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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Hospitalization,E-Learning,Chronic diseases,Academics achievement
- چکیده:
- چکیده انگلیسی: Background: Hospitalization of elementary students with chronic illnesses could limit their engagement in school activities and result in academic failure. The purpose of the present study was to determine the effectiveness of e-learning on these students’ academic performance in mathematics. Methods: This was a pretest-posttest semi-experimental study with control group. The population included all the fifth or sixth-grade elementary school students hospitalized at least once in the school year 2019-2020 in Imam Hussain Pediatric Hospital of Isfahan, Iran. The sample size consisted of 60 students (26 in 5th grade and 34 in 6th grade) who were selected by convenience sampling and divided equally into experimental and control groups. Data gathering tools included two researcher-made mathematical quizzes designed to assess the students’ academic achievement in mathematics. Each quiz was about Decimal Numbers as covered in the corresponding grade level. Data were analyzed through an analysis of covariance using SPSS 21 software. Results: In terms of academic achievement, the mean and standard deviation of post-test scores in the experimental groups (8.26±1.22) were higher than in the control group (6.60±1.47). In addition, ANCOVA test results revealed that after the elimination of the pretest effect, the F of the independent variable (59.461) was significant at the confidence level of 99% (p <0.001). Thus, posttest scores of experimental and control groups were significantly different. Conclusion: Given the significant impact of e-learning on the mathematical performance of hospitalized elementary school students, it is recommended to use this approach for hospitalized learners.
- انتشار مقاله: 06-03-1399
- نویسندگان: Zohreh Aghakasiri,Mohammad Reza Nili AhmadAbadi,Esmaeil Zareii Zavaraki,Behnoosh Esteki
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Educational Game Design,Explorer Player Style,Bartle Player Styles,Discovery Game
- چکیده:
- چکیده انگلیسی: Background: Game-based instruction is one of the methods that encourage exploration among learners. Identifying and incorporating exploratory components should be considered as a principal goal in designing a game that provides exploratory instruction. The present study aims to investigate the exploratory components of an educational game. Methods: A systematic review of the literature was performed in accordance with PRISMA guidelines. Based on the inclusion criteria, a comprehensive search was conducted in Google Scholar, ProQuest, ScienceDirect and Scopus for articles published between 1995-2019. A combination of keywords were used in the search, including ("educational game" OR "serious game" OR "adaptive game") AND ("player type" OR "player style" OR "player modeling" OR "Bartle player style" OR "explorer player"). A manual search was also conducted in Google to identify more literature. Furthermore, out of 1034 articles, 39 were studied in depth. Results: The obtained components were categorized in six sections, including: educational elements (research, serious game, projectbased activities, test hypotheses, question and answer, role play, simulation), exploratory dynamics (exploration, solving, collecting, and build), mechanics (chance, conflict or challenge, collaboration [negative relationship], prizes upon completion, non-linear space, existence of creative tools, existence of ancillary equipment, guidance, open content, customizability, access to all facilities, different ways to study elements and environment, and puzzle), aesthetics, branch stories and proportionality, exploration-based games (emphasis on the pivotal challenge to success, emphasis on meaningful choices, emphasis on thinking versus physical work, emphasis on longer game sessions, no punishment, emphasis on freedom versus control, emphasis on details versus imagination). Conclusion: Designers can draw on these components when developing a game that suits the learners’ styles. Analysis of the studies showed that the obtained components could be used in educational game design, and the obtained framework is a useful guide for game designers.
- انتشار مقاله: 27-03-1399
- نویسندگان: Mahsa Moradi,Khadijeh Aliabadi,Mohammad Reza Nili AhmadAbadi,Saeid Pourroostaei Ardakani,Yousef Mahdavi Nasab
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Thematic analysis,Learning Theory,Learning Analytics
- چکیده:
- چکیده انگلیسی: Background: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. Methods: This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Results: Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).
- انتشار مقاله: 15-07-1398
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Mohammad Reza Nili AhmadAbadi,Ali Delavar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Educational Game Design,Explorer Player Style,Bartle Player Styles,Discovery Game
- چکیده:
- چکیده انگلیسی: Background: Game-based instruction is one of the methods that encourage exploration among learners. Identifying and incorporating exploratory components should be considered as a principal goal in designing a game that provides exploratory instruction. The present study aims to investigate the exploratory components of an educational game. Methods: A systematic review of the literature was performed in accordance with PRISMA guidelines. Based on the inclusion criteria, a comprehensive search was conducted in Google Scholar, ProQuest, ScienceDirect and Scopus for articles published between 1995-2019. A combination of keywords were used in the search, including ("educational game" OR "serious game" OR "adaptive game") AND ("player type" OR "player style" OR "player modeling" OR "Bartle player style" OR "explorer player"). A manual search was also conducted in Google to identify more literature. Furthermore, out of 1034 articles, 39 were studied in depth. Results: The obtained components were categorized in six sections, including: educational elements (research, serious game, projectbased activities, test hypotheses, question and answer, role play, simulation), exploratory dynamics (exploration, solving, collecting, and build), mechanics (chance, conflict or challenge, collaboration [negative relationship], prizes upon completion, non-linear space, existence of creative tools, existence of ancillary equipment, guidance, open content, customizability, access to all facilities, different ways to study elements and environment, and puzzle), aesthetics, branch stories and proportionality, exploration-based games (emphasis on the pivotal challenge to success, emphasis on meaningful choices, emphasis on thinking versus physical work, emphasis on longer game sessions, no punishment, emphasis on freedom versus control, emphasis on details versus imagination). Conclusion: Designers can draw on these components when developing a game that suits the learners’ styles. Analysis of the studies showed that the obtained components could be used in educational game design, and the obtained framework is a useful guide for game designers.
- انتشار مقاله: 27-03-1399
- نویسندگان: Mahsa Moradi,Khadijeh Aliabadi,Mohammad Reza Nili AhmadAbadi,Saeid Pourroostaei Ardakani,Yousef Mahdavi Nasab
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Hospitalization,E-Learning,Chronic diseases,Academics achievement
- چکیده:
- چکیده انگلیسی: Background: Hospitalization of elementary students with chronic illnesses could limit their engagement in school activities and result in academic failure. The purpose of the present study was to determine the effectiveness of e-learning on these students’ academic performance in mathematics. Methods: This was a pretest-posttest semi-experimental study with control group. The population included all the fifth or sixth-grade elementary school students hospitalized at least once in the school year 2019-2020 in Imam Hussain Pediatric Hospital of Isfahan, Iran. The sample size consisted of 60 students (26 in 5th grade and 34 in 6th grade) who were selected by convenience sampling and divided equally into experimental and control groups. Data gathering tools included two researcher-made mathematical quizzes designed to assess the students’ academic achievement in mathematics. Each quiz was about Decimal Numbers as covered in the corresponding grade level. Data were analyzed through an analysis of covariance using SPSS 21 software. Results: In terms of academic achievement, the mean and standard deviation of post-test scores in the experimental groups (8.26±1.22) were higher than in the control group (6.60±1.47). In addition, ANCOVA test results revealed that after the elimination of the pretest effect, the F of the independent variable (59.461) was significant at the confidence level of 99% (p <0.001). Thus, posttest scores of experimental and control groups were significantly different. Conclusion: Given the significant impact of e-learning on the mathematical performance of hospitalized elementary school students, it is recommended to use this approach for hospitalized learners.
- انتشار مقاله: 06-03-1399
- نویسندگان: Zohreh Aghakasiri,Mohammad Reza Nili AhmadAbadi,Esmaeil Zareii Zavaraki,Behnoosh Esteki
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Thematic analysis,Learning Theory,Learning Analytics
- چکیده:
- چکیده انگلیسی: Background: Studies have shown that there is a gap between theory and practice in the use of learning analytics in educational settings. Some researchers attribute this gap to not taking learning theories into consideration in the use of learning analytics in educational contexts. This study was conducted to address the role of learning theory in applying learning analytics in educational contexts. Methods: This is a qualitative study and the study design is content analysis. Thematic analysis was used as the research method. Data for this study was collected through an interview with 14 experts in the fields of learning analytics and learning theory who were selected purposefully. Theoretical saturation method was used to determine the sample size. Content analysis techniques were used to analyze data and content validity index (CVI) and Cohen’s kappa coefficient were performed to measure the validity and reliability of the findings. Results: Data analysis was performed to identify three main roles for learning theory in learning analytics including underpinning role, guiding role, and sense-making role. Conclusion: The results suggest that first, learning theory should underlie learning analytics (where to begin). Second, application of learning analytics in educational settings should be guided by learning theory (what and how to do), and third, learning analytics’ reports should be interpreted based on the learning theory implications for education (answer to question why).
- انتشار مقاله: 15-07-1398
- نویسندگان: Seyyed Kazem Banihashem,Khadijeh Aliabadi,Saeid Pourroostaei Ardakani,Mohammad Reza Nili AhmadAbadi,Ali Delavar
- مشاهده