مطالب

The importance of training in organizations cannot be overlooked. This has motivated organizational decision-makers to look for new ways for achieving proper training in order to reach their organizational goals. Nowadays, one of new approaches to realize the training and gaining an effective output is gamification. Many factors can influence the use of this new approach in organizational training. Therefore, the present research seeks to identify and model the factors affecting on success and failure of gamification in organizational training. Accordingly, qualitative research method is used in this research. Also, three processes is conducted to collect data needed to answer the research question. In the first step, semi-structured interview is used to identify the factors affecting on gamification of organizational training. In the second step, the Interactive Management (IM) method is used to identify and extract the most important factors among the identified factors of the previous step. Finally, Interpretive Structural Modelling (ISM) software was used to model the factors and determine the causal relationships among them. The results demonstrate seven important factors which are respectively staff demographic characteristics, availability of infrastructure and facilities, staff information literacy, staff attitudes toward gamification, management attitudes towards gamification, gradual inclusion of gamification in the training process, and rich (learning) content. At the end, the research findings have been discussed.

Purpose: School closures in Iran during the COVID-19 pandemic have caused a movement wave to hold classes online. Although, there had been some online classes for some courses, online teaching, and learning for students and school teachers have been an unprecedented experience; consequently, most teachers and students have a limited experience with it. This paper examines the Perception of Iranian Teachers on Distance Teaching during the COVID-19 pandemic Methodology: The research method was a descriptive survey. Data was collected through an online questionnaire with 5 questions, involving 214 participants from schools in Iran. Findings: The findings show it has been the first experience with online classes for most teachers and Creating content for online classes and low levels of teacher's pedagogical digital competence are of the most significant challenges for teachers. Conclusion: Along with these alternations, it has been felt the need for instructional strategies, technological readiness to implement online learning, and teacher training courses with regard to modern technologies, as well as changes in national curricula must be made to increase flexibility and technological readiness.