Amin Zare; solyman shafee
Abstract
Purpose: This study sought to answer these questions that How is the experience of Flow among Razi University students in studding as well as in cyberspace.
Methodology: The present study was a type of applied research that was conducted using survey method. The research data were collected using ...
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Purpose: This study sought to answer these questions that How is the experience of Flow among Razi University students in studding as well as in cyberspace.
Methodology: The present study was a type of applied research that was conducted using survey method. The research data were collected using a researcher-made questionnaire. The questionnaire was based on the Csikszentmihalyi Flow theory for work and learning environments, and by making changes to it, a 36-question questionnaire was developed based on the Likert five-step spectrum. Out of a total of 36 questions, 12 questions were assigned to assess the Flow experience in each of the components (course based study, non-course based study and cyberspace use). To assess the validity of the questionnaire, the opinions of several professors and PhD students in information science were used. Data reliability of the data collection instrument was also calculated using Cronbach's alpha, and the 0.87 alpha coefficient indicated the appropriate reliability of the questionnaire. Using random sampling method, 375 questionnaires were distributed among Razi University students, of which 322 questionnaires were completed, returned and analyzed. Data analysis was performed using version 25 of SPSS software.
Findings: The Kolmogorov-Smirnov test was between 1.96 and 1.96, and based on this, it can be argued that the distribution of the cumulative frequency observed was the same as the expected cumulative frequency distribution and the distribution of the studied adjective to the normal distribution. Therefore, it was possible to use parametric tests for research. The results of the variable t-test showed that the Flow experience among Razi University students in cyberspace is significantly greater than when they study - whether they are studying or not.
Conclusion: Low Flow experience while studying can be due to poor reading skills and reading habits, which are common even among students. . Other reasons for not experiencing Flow while studying include the possible imbalance between skill and challenge, which can sometimes make the activity sometimes anxious, sometimes boring, meaning that if the challenge is more than skill, the person will be anxious. And if it is less than skilled, he will get bored.
Hajar Ghadami Hossein Abadi; Mitra Pashootanizadeh; Mozafar cheshmaeh Sohrabi
Abstract
Background and Objectives: The e-book is one of the features that new technologies have brought us. This kind of book makes accessing information easier. In recent years, this new format of books has been expanded with the growth of information and communication tools and technologies, the expansion ...
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Background and Objectives: The e-book is one of the features that new technologies have brought us. This kind of book makes accessing information easier. In recent years, this new format of books has been expanded with the growth of information and communication tools and technologies, the expansion of educational and virtual learning environments, the possibility of access to electronic tools by a wide range of social strata, and the speed of access to information.Books always are one of the main tools in education, so a group that can make use of e-books and its capabilities due to their age and educational conditions are teenage students. in spite of all e-book's various and unique capabilities, like other technologies, in some cases has been welcomed and in other ones hasn't gotten so much attention but what factors cause this low attention in this subject should be considered. So various models and patterns in the field of technology acceptance have been presented. In this regard One of the most complete models is the Technology Acceptance Model 3 (TAM3), which by solving problems and completing the previous two models of Technology Acceptance Model (namely TAM and TAM 2) and adding factors related to ease of use, can help identify the factors influencing the acceptance of different technologies. For this reason, the main purpose of this study is to determine the factors that affect the acceptance of e-books by 1st-period high school students of Isfahan city based on the constructive factors of the Technology Acceptance Model 3 (TAM3). In order to achieve this goal according to the main research model and based on the relationships between the variables, 15 hypotheses have been definedMethodology: This research is descriptive research and was performed using surveys and correlation analysis. A researcher-made questionnaire was used to collect data. The questionnaire consists of three sections, including accompanying letters, general questions, and specialized questions. The general questions included 7 close-ended questions about the demographic characteristics of the sample members and the specialized questions included the topics related to the model of this research (Technology Acceptance Model 3 (TAM3)) in 49 items in the form of 14 components. The answers were arranged in a Likert scale comprising five options (strongly agree to strongly disagree). Visual modes (face mode emojis) along with writing were used so that teenagers could evaluate their answers better. Four members of the faculty of Knowledge and Information Science (KIS) confirmed the validity of this questionnaire. Alpha-Cronbach was used to measure reliability. The Cronbach's alpha value for the research questionnaire was gotten about 0.8. SPSS23 and Amos22 software were used to analyze the results and score the questionnaires. The participants were 460 1st-period high school students from the of Isfahan city, who were randomly selected by randomized cluster sampling.Findings: Path Analysis of the research data showed that all the determined paths in the conceptual research model, except the direct effect of the "result demonstrability" on the "perceived usefulness", are significant and the model has an acceptable overall fit. The mediator variable, "experience", could only affect the relationship between "subjective norms" and "intention to use ". This means that the more experience that a teenager has about the use of technology, the greater impact on their intention to use e-books. None of the voluntariness and experience mediating variables could have an effect on other relationships of the model.Discussion: Many developed countries have accepted e-books as an inseparable format form the libraries, schools, colleges, and many centers. So, they are taking advantage of them. The results of this study, which was performed based on a group of teenagers and students with the TAM3 model, showed that with clear and precise steps, many of activities and investments can be coordinated to use this technology as much as possible also introduce in society as a positive cultural behavior.The results of the study showed that all the 8 first hypotheses have been confirmed except a part of the third hypothesis (the effect of the "result demonstrability" on the "perceived usefulness"). The confirmation of the 7th and 8th hypothesis revealed that more attention to factors of "perceived usefulness" and "perceived ease of use" will increase in "intention to use"."Perceived ease of use" impacted by 5 various variables such as "subjective norms". "Subjective norms" is one of a few variables that has a direct impact on "intention to use" and also increase "perceived ease of use" with itself. Also, "subjective norms" impact positively on "image", one of the five variables related to "perceived ease of use". The Two mediating variables in this model (voluntariness and experience), only the experience variable (in the sense of the degree a person knows how to use a computer) was able to affect only one relationship (Hypothesis 14). Therefore, it can be concluded the more "experience" a person has in using a computer, the more it will help to strengthen the "subjective norms" and "intention to use" relationship. This experience can be enhanced by making computers available in school, library, home or any cultural, scientific/educational place and also by holding various educational classes related to its use. Finally, it suggested that other researchers study the acceptance of other library technologies on youth group using this model and even other models proposed in this field, and evaluate the conditions for providing technology-based information services. Because the information societies in the world are moving towards more and more use of technologies, the more appropriate conditions can be provided for the acceptance of new information technologies and a more accurate understanding of it, the more consciously we can take steps and pay for these services.
Elahe Naseri; Maryam Sarrafzadeh; Alireza Noruzi
Abstract
Abstract Purpose: A digital native is someone who is born in the digital age. Computers, mobile phones, and in general, the new technologies have surrounded their lives. Natives are more comfortable using technology, and more skilled than their predecessors. The dependence on technology and hence the ...
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Abstract Purpose: A digital native is someone who is born in the digital age. Computers, mobile phones, and in general, the new technologies have surrounded their lives. Natives are more comfortable using technology, and more skilled than their predecessors. The dependence on technology and hence the use of digital media has led to significant changes in various aspects of the lives of digital natives, one of which is the way information is acquired. This study aimed to investigate the information seeking behavior of digital natives in smart schools in Tehran. Method: This research is an empirical research with the qualitative approach. Methods used included literature review and library study, questionnaire and interview. The study unit in the present study is the students of 10th and 11th grade students of Faezun School. At first, 12 students were selected by purposeful sampling method for interview. The data were then collected by semi-structured interviews and analyzed by coding method. Results: Findings showed that the most used sources were databases, Google search, friends, e-books, print books and Wikipedia. But the library is not that important for them as an information source and they don't use it. In terms of the information-seeking process, the findings showed that the search for information in this generation is non-linear and not all follow a specific pattern. Since digital natives have good access to information tools and spend most of their time in digital media, they usually use cyberspace to meet their needs. Possible barriers to accessing information from a digital natives’ perspective include filtering, poor English, poor information literacy skills, low Internet speed, high cost of Internet, and lack of access to quality content in Persian. Other findings regarding the evaluation of information resources showed that digital natives perform well in the evaluation of educational resources but perform poorly in evaluating non-educational resources, for example in the social media space.Conclusion: The results revealed that digital natives have poor performance in information searching and content assessment skills in social media; considering the importance of the above in information seeking behavior, it is suggested that holding workshops and training courses set it on the agenda related to the items listed.
parvin najafpour moghadam; Zohreh Cheraghi; Farhad Ahmadi asl
Abstract
Background and Objectives: Studying as a social skill is the bed of advancement and development of each nation, and it can be said that there is a close relationship between the study and development of individuals in societies. The growth of the culture of studying and reading can directly and indirectly ...
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Background and Objectives: Studying as a social skill is the bed of advancement and development of each nation, and it can be said that there is a close relationship between the study and development of individuals in societies. The growth of the culture of studying and reading can directly and indirectly play an effective role in reducing the impact of social pests, such as addiction, etc. (Mardandoost, Torkian Tabar, Hasoomi, 2016). The need for children and adolescents to be interested in studying is not overlooked. The habit of reading and familiarity with resources that can help us meet our information needs is a great benefit and this habit is better to sprout from childhood (Mardandoost, Torkian Tabar, Hasoomi, 2016). The choice of teens for this study is important because they are in the early years of experiencing reading and this useful habit (reading), which should have been institutionalized since many years ago, is the basis for knowledge gaining and lifelong learning in them. The purpose of this study was to investigate and identify the inciting and preventing factors of habitual reading among high school students in Ahvaz. Methodology: The present study was conducted in a survey, or field study, and descriptive method. The statistical population of this study consists of 380 of 40814 high school students of public schools in Ahwaz, which is calculated using the Cochran formula. Sampling in this research was carried out in a classified random manner. The data gathering tool in this research is a researcher-made questionnaire designed according to the factors related to the study (such as family, library, school, librarian, etc.), as well as the persuasive and dissuasive components. To assess the validity of the questionnaire, content validity was used. In order to determine the reliability of the data gathering tool, the final questionnaire was distributed in a group of 30 people. In the analysis phase, the reliability of the questionnaire was measured by calculating the Cronbach's alpha coefficient. The reliability coefficient for measuring the study status was 0.75, for dissuasive factors was 0.943 and for the persuasive factors was 0.894. for descriptive statistics, indicators such as mean, frequency, standard deviation and percentages are used, and for inferential statistics, exploratory factor analysis, independent t-test, Spearman correlation coefficient have been used. Data were analyzed by SPSS software version 22. Findings: Based on the results, 62.8% of the respondents were girls and 37.2% of them were boys. The findings of the study showed that the average student's study period was about 3 hours a day and girls were significantly more likely than boys to study. The average non-syllabic study of students was estimated at 55 minutes per day. There was no significant difference between the mean study amount of girls and boys. According to the findings, the most common way to get information between students are radio and television, and the Internet. Also, findings indicate that there is a correlation of 0.037 between parental education and non-syllabus study in students. According to the findings, 75.1% of students during the day, in addition to textbooks, also study non-syllabus material; the average non-syllabus study time in students is about 55 minutes per day, and based on The test there is no significant difference between the non-syllabus study time of male and female students. Findings showed that students believe educational factors such as holding educational courses to familiarize them with reading, and then motivational, cultural and economic factors are the most important factors in getting them interested in reading. On the other hand, cultural, educational and economic factors are the most important factors preventing them from studying. Disscusion: Based on the findings, student believe that among the persuasive factors, educational factors, economic factors and motivational factors, have the most impact in encouraging students to study. These findings indicate that if adolescents are adequately trained in studying and familiarizing themselves with appropriate resources, and by institutionalizing appropriate culture from the behavior of their families and those around them since childhood, their interest in The study will be further. Among the deterrent factors, cultural, educational and economic factors were also the most frequent among the responses. At the end, suggestions are made to improve the level of study. As the findings show, from student's point of view the motivational factors have not been among the inhibitors, which means that in case of proper designing, adequate education and creation of facilities for book purchases, there is sufficient motivation for studying in teens and students. Therefore, according to the results, it is believed that the most effective ways to increase the adolescents' study rate and their interest in this culture are at first, development of related educational programs and then the attempt to guide the intellectual orientation and culture of Families towards reading and, later on, create easy access reading materials.
Parvin Najafpour; zohreh Cheraghi
Abstract
Purpose: this research was performed with the purpose of studying the relationship between multiple levels of need for cognition and students information behavior in different levels of education. Method: this is a study with practical purpose done by survey method. The study population consists of all ...
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Purpose: this research was performed with the purpose of studying the relationship between multiple levels of need for cognition and students information behavior in different levels of education. Method: this is a study with practical purpose done by survey method. The study population consists of all the students in all levels of education who are currently studying at Shahid Chamran university of Ahvaz in 2016-2017.Findings: findings showed that there is not a meaningful difference between study population's need for cognition variable based on gender, but there is a meaningful difference in this variable based on study population's level of education and field of study. Conclusion: based on the findings of this research it can be concluded that need for cognition, is different among students based on their level of education as well as field of study, and it increases in higher levels of education.
Volume 4, Vol.3, No.9 , April 2012, , Pages 85-100
Abstract
Aim: This research aimed at development, assessment and testing of a scale for the measurement of information literacy skills in the students of Payam Noor Universtiy.Method: Survey method was used in this research and the research population was all the 28530 students enrolled in Hamedan Payam Noor ...
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Aim: This research aimed at development, assessment and testing of a scale for the measurement of information literacy skills in the students of Payam Noor Universtiy.Method: Survey method was used in this research and the research population was all the 28530 students enrolled in Hamedan Payam Noor University in the local academic year 1390-9. A sample consisted of 387 students were selected by random cluster sampling method. A scale was devised for the purpose of this research which was named the Scale of Information Literacy Measurement and consisted of 5 components with 30 items. The respondents were to answer the survey on a self-assessment basis.Results: a test of correlation between the Scale of Information Literacy Measurement and that of Asgharnia (1388) resulted in a Correlation Coefficient of 0.77 which denotes existence of a good relationship. Also, the factor analysis test resulted in formation of 6 factors with a variance of %66.5. The reliability of the scale was tested by Cronbach’s Alpha which resulted in an alpha of 0.94.Conclusion: All in all, as a result of the survey, it can be concluded that the Scale devised proved to be appropriate for measuring information literacy of the target students within the context of Distance Learning.
