Document Type : Research Article

Authors

1 M.A. of Educational Technology, Bu-Ali Sina University, Hamadan, Iran.

2 Assistant Professor, University of Bu-Ali Sina, Hamadan, Iran.

Abstract

Introduction
Education stakeholders are increasingly interested in finding effective ways to improve education and learning outcomes. Among the factors that have been found to be crucial to student success are their engagement and self-efficacy beliefs. These two factors are known to predict students' learning and performance, both of which are influenced by various factors, including the teaching method used. Research in recent years has shown that effective teaching methods require the integration of technology to activate and improve learners' capabilities. The integration of technology in education has become a necessity in many educational systems worldwide. While educators recognize the benefits of educational technologies, the integration of technology into the curriculum is still complex and challenging for teachers. They often find it difficult to integrate technology effectively into the classroom and have questions about how technology integration can improve learners' performance.
 
Method
The present study aimed to investigate the integration of technology in teaching role-playing methods and its effect on cognitive engagement and academic self-efficacy of elementary students in experimental sciences. The study used an experimental design with a pre-test and post-test design with a control group. The sample included 60 sixth-grade students selected through a multi-stage cluster sampling method and randomly assigned to three groups: an integration of technology in role-playing, role-playing, and a lecture group.The data were collected using two questionnaires: the Tinio Academic Engagement Questionnaire (2009) and the Jinks and Morgan Academic Self-Efficacy Questionnaire (1999).
 
Results
The results showed that the integration of technology in the teaching method of role-play had a positive effect on students' cognitive engagement and academic self-efficacy compared to traditional role-playing and lecturing methods.
 
Discussion
Integrating film technology into role-playing methods for elementary school children provides the conditions for learning in which students can make their thinking processes more coherent and organized. The method helps children better receive and process information through visual, auditory, and motor channels. It also increases students' self-efficacy through social interactions that take place between them, their teacher, and peers, leading to a growth in students' sense of pride and competence in their achievements and abilities.In conclusion, it is recommended that teachers integrate technology such as film into their teaching methods to help students better engage with the subjects of the experimental sciences and increase their academic self-efficacy.

Keywords

Alet Graham, M., Hendrikus Stols, G., & Kapp, R. (2021). Integrating classroom technology: South African mathematics teachers. Computers in the Schools, 38)3(, 189-213.
Almuslamani, H. A. I., Nassar, I. A., & Mahdi, O. R. (2020). The effect of educational videos on increasing student classroom participation: Action research. International Journal of Higher Education, 9(3), 323-330.
Ashrafzadeh, T., Eisazadegan, A., & Michael Manie, F. (2019). Structural relationship between academic self-efficacy and epistemological beliefs with students' academic performance: The mediating role of study skills. Cognitive Strategies in Learning, 6(11), 42-21. [Persian]
Bandura, A. (2007). An agentic perspective on positive psychology. In S.J. Lopez (Ed.). The science of human flourishing. New York: Praeger.
Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital Technology use in early childhood education. Computers & Educaton, 77, 82-90.
Church, A., & Bateman, A. (2020). Conversation analytic role-play method (CARM) for early childhood teacher education. Teacher Development, 24(5), 652-668.
Crane, W. C. (2015) Pioneers of developmental psychology, translated by Farbod Fadaei (2016). Tehran: Information Publications. [Persian]
Dolatkhah, M., Mohammadifar, M. A., Bidokhti, A. A., & Najafi, M. (2018). Comparing the effectiveness of "School Success Plan" and "Stress Management"Students' self-efficacy, conflict, burnout and academic performance. Journal of Psychological Achievements, 25(2), 163-180. [Persian]
El Fadil, B. (2015). High school technology design process–goals and challenges. International Journal of Arts & Sciences, 8(6), 109-116.
Fakharian, J., Yaghoubi, A., Zargham Hajebi, M., & Mohagheghi, H. (2020). The designing of academic buoyancy model based on family emotional climate, social constructive learning environment, and academic engagement mediated by academic self-efficacy in high school girl students, Teaching in Research, 7(3), 1-28. [Persian]
Fantozzi, V. B. (2021). It's Everyone's iPad: Tablet use in a play-based preschool classroom. Journal of Early Childhood Research, 19(2), 115-127.
Farhadi Vermozabadi, S., Salimi, M., & Mohammadinejad Ganji, A. (2019). The effectiveness of teaching based on Eisencroft's seven-step learning cycle model on improving self-efficacy and critical thinking skills of Karaj District 1 students. Educational Management Research Quarterly, 11(4), 27-46.
Fereydoun Nezhad, M., Afrooz, G., & Gholamali Lavasani, M. (2021). Developing and validating an educational model based constructivism learning theory. Journal of Psychological Achievements, 28(2), 157-178. [Persian]
Fouladvand, K., Soltani, M., Fathi Ashtiani, A., & Soaee, Z. (2012). Psychometric properties of Tinio’s Academic Engagement Scale. Quarterly of Educational Measurement, 2(8), 155-182. [Persian]
Gebre, E., Saroyan, A., & Bracewell, R. (2012). Students' engagement in technology rich classrooms and its relationship to professors' conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83-96.
Harris, L. (2011). Secondary teachers’ conceptions of student engagement: Engagement in learning or in schooling? Teaching and Teacher Education, 27(2), 376-386.
Hattacharjee, S. (2014). Effectiveness of role-playing as a pedagogical approach in construction education. 50th ASC Annual International Conference Proceedings. Westin, Washinton DC: The Associated Schools
Jamali, M., Nooruzi, A., & Tahmasebi, R. (2013(. Factors affecting academic self-efficacy and Its relationship with academic success in students of Bushehr University of Medical Sciences. Iranian Education in Medical Sciences, 49(4) 114-123. [Persian]
Javan Mojarrad, S. N., Sheikhi Fini, A. K., Zeinipour, H., & Abolghasemi, A. (2020). Quality of curriculum and academic engagement: Studying the mediating role of psychological self-efficacy. Journal of Psychological Achievements, 24(2), 155-170. [Persian]
Jillianne, C., Nick, Z., & Rachel, R. (2021). Academic success online: The mediating role of self-efficacy on personality and academic performance. International Journal on E-Learning, 20(4), 377-410.
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230.
Keengwe J., & Onchwari G. (2019). Preparing teachers to integrate digital tools that support students’ online research and comprehension skills. Handbook of Research on Literacy and Digital Technology Integration in Teacher Education. IGI Global, Chapter 3. 47-77.
Koc, S. E. (2019). The relationship between emotional intelligence, self-directed learning readiness and achievement. International Online Journal of Education and Teaching, 6(3), 672-688.
Maghsoudi, M., & Ismaili Shad, B. (2018). Study of the effect of educational technologies on the relationship between information literacy and students' academic self-efficacy. Information Management Science and Technology, 3(2), 91-108. [Persian]
McMullen, J., Hannula-Sormunen, M. M., Kainulainen, M., Kiili, K., & Lehtinen, E. (2017). Moving mathematics out of the classroom: Using mobile technology to enhance spontaneous focusing on quantitative. British Journal of Educational Technology, 50(2), 1-20.
Mohajerin, V. (2015). Investigating the effect of e5 teaching method on mindfulness and academic self-efficacy of elementary school students. Bachelor's thesis on development. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran. [Persian]
Monica, M., & Ramanaih, G. (2019). Relationship between emotional intelligence and self-efficacy: A gender comparison. International Journal of Engineering Sciences and Management – A Multidisciplinary Publication of VTU, 1(2), 65-70.
Osenweugwor, N. A. (2018). Self-efficacy and emotional intelligence among Nigerian adolescents in single-sex and co-educational secondary schools. Journal of Education and Practice, 9(11), 92-98.
Raouf, A. (2003), Role playing method. Educational Technology Development Monthly, 22(5), 31-14. [Persian]
Razavi, S. A. (2022). Students' experiences of the creativity process in project-based learning: A phenomenological study. Journal of Psychological Achievements, 4(2), 41-68. [Persian]
Safavi, A. (2007). Generalities of Teaching Methods and Techniques. Tehran: Contemporary Publications. [Persian]
Seif, A. A. (2008). Educational psychology. Tehran, Doran Publishing. [Persian]
Somera, S. L. (2018). Educator experiences transitioning to blended learning environment in K-6 public schools. Order No. 10746266, No. 2019657254, ProQuest Dissertations & Theses Global, Ann Arbor, MI. available from: https://search-proquest-
Tinio, M. F. (2009). Academic engagement scale for grade school students. The Assessment Handbook, 2, 64-75.
Tsai, P. S., & Tsai, C. C. (2018). Preservice teachers' conceptions of teaching using mobile devices and the quality of technology integration in lesson plans. British Journal of Educational Technology, 50(2), 614-625