International Journal of Learning Spaces Studies
Volume:2 Issue: 4, Autumn 2023

The purpose of this study was to investigate students' satisfaction with new technologies and online education during the Covid-19 epidemic. The research method was descriptive-survey. A researcher-made questionnaire was used. In this case the researcher developed new variables that were associated with student satisfaction in online learning, such as student commitment, student independence, parent supports, main source of supports of online learning, student readiness, creative and innovative teaching, effectiveness and behavior intention. The face and content validity of the questionnaire was confirmed by the professors. In order to meet the reliability and validity of the data, indicators that had a factor load ≤ 0.7 were removed from the model. The target population of this research was master's degree students in physical education of 10 universities in the country, and 412 people were selected as a sample using random sampling method. Finally, the results showed that first, effectiveness has a significant impact on student satisfaction in online learning, second, student commitment has a significant impact on student satisfaction in online learning, third, student satisfaction has a significant impact on behavior intention students in online learning. It is strongly recommended that in addition to the education of students, special attention should be paid to the quality of these educations. The evaluation of students' opinions about the quality of teaching is not only a measure to check the quality of teaching; Rather, it also focuses on the possibilities and necessities of educational correction and verification by revealing educational weaknesses.

The present study aimed to compare the effects of digital and face-to-face gamification on learning, recall, and motivation of English vocabulary. We used the experimental method with a pre-test and post-test design. The statistical population of this research included all 7th-grade students in Heris City. The sample of the study were selected as available samples and after the pre-test were randomly assigned into two experimental groups (N:52): the first group used the digital form and the second group used the face-to-face form. The research tool was the researcher-made learning and recall test, as well as Keller's educational achievement motivation questionnaire. The results of covariance and independent t-test indicated that there is no significant difference in the amount of learning and also there is no significant difference between the average scores of students in the recall test in the experimental groups (t= 0.93, sig= 0.44).  On the other hand, the results show a significant difference in the motivation test of the groups (t=2.64, sig=0.01). The students in the digital gamification group experienced more motivation during the experiment. Although the result of this research shows the lack of a significant effect of gamification on learning in both face-to-face and digital forms, the results indicated that applying game-based learning in the digital form increased motivation. The different effects of Game-based instruction of the two groups on motivation and the effect of the game on learning and the positive self-concept of learning is a valuable and practical finding.

There is a perceived need to develop approaches, methods and tools that may help higher education institutions to systematically introduce the Sustainable Development Goals (SDGs) into research and teaching as an intrinsic part of their programs. It seems that the core of the sustainability curricula comprises a paradigm shift that is not only reflected in university teaching but also permeates the entire institution. This paper investigates the big ideas which could orient and accelerate this paradigm shift.

Among 112 articles, 77 articles were selected according to inclusion criteria. The MAXQDA software was used for extracting the big ideas. During the analysis, the included studies were investigated and coded. Afterwards, the themes that had emerged among the studies were highlighted. Once themes were identified and defined, the similar and related categories into the theme that best described the purpose of study were adopted and ultimately the big ideas were defined.

The findings suggest seven big ideas; Namely: whole system change & collective capacity, whole person learning, truly integrative curriculum, whole institutional approach, resolute leadership & strategic planning, intelligent accountability & wisdom.

This paper suggests a process-oriented collaborative approach toward SD change in HEIs which could help leaders and policy-makers adopt appropriate orientation toward strategic planning and acting. The scientific contribution of this paper value lies in the fact that this is one of the first papers to mention the need for procedural big ideas which caters to a more systematic integration of the SDGs in university programs.

This study aimed to identify the effective factors in the effectiveness of short-term research courses abroad for Ph.D. students inside. This qualitative research has been carried out focusing on conventional content analysis. The study population includes all specialized doctoral students in the country who have completed short courses of research abroad. By Stratified cluster sampling to the saturation level of the data, 18 people were studied. The tool used to gather information was a semi-structured interview. Based on the main and sub-themes, and considering the 100% positive effect on students' personal, professional and cultural development, the need to continue short-term research courses abroad was explained and the need for special attention of policymakers and decision-makers of higher education to this opportunity and redesign these courses based on the management experience of previous years and the lived experiences of students revealed. Redesign the services students need to send them abroad, using more effective management measures, providing the necessary funding and support, strengthening Internet communication infrastructure and the possibility of faster and higher-quality access to the world's scientific centers and the restoration and placement of human and social values in the context of academic discourse was achieved. International experience in higher education is the most important factor. Therefor, student exchange is the suitable path for developing and improving of lived experience of students in higher education especially in post-graduate courses.

This study aims to assess the validity of blended learning model assisted by quizwhizzer game on physics learning motivation of vocational students. The research method used in this study is descriptive research with a quantitative approach. Data collection techniques using questionnaires and observation. The application of blended learning model assisted by quizwhizzer media to students' physics learning motivation can be seen that the number of students in the high category is 14 students, the medium category is 32 students, and the low category is 24 students. The results of the questionnaire analysis of students' physics learning motivation obtained data on students with high learning motivation categories as much as 20%, students with moderate learning motivation categories as much as 45.7%, and students with high learning motivation categories as much as 34.3%. From the results of this study obtained data on physics learning motivation of students of SMK Negeri 1 Jember which is classified in the moderate category with the largest ARSC aspect in the aspect of relevance with a percentage of 75.70% and the smallest ARSC aspect in the aspect of attention with a percentage of 50%. From each aspect of ARSC, it can be explained that the attention aspect obtained is 50%, the relevance aspect obtained is 75.70%, the confidence aspect obtained is 54.30%, and the satisfaction aspect obtained is 64.30%.