درخت حوزه‌های تخصصی

This paper explores how the application of desirable difficulties—spacing, interleaving, retrieval, and generative learning—affects long‑term retention and productive performance among Iranian learners of German as a Foreign Language (GFL). Building on a cognitive framework that distinguishes the durability of stored knowledge from its momentary accessibility, the study adopted a mixed‑methods design with A1‑level learners from Tehran. A total of twenty participants (N = 20) were randomly assigned to an experimental group (n = 10) receiving instruction based on desirable difficulties and a control group (n = 10) following massed‑practice routines. Quantitative analysis showed that the experimental group had significantly higher retention and production skills scores in the delayed post-tests, and the results were statistically significant (p < 0.01). Qualitative data derived from semi‑structured interviews with six volunteer learners from the experimental group indicated that participants associated increased cognitive challenge with deeper understanding and enhanced motivation. The results show that including challenging but beneficial activities helps make language knowledge more lasting and easier to use in different situations. This offers support for the idea of using spaced retrieval and interleaved practice in teaching foreign languages in a structured way to help learners develop strong and long-term language skills.

The purpose of this research is to determine the effect of using new educational technologies (interactive PowerPoint) on the collaborative learning of sixth grade students. The present research is an applied research in terms of purpose and semi-experimental one in terms of data collection method. The selected research design is the pre-test-post-test design with a control group. The statistical population of this research (250) includes all the sixth grade students of Qazvin city, Lower Tarem region, in the academic year 2017-2018. Using simple random sampling method, 50 people (25 control group and 25 experimental group) were selected. The main data collection method is library research method. For data collect purpose, participatory and active learning questionnaire (Cho and Bavli, 2007) has been used. The data collection instrument is a package of using modern educational technologies (interactive PowerPoint). Content validity was checked to secure the validity of the research and Cronbach's alpha coefficient was used to determine the reliability of the instrument. The reliability of the questionnaire was found to be 0.85. In the descriptive statistics section, statistical characteristics such as frequency, percentage, mean, and standard deviation have been reported, and in the inferential statistics section, the KS test was employed to determine whether the variables are parametric or non-parametric. Also, one-variable covariance analysis was run using SPSS23 software. The results of the present study indicated that the use of new educational technologies (interactive PowerPoint) had a positive and significant effect on the group dynamics and project of the sixth grade elementary students. The findings of the present research also revealed that making use of use of new educational technologies (interactive PowerPoint) had a significant effect on the collaborative learning of students. It also indicated that the use of new educational technologies (interactive PowerPoint) had a significant effect on the dimensions of collaborative learning (group dynamics, doing work on the project, feedback) and students' feedback