درخت حوزه‌های تخصصی

This study aimed to determine the effectiveness of Gagne’s model of instructional design on the attention and working memory capacity of students with attention deficit hyperactivity disorder. This study adopted a quasi-experimental design with pretest-posttest and a control group. The statistical population of the current research consisted of all fifth-grade female students with attention deficit hyperactivity disorder in Tabriz in the academic year 2021-2022. In this study, 30 students with attention problems (scores higher than 72 in the Connors Parent Questionnaire) were selected as the sample and randomly assigned to the experimental and control groups. The experimental group underwent eight training sessions, four sessions per week, each for 30 minutes, using the Gagne’s training model while the control group did not receive any training. It should be mentioned that the computer version of the selective and divided attention and working memory tests were used to collect data. The data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS 22 software. The results showed that Gagne’s model of instructional design is effective in increasing divided attention (P <0.048), selective attention (P <0.018), reducing reaction time (P <0.009), and increasing working memory capacity (P <0.047) in students with attention deficit hyperactivity disorder. Therefore, it is suggested that the content of courses requiring great attention and concentration be designed using Gagne’s model of instructional design and presented to students in order to increase the amount of divided attention , selective attention and working memory capacity and reduce reaction time.

A detailed analysis of current trends in virtual learning that can be applied for future studies of religious education and sharing results of introducing a new concept of virtual E-learning in Shia Islamic Education. A detailed study and analysis of latest trends in virtual Learning being applied in different educational sectors that is yielding great benefits for educating young generation. Also share the outcome of applying these new virtual learning trends and techniques used in introducing a new concept of E-learning in Shia Islamic Education Platform by the name of ‘KAZ Online School’. The results will be based on quantitative statistical analysis based on behaviours and adaptive trends of more than 200 subscribers/learner’s of KAZ Online School. Virtual learning can help us to propagate the Islamic education across the globe to even remote areas and unlock new arenas for both preaching the true Islamic concepts within Islamic community and inter-faith dialogue. For this we need to understand the reaping benefits of latest developments and technologies being used in virtual learning space by different educational sectors. And then apply this to our current Islamic Education methodologies. This detail study and analysis will help to understand the future trends that are required to be adapted to attract and inspire future generations towards great treasure of Islamic education and values through virtual learning.