درخت حوزه‌های تخصصی

This study explores the emotional and psychological impact of assistive technologies on adolescents with visual impairments. A qualitative research design was employed using semi-structured interviews with 20 adolescents with visual impairments recruited through online platforms. Theoretical saturation guided data collection, and NVivo software was used for thematic analysis. The study examined participants’ emotional responses, psychological adaptation, and the social and educational impacts of assistive technology use. The results revealed that while assistive technologies enhanced empowerment, independence, and self-esteem, they also introduced challenges such as frustration, technological overwhelm, and social stigma. Many participants reported emotional attachment to their assistive devices, highlighting their role in fostering confidence and reducing dependence. However, rapid technological advancements contributed to anxiety and stress, particularly when transitioning to new tools. Psychological adaptation strategies included trial-and-error learning, seeking technical support, and developing resilience. Social support from parents, teachers, and peers played a crucial role in shaping participants’ experiences, with inadequate support leading to increased frustration. The digital divide further influenced participants’ emotional well-being, as access to advanced assistive technologies varied across socioeconomic backgrounds, impacting academic performance and social inclusion. Assistive technologies significantly shape the emotional and psychological well-being of adolescents with visual impairments by promoting independence and confidence while also posing adaptation challenges. The findings highlight the need for better accessibility training for educators, increased social support, and user-centered technological designs to reduce cognitive load and frustration. Bridging the digital divide is essential to ensure equitable access to advanced assistive technologies, fostering positive developmental outcomes for visually impaired adolescents.

This essay explores the psychological tension between the Symbolic and Imaginary orders in J.D. Salinger’s The Catcher in the Rye, examining how these tensions relate to trauma through the theories of Jacques Lacan and Cathy Caruth. By analyzing Holden Caulfield's fantasies, rejection of adult "phoniness," and fragmented identity, the study reveals how trauma disrupts the subject’s relation to the Symbolic and manifests in obsessive retreats into fantasy. Drawing on Lacan’s concepts of the Real, Symbolic, and Imaginary orders and Caruth’s theory of trauma as an unassimilated experience, alongside recent critical studies, this essay offers a psychoanalytic reading of Holden’s alienation, illustrating how his attempts to resist symbolic structures ultimately reinforce his trauma. Through an analysis of Holden’s relationships, internal conflict, and interactions with adults, the essay argues that his rejection of the adult world is driven by a fear of corruption, insincerity, and the inevitability of change. Holden's critique of adult society, exemplified through his cynicism toward institutions and adults around him, is contrasted with his idealization of childhood innocence, represented by his fantasies of being "the catcher in the rye." By examining the symbolic significance of Holden’s red hunting hat and his relationships with characters like Phoebe and Jane, the essay highlights his internal struggle and ultimate inability to reconcile the innocence of youth with the complexities of adulthood. The analysis concludes by addressing Holden's self-destructive path, revealing the broader themes of alienation, disillusionment, and the tension between childhood purity and the pressures of growing up in.

Online learning programs have gained significant popularity in recent years. However, despite their widespread adoption, completion and success rates for online courses are notably lower than those for traditional in-person education. If students' final academic performance could be predicted early by analyzing their behavior within the virtual learning environment, timely alerts could be issued, and targeted interventions could be recommended to prevent underperformance and course abandonment. Previous studies have predicted academic performance using various features, such as demographic data, academic history, in-term exam results, and assignment assessments. However, many online learning platforms do not provide access to such data, rendering these methods ineffective. This study focuses on the early prediction of students' academic performance by extracting novel behavioral features based on their interactions with the online learning platform. To develop robust predictive models, we utilize an integrated approach combining multiple feature selection methods to extract the most informative interaction patterns, followed by application of advanced machine learning algorithms including ensemble learning techniques and artificial neural networks (ANNs). The evaluation results demonstrate that our proposed approach can predict students' final academic performance with an accuracy of 90.62%, using only data collected during the first third of the online course.

Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation of employing ChatGPT in science education and how to take advantage of such technology-based developments. Methods: The research was conducted based on 46 science teachers of Zanjan province, using the snowball sampling method. Results: The teachers gave feedback on how ChatGPT can be beneficial and restrictive as an effective educational tool for their classroom. Overall, findings paint a picture where even though the teachers openly acknowledged that ChatGPT is full of potential to make so much space for interaction, they were still concerned about the impact of the technology, for instance, making too much dependency on the technology among the learners and how the tools impede the capacity of the students in thinking critically and creatively. The results also support discussion of future Career development opportunities with responsive curricula redesign for the sake of leveraging the possibilities of AI tools in an effort to support learning. Practice and policy implications and directions for research on the career development opportunities are considered in the conclusion and limitations of the study. Conclusion: .This study adds to the growing field of education and AI by highlighting the need to balance innovation with pedagogical responsibility. It shows that AI can enhance teaching as a supportive tool, not a replacement. Successful integration requires attention to equity, ethics, and collaboration among educators, policymakers, and technologists.

This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners. This study investigates the impact of Iranian EFL learners' motivational goal orientations on their behavioral, cognitive, and emotional engagement in the classroom. Utilizing a mixed-methods design, the research involved 200 intermediate EFL learners from language schools in Iran, who completed the Oxford Quick Placement Test (OQPT), a Goal Orientation Survey, and a Student Engagement Questionnaire. The results show that mastery goal orientations, both approach and avoid, positively predict these engagement dimensions, while performance goal orientations do not significantly affect engagement. The findings highlight the importance of fostering mastery goals to enhance student engagement and improve language learning outcomes. The implications of this study suggest that educators should create a supportive learning environment that emphasizes mastery goals, thereby facilitating deeper engagement and better academic performance among EFL learners.