درخت حوزه‌های تخصصی

This study aimed to explore the barriers and facilitators influencing the implementation of virtual reality (VR)-based therapy for emotional regulation in youth with exceptional needs. A qualitative research design was employed using semi-structured interviews with 23 purposefully selected participants, including special education teachers, therapists, caregivers, and VR developers, all based in Minnesota, USA. Participants were selected based on their direct involvement with VR therapy programs for youth with neurodevelopmental or emotional regulation challenges. Interviews were conducted until theoretical saturation was reached. Data were transcribed verbatim and analyzed using thematic analysis in NVivo 14, following Braun and Clarke’s six-phase framework. The analysis revealed two main thematic categories: facilitators and barriers. Facilitators included seven subthemes: technological appeal, personalization, therapist control, motivation and engagement, institutional support, caregiver involvement, and observable emotional gains. Barriers were categorized into seven subthemes as well: accessibility and equity issues, sensory limitations, stakeholder resistance, cultural irrelevance, technical difficulties, ethical and privacy concerns, and lack of standardized guidelines. Participants reported that immersive features, real-time therapist adjustments, and family buy-in enhanced VR’s therapeutic effectiveness. Conversely, cost constraints, lack of culturally appropriate content, and technical or ethical challenges hindered adoption. Quotes from stakeholders enriched the thematic interpretation and contextualized the results. VR-based therapy shows promising potential in enhancing emotional regulation among youth with exceptional needs due to its immersive, customizable, and engaging design. However, successful implementation depends on addressing contextual challenges, including accessibility, technical infrastructure, and cultural inclusivity. Stakeholder collaboration and the development of standardized protocols are essential to scale VR interventions in educational and clinical contexts.

The study on second language (L2) argumentative writing has explored various surfaces and dimensions of learner behavior and presentation, although fewer studies have studied effective pedagogical strategies to boost students’ argumentative skills. The current study mentions the gap by exploring the effect of explicit argumentative instruction on the writing abilities of 30 Iranian IELTS candidates, according to CEFR ranging from B1 to B2, in an English Language Institute in Karaj - Iran in both Persian and English, the former their native language and the latter their foreign language . As a set of authentic IELTS Task 2 prompts were used and taken from the language learners, the study analyzed 180 argumentative essays, both in English and Persian, written by the participants prior, while and after instruction. The outcomes had shown noteworthy enhancement in the students’ English argumentative performance, with the recurrent use of argumentation key elements such as ‘claim’, ‘data’, and the ‘counterarguments’. Though, less emphasis was put on advanced argumentative structures such as ‘counterclaims’ and ‘rebuttals’. The results suggest that structured pedagogy in teaching argumentation can positively influence learners’ proficiency in both first language (L1) and second language (L2) writing. The insinuations for teaching argumentative writing in multilingual contexts will be further discussed.

Background and Objective: It should be noted that the effect of educational computer games on the accuracy and concentration of students depends on several factors, including the type of game, content, design, and duration of use. This research was conducted to investigate the effect of educational computer games on the accuracy and concentration of eighth-grade female students in Kerman. Methods: Quasi-experimental research method and pre-test-post-test design with a control group were used. The statistical population of the research was all female students in the eighth grade of secondary school in Kerman City in the academic year 2022-2023 and a sample of 80 people was selected in the form of two classes of 40 people from the society by multi-stage cluster sampling method. Two Toulouse and Pieron accuracy questionnaires (1911) and Savary & Oraki concentration questionnaires (2015) were used to collect pre-test-post-test information and computer game software was used as an experimental practice. Results:Data analysis was also done with the statistical method of analysis of covariance and using SPSS19 software. The results showed that computer educational games have been effective in improving the accuracy and concentration of students in the experimental group compared to the control group. Conclusion: Therefore, due to the flexibility of the structure of educational computer games and their non-linear organization, the motivational features of computer games and the benefit of learning rules and principles such as immediate reinforcement, they can contribute to increasing concentration and accuracy.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.