This study has been conducted to epistemologistically explore the media literacy of Canada and Japan in order to propose a localizing pattern for the media literacy in Iran.The methodology is field research and of applied research type. The statistical population includ More
This study has been conducted to epistemologistically explore the media literacy of Canada and Japan in order to propose a localizing pattern for the media literacy in Iran.The methodology is field research and of applied research type. The statistical population includes two groups. The first group were the media literacy specialists, the educational planners, and the media literacy teachers who have taken part in the specialized meetings who were interviewed for determining the desirable pattern.The second group were the media literacy experts who were applied to validate the localizing pattern. The sample size for the interview was 25 and for validation 35.The analyzing method included three phases of axial, selective, and open code-giving and was organized on the basis of content analysis within the framework of basic concept.The findings of the research show that the targeted course plan included one comprehensive concept and seven organizing concepts.The study showed that the educational systems of Canada and Japan is characterized by a rational and systematic method, yet the implementation of the desirable pattern in Iran still remains to be reflected upon and revised.
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, the present study aimed to determine the effect of virtual reality education on learning, memorization and cognitive burden in biology. The research method was quasi-experimental using a pretest-posttest design with a control group. The statistical population included More
, the present study aimed to determine the effect of virtual reality education on learning, memorization and cognitive burden in biology. The research method was quasi-experimental using a pretest-posttest design with a control group. The statistical population included all 10th grade female students in Arak who were randomly selected by cluster sampling of two schools and the method of replacing classes in the experimental and control groups was random. To measure the amount of learning and retention, the Academic Achievement Test was done by the researcher and to measure the amount of load, the Pass and Van Marinboer grading scale was used. Data were analyzed using analysis of covariance and repeated measures. Findings showed that the learning and retention of the virtual reality group was significantly higher than the group that was trained in the traditional way. Other findings showed a significant reduction in the cognitive load of the virtual reality group compared to the control group. According to the findings, it can be concluded that the correct use of virtual reality in the learning environment allows users to have less effective learning and forgetfulness. Therefore, it is recommended to use the potentials of this technology in teaching different courses.
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