درخت حوزه‌های تخصصی

It is generally perceived that serious games are more interesting to people who are more educated. But is this perception really true? This paper tries to answer this question and some other related questions to provide a clearer picture of who plays strategic games in the US. Data were taken from a large dataset of one of the PEWs surveys. The American Trends Panel is a probability-based online panel which is carried out nationally using a sample of adults in the United States living in households. This survey was fielded for the Pew Research Center by Abt Associates from April 4 to April 18, 2017. Overall, 4,168 participants completed the Wave 26 survey. The results found that in comparison with non-strategic gamers, strategic gamers are more likely to be men, more educated and wealthier, though the differences are small. It seems the old stereotypes about Sgamers and NSgamers should be re-evaluated, if we want to know how to use serious games for educational purposes. 

Purpose: The present study was conducted with the aim of studying the effect of philosophy education for children on the development of the spiritual intelligence of sixth grade female students. Methodology: Based on theoretical foundations and previous research based on Islamic-Iranian foundations, it was investigated in the form of a quantitative (semi-experimental) method. The statistical population of the research was all sixth-grade female students of Bedroom district. Among them, 32 people were randomly selected as a statistical sample in the control group and the experimental group. Sohrabi and Naseri's spiritual intelligence questionnaire was used to measure students' spiritual intelligence. The results of statistical data analysis (univariate covariance) showed that teaching philosophy to children has an effect on the development of students' spiritual intelligence. Findings: In the set of research results, it indicates the effect of teaching philosophy for children on the development of transcendental self-awareness and spiritual experiences of sixth grade female students. But the philosophy education program for children does not show an effect on the development of patience and the ability to forgive. The philosophy education program for children by strengthening logical and analytical powers, along with creating a deep philosophical view, teaches children how to think and make decisions and thereby be able to solve their problems and problems. Solve as much as possible. Spirituality is defined as the constant effort of human beings to answer the reasons of life, but only the mind can answer these questions, which has learned its skills in childhood. Conclusion: It is suggested to create a compulsory course as philosophy for children in Farhangian University. So that all new cultural teachers are familiar with this program and can be a useful facilitator for students.

Purpose: The e-learning is one of the new educational methods that can create a competitive advantage for organizations and countries. Therefore, the current research was conducted with the aim of a comparative study of e-learning in the countries of England and South Korea. Methodology: This study in terms of purpose was applied and in terms of implementation method was review. The current research population was the e-learning system of countries of England and South Korea, which these two educational systems were examined in terms of similarities and differences. For this purpose, e-learning in the countries of England and South Korea were investigated and the data obtained from e-learning in both countries were compared. Findings: The findings showed that both countries of England and South Korea in e-learning emphasized on the experience e-learning by creating periodic programs and policies and appropriate to the time, creating two formal and informal education methods, increasing the skills of students and parents about using educational resources, raising media literacy, providing high-quality, free, diverse, attractive and easy-to-use educational content, using the full capabilities of four communication screens of tablets, smart phones, internet TVs and computers for learning, open and collaborative environment for creating creative ideas by the audience, participation in production with curriculum organizations and universities, encouraging and financial support from top creators of educational programs and updating the educational programs and learning practices. On the contrary, in the e-learning of England country emphasized on the creation of content of learning resources suitable to their different nationalities and interests, investing on music videos with appropriate orientation to them, convergence and integration of learning resources and updating and transferring them through the internet, special attention to formal learning programs for under 19 years and using the successes and personal thoughts of users, but in the e-learning of South Korean country emphasis on the financial support from domestic products for the growth of the local content industry in the field of educational documentaries, sharing international educational content by signing a contract with YouTube and holding international conferences and festivals for global interaction with the creators of educational documentaries. Conclusion: Despite the similarities between e-learning in two countries of England and South Korea, there are differences between e-learning in the two countries. According to the results, the educational planners of Iran country, while paying attention to the cultural context, can provide the basis for better e-learning in the country.