درخت حوزه‌های تخصصی

The aim of the present study was to investigate the effects and consequences of using educational media games on the quality of students' learning. In this study meta-synthesis method was used and in the first stage, articles which were related to the research topic were collected from valid and reliable databases and reference books. In the second stage, using open, axial and selective coding, a mind map was drawn from the coding themes. In general, 5 books, 2 theses, 53 articles and 1 report were studied in this research, of which 34 articles, and 1 report were used as the main samples of the study. Based on the findings, among the collected themes, 5 were identified as the main themes and 27 as the secondary themes. The main themes included the necessity of using educational media games, positive aspects of using educational media games, ways of positive impact of using educational media games on the quality of learning, aspects and ways of negative impact of using educational media games, and solutions to overcome the negative aspects of using educational media games. The data obtained revealed that using educational media games has positive effects on the quality of the students’ learning. Therefore, it can be concluded that if a person has the necessary literacy and knowledge, various solutions will be presented for the efficient implementation of educational media games in the classroom. These solutions included the points which were related to the teachers, learners, parents, solutions in game production to create fluidity, solutions in game production to create flexibility, solutions in game production to create novelty and originality, and solutions to eliminate/reduce students’ physical problems.

This study aims to explore the experiences of special education teachers in implementing differentiated instruction (DI) within mixed-ability classrooms. This qualitative research utilized a phenomenological approach to gain in-depth insights into the participants' experiences. Data were collected through semi-structured interviews with 25 special education teachers from various schools in a metropolitan area. Participants were selected through purposive sampling to ensure they had significant experience with DI. The interviews, each lasting 60 to 90 minutes, were transcribed verbatim and analyzed using thematic analysis. The data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the teachers' experiences. The analysis revealed three main themes: challenges in differentiated instruction, strategies for effective differentiation, and perceived effectiveness and outcomes. Teachers reported significant challenges, including resource limitations, managing student diversity, assessment difficulties, increased workload, and issues with parental involvement. To address these challenges, teachers employed strategies such as flexible grouping, curriculum adaptation, professional development, collaborative planning, and enhancing student engagement. The perceived effectiveness of DI included improved student progress, positive changes in classroom dynamics, increased teacher satisfaction, and greater inclusivity. Differentiated instruction is a vital approach in mixed-ability classrooms, promoting equitable learning opportunities for all students. Despite the challenges, the strategic implementation of DI leads to significant positive outcomes in student performance and classroom inclusivity. Schools should support teachers through professional development, adequate resources, and collaborative opportunities to enhance the effectiveness of DI. Further research should focus on larger, diverse samples and mixed-methods approaches to provide a more comprehensive understanding of DI practices.

This study aimed to evaluate the effectiveness of Ego State Therapy (EST) in enhancing prosocial behavior and health motivation among young adults with mild physical disabilities. A randomized controlled trial (RCT) design was employed, involving 30 participants aged 18-30 with diagnosed mild physical disabilities. Participants were randomly assigned to either the intervention group (n=15), which received eight 90-minute sessions of EST, or the control group (n=15), which received no intervention. Prosocial behavior and health motivation were assessed using the Prosocialness Scale for Adults (PSA) and the Health Motivation Scale (HMS), respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using SPSS-27 software, with analysis of variance (ANOVA) for repeated measurements and Bonferroni post-hoc tests to control for multiple comparisons. Results indicated significant improvements in prosocial behavior (F(2, 28) = 12.45, p < 0.001) and health motivation (F(2, 28) = 10.89, p < 0.001) in the intervention group compared to the control group. These improvements were sustained over the five-month follow-up period, with significant interaction effects between group and time for both prosocial behavior (F(2, 28) = 8.67, p < 0.001) and health motivation (F(2, 28) = 9.23, p < 0.001). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and from baseline to follow-up in the intervention group, with no significant changes in the control group. Ego State Therapy significantly enhances prosocial behavior and health motivation in young adults with mild physical disabilities, with sustained effects over a five-month follow-up period. These findings suggest that EST is a valuable therapeutic approach for promoting psychological integration and well-being in this population. Future research should explore the mechanisms underlying these effects and the potential benefits of integrating EST with other therapeutic modalities.

Today, with the virtualization of education, schools no longer have their former identity and the sense of belonging to the school among students is decreasing, so it is necessary to provide educational solutions to improve the sense of belonging to the school. Collaborative learning was carried out on belonging to the school of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 second high school students of Sanandaj city, in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Brown and Evans (2002) sense of belonging to school questionnaire were used to analyze the effectiveness of the analytical test. Covariance was used. Based on the results of the educational intervention, the pattern of reverse learning and cooperative learning has a positive and significant effect on students' belonging to the school (sig<0.05). Also, the findings showed that there is a significant difference between teaching the reverse learning educational program and teaching based on cooperative learning on belonging to the school of students (sig <0.05). Reverse learning is more effective on belonging to the school than cooperative learning. Therefore, based on the results of education based on reverse learning, considering the increase of student involvement in class activities and strengthening the motivations of attending the classroom, it can be effective on belonging to the school of students.

Background and Objectives: Today, strategic planning is considered a way to help increase productivity and achieve organizational goals, and it has become more necessary at Farhangian University as a new organization. Therefore, the current research was conducted to develop Farhangian University's strategic educational program. Methods: The research method is mixed, quantitative, and qualitative. The statistical population included all professors, officials, deputies, and education experts of Farhangian University of Alborz Province. In the qualitative section, sixteen people and in the quantitative section, 50 people were selected based on random sampling. The research tool was a semi-structured interview in the qualitative part and a researcher-made questionnaire with reliability (0.943) in the quantitative part. Findings: Findings showed that threats (3.49), weaknesses (3.48), strengths (3.22), and opportunities (3.21) are more effective, respectively. As a result, a suitable teaching strategy at Farhangian University is a defensive strategy. The proposed solutions are presented in 4 sections: Conservative (so), Conservative (St), Defensive (wt), and Defensive (WT). Conclusion: As a result, the university has developed quantitatively and qualitatively using a suitable defensive strategy.