اثربخشی راهبرد تدریس مبتنی بر فناوری بر اشتیاق تحصیلی دانش آموزان دوره ابتدایی

Afshin, J., Afrasiabi, R. (2017). A review of the effect of academic burnout and enthusiasm on academic performance. National conference of new and creative ideas in management, accounting, legal and social studies. [In Persian]

Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615.‏

Chan, J. Y. C., Closser, A. H., Ngo, V., Smith, H., Liu, A. S., & Ottmar, E. (2023). Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies. Journal of Computer Assisted Learning.‏

Cheshme Khavar, AH. (2022). Using active teaching methods in virtual education. Research in Chemistry Education, 4(3), 194-204. [In Persian]

Chocarro, R., Cortiñas, M., & Marcos-Matás, G. (2023). Teachers’ attitudes towards chatbots in education: a technology acceptance model approach considering the effect of social language, bot proactiveness, and users’ characteristics. Educational Studies, 49(2), 295-313.‏

Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.‏

Criollo-C, S., Guerrero-Arias, A., Jaramillo-Alcázar, Á., & Luján-Mora, S. (2021). Mobile learning technologies for education: Benefits and pending issues. Applied Sciences, 11(9), 4111

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.

Ghanbari Nasab, H. (2023). Investigating math teaching methods and providing solutions for a dynamic and active math teaching class. International Conference on Management and Human Sciences Research in Iran. [In Persian]

Hassan, N. F., & Puteh, S. (2017). A survey of technology enabled active learning in teaching and learning practices to enhance the quality of engineering students. Advanced Science Letters, 23(2), 1104-1108

Jalilvand, M., & Rezheh, A. (2021). Comparing the effectiveness of tactical game teaching approach and traditional teaching method on sport participation motivation of children with developmental coordination disorder. Empowering Exceptional Children, 12(1), 21-30. doi: 10.22034/ceciranj.2021.240087.1417. [In Persian]

Keshavarz, S M., Amani, V., Oli, I. (2022). Investigating the effectiveness of active technological teaching methods on the learning of the chemistry course of male students of the second secondary level. Research in Chemistry Education, 4(2), 231-241. [In Persian]

Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993-2027.

Mahmoudi, F., Sadeghi, F. (2017). Meta-analysis of the effectiveness of active teaching methods on students' academic progress. Journal of Education and Learning Studies, 10(1), 25-55. doi: 10.22099/jsli.2018.4915. [In Persian]

Moradi, R., Marjani, M. (2022). Identifying The Components of The Learning Environment Based on Mobile Technology In Order To Implement An Effective Flipped Classroom: A Synthesis Study. Research in Teaching, 10(4), 181-161. doi: 10.22034/trj.2022.62690. [In Persian]

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A literature review of the factors influencing e‑learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-learning, 16(1), 46-55.

Pandita, A., & Kiran, R. (2023). The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction. Sustainability, 15(10), 7923.

Pritchard, A. (2014). Effective teaching with Internet technologies. Translated by Zarei Zvaraki and Dehghanzadeh (2015). Tehran: Scientific and Cultural Publishing Company. [In Persian]

Sasarat, N., Mir Shah Jafari, S I., Abedi, A. (2018). The effect of technological active learning (TEAL) in biology course on students' academic motivation. Education and Learning Studies (Shiraz University Social and Human Sciences), 3(1), 1-16. [In Persian]

Shafiei Z., Sajadian I., Nadi M A. (2020). Effectiveness of schema therapy on academic vitality, academic self - regulation and academic engagement of the students. Journal of Psychological Science, 19(93), 1175-1184. [In Persian]

Swandi, A., Amin, B. D., Viridi, S., & Eljabbar, F. D. (2020, April). Harnessing technology-enabled active learning simulations (TEALSim) on modern physics concept. In Journal of Physics: Conference Series (Vol. 1521, No. 2, p. 022004). IOP Publishing.‏

Zaraii Zavaraki, E., & Alimardani, F. (2023, July). The Role of Blended Learning Approach on Interaction Process of Students with Special Educational Needs. In EdMedia+ Innovate Learning (pp. 1243-1247). Association for the Advancement of Computing in Education (AACE).