questionnaire was evaluated by several experts and also its reliability was 83%. For data analysis, descriptive and inferential analysis, Pearson correlation coefficient and standard multivariate regression analysis simultaneously were used.

E- Learning is a partly newfound field in education domain, that provides learning opportunity for everyone, everywhere and every time. The purpose of this study was to determine the combined effect of e-learning based on domestic research through a Meta-analysis procedure. Statistical population in the study is concerned the domestic available research that related to cognitive, affective and psychomotor domains schooling e-learning outcomes. In general, 37researches were investigated as primary researches after considering the inclusion and exclusion criteria. Combined effect size difference between e-learning learners than traditional base learners showed that the overall traditional base learners compared with e-learning learner are weaker (ES =0/49).This difference was observed in more than two-thirds of the primary research. However, more detailed analysis revealed that, the significant differences between the two groups about cognitive (ES =0/49)and affective indicators (ES =0/51).And about psychomotor indicators was not statistically difference(ES =0/39).Additional analysis also showed that, the greatest difference between the methods of e-learning Belongs to computer based learning (ES =0/96), smart school (ES =0/95) and online learning (ES =0/42) respectively; that the effect sizes of computer based learning and online learning are significant.