نشریه فناوری و دانش پژوهی در تعلیم و تربیت
سال دوم شماره 1 (پیاپی 3، بهار 1401)

The present study was conducted to investigate the relationship between e-learning and communication skills and research skills of high school students in Firoozabad in terms of purpose, application and according to the data collection method was a descriptive correlational study.The statistical population of the present study included all high school students in the city of Firoozabad in the academic year 1399-1400 to 3445 people. In order to select the desired sample, cluster random sampling method was used. In the present study, in order to collect information, three communication skills questionnaires of Queen Dam (CSTR) (2004), the research skills assessment questionnaire of Mokhtari et al. (2014) and the e-learning questionnaire of Watkin et al. (2004) were used. Data were analyzed using Pearson correlation coefficient and regression in SPSS23 software. The results showed that there is a significant relationship between e-learning and communication skills and students 'research skills and also e-learning predicts students' communication skills and research skills.

The present study investigates the relationship between students 'academicexpectationsn on students' academic toughness and the mediation of transformational teaching ifirst-gradede high school students in Kerman. The correlation research method was selected with the structural equation modeling approach. The statistical population of this study included all 1131 high school students in Kerman, who were selected according tMorgan'san t,able and 285 people based on simple random sampling. Measurement tools in this study, Sohrabi and Samani (2011) Academic Hope Questionnaire, Benishkak et al. (2005) Academic Hardiness Questionna,ire and Bochamp et al. (2010) Transformation Teaching Questionnaire were used. The obtained data were analyzed using Pearson correlation coefficient and structural equation modeling. The results showed that transformational teaching has a mediating role in the relationship between educational expectation and academic toughness. Also, the direct effect of hope for education on teaching transformationalism, teaching transformational creativity on academic stubborn,ess and hope of education on academic stubbornness of students is positive and significant. Therefore, it can be concluded that transformative teaching recognizes the main values and integrated goals of the classroom and the students and gives importance to the potential talents of the students and cultivates happy and effective students who raise the interests of the students and make them It encourages them to look beyond their personal interests to the group, thus improving their ability to resist academic difficulties and hope for education.

This study aimed to investigate the effectiveness of virtual social networks on the level of aggression and creative thinking of female high school students in Yazd. This research is a quasi-experimental study with a pre-test-post-test design with a control group and is a part of applied research in terms of purpose. The statistical population of this study includes all female high school students in Yazd, whose statistics were announced as 2300. To select a sample, 30 female high school students were selected by convenience sampling. This number of people was randomly divided into two experimental groups (15 people) and a control group (15 people). Data collection tools were Eiseng's (1978) aggression questionnaire, hani creative thinking questionnaire (2005), and a researcher-made chess training package. Analysis of covariance was used to analyze the data and test the hypotheses. The results showed that virtual social networks significantly affect the level of aggression and creative thinking of students. So; teachers and families need to educate students about the dangers of cyberspace networks while educating students about how to use them properly.

The purpose of the current research was to investigate the existing situation in the curricula and identify the existing needs to increase the quality of the educational system and curricula in the post-coronavirus era. The research was applied in terms of purpose and qualitative in terms of approach using phenomenology. The statistical population of the research included professors of educational management and curriculum planning and experts in the field of intelligent curriculum and higher education (16 people). The interview questions were open-ended (6 questions). The validity and reliability of the interviews were confirmed. The Pro version of Max QDA software was used to analyze and extract the codes. The results extracted seven main themes (hardware, goals, content presentation, time management, learning, and evaluation processes). In addition to the need to pay attention to distributive justice and closing the digital divide in hard and soft situations, the requirement for the expansion of e-learning is infrastructure, human, content, and organizational preparation. For the formation of quality learning and education, in the triangle with the student, professor,r and environment, it is necessary to establish interaction between them and to include equal opportunities for virtual higher education in all regions of the country with established infrastructure and equipment and technical training and additional support. take Skill enhancement and motivation should be designed and prepared for the desirability and enthusiasm of professors and students for advanced technologies. The mission of higher education is to transform curricula by criticizing current intellectual foundations and creating a new image of the content and edu tional methods and expected evaluation methods. Is. The role of professor and student has been redefined, and professors can successfully manage new technologies and strengthen student self-efficacy.

This study aimed to investigate the relationship between quality of technology and Internet quality and student retention in an e-learning environment. In this regard, the current research is of applied, descriptive-survey type. The statistical population of the present study was encompasses the electronics active students of Azarbayjan Shaghi Payamenoor University. A sample of 360 people from this community was considered as a research sample. The data collection tools in the study were the questionnaire of Bhuasiri (2012). The content validity of the research instrument was approved by five honorable supervisors, consultants, and experts. And also a confirmatory factor analysis was used to determine the validity of the measurement instrument's structure. All of the questions variables were fitted with factor load. The reliability of the tool was confirmed by the Cronbach's alpha coefficient which was equal to 0.83 The results of data collection after adjustment and tabling were analyzed by statistical tests (exploratory, Correlation). The results of Pearson correlation test showed a significant relationship between quality of technology and Internet quality with student retention. The results of simultaneous regression also showed that predictor variables account for about 58% of student retention changes.

The aim of the present study was to compare the effectiveness of augmented reality, virtual reality, mollage and traditional education on cognitive load in the biology lesson of 10th grade female students in Arak city. The method of the current research was semi-experimental using the pre-test-post-test method with a control group. The statistical population was all 10th grade female students of secondary school in Arak city, 113 of them (in the form of four classrooms) were selected as a statistical sample by random cluster sampling method and finally the replacement of the classes in the experimental and control groups It happened randomly. To measure the level of cognitive load, Pass and Van Merenbauer rating scale was used. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (one-way analysis of covariance and for pairwise comparison of groups using Benferroni correction) and spss software version 23. The findings of the research showed that there was a significant difference between the cognitive load of the students who were trained with augmented reality, virtual reality, mollage and traditional methods, and among these methods, augmented reality had the greatest effect in reducing cognitive load, and the teaching method had the least effect had a tradition In other words, using the method of augmented reality, virtual reality and mollage in line with each other, and finally, traditional education, respectively, introduced the least amount of load when entering information into active memory in students. According to the results, teachers should be given the necessary training to use such technologies and use augmented reality and virtual reality in their teaching methodology, while not paying attention to other available facilities, such as mollages, which if used correctly Such facilities, sometimes on par with technologies, can be used to reduce cognitive load.