dr. M. Farrokhnia (Mohammadreza)

Universitair docent
BMS-LDT-IST
Capitool 15 309
m.farrokhnia@utwente.nl
+31534896840
Visitekaartje

Mohammadreza (Reza) heeft een Master's degree in Physics Education en een PhD in Educational Technology. Hij brengt meer dan 15 jaar ervaring als natuurkundeleraar in Iran mee naar zijn huidige rol als Assistant Professor of Instructional Technology aan de Universiteit Twente. Hij is toegewijd aan het benutten van geavanceerde technologieƫn om het onderwijslandschap te transformeren. Met een grote interesse in computerondersteunde samenwerkende leeromgevingen, adaptieve leeromgevingen, simulaties en spellen, streeft hij ernaar om de leerervaringen van K-12 studenten te verrijken. Zijn primaire focus ligt op het bevorderen van het conceptuele begrip van wetenschap bij studenten, terwijl hij hen ook uitrust met cruciale vaardigheden van de 21ste eeuw, zoals creatief denken en probleemoplossend vermogen.

Expertises

  • Social Sciences

    • Students
    • Education
    • Educational Environment
    • Understanding
    • Learning
    • Learner

  • Psychology

    • Groups
    • Tools

Organisaties

Publicaties

Jump to: 2024 | 2023 | 2022

2024

Games in education: A systematic review of studies in international and Iranian contexts (2024)Educational technology research and development (E-pub ahead of print/First online). Bakhtiari, R., Seraji, F., Farrokhnia, M., Habibzadeh, Z. & Noroozi, O.https://doi.org/10.1007/s11423-024-10426-1Generative AI in Education: Pedagogical, Theoretical, and Methodological Perspectives (2024)International Journal of Technology in Education, 7(3), 373-385. Noroozi, O., Soleimani, S., Farrokhnia, M. & Banihashem, S. K.https://doi.org/10.46328/ijte.845A SWOT analysis of ChatGPT: Implications for educational practice and research (2024)Innovations in Education and Teaching International, 61(3), 460-474. Farrokhnia, M., Banihashem, S. K., Noroozi, O. & Wals, A.https://doi.org/10.1080/14703297.2023.2195846Analysis of learners' emotions in e-learning environments based on cognitive sciences (2024)International Journal of Interactive Mobile Technologies, 18(7), 34-52. Sahraie, F., Rezvanfar, A., Movahedmohammadi, S. H., Ebner, M. & Farrokhnia, M.https://doi.org/10.3991/ijim.v18i07.48471Examining the impact of using stop-motion technique on enhancing the quality of scientific reasoning skills of secondary school students (2024) Technology of instruction and learning, 6(22), 10-38. Ansarimoghadam, F., Hatami, J., Farrokhnia, M., Talae, E. & Ghalkhani, M.https://doi.org/10.22054/jti.2024.76119.1406Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support (2024)In Improving Hybrid Brainstorming Outcomes with Scripting and Group Awareness Support (pp. 115-122). International Society of the Learning Sciences (ISLS). Farrokhnia, M., Noroozi, O., Biemans, H. & Baggen, Y.https://doi.org/10.22318/cscl2024.184792Using gamification to support learning in K-12 education: A systematic literature review (2024)British journal of educational technology, 55(1), 34-70. Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K. & Noroozi, O.https://doi.org/10.1111/bjet.13335

2023

Assessing High School Studentsā€™ Conceptual Understanding of Physics: A Cognitive Approach (2023)In Proceedings of International Conference on Humanities, Education, and Social Sciences (pp. 108-119). Farrokhnia, M., Hatami, J. & Noroozi, O.Sparking creativity in Entrepreneurship courses: The effect of using the SCAMPER technique in Brainstorming sessions (2023)[Contribution to conference › Paper] 3E Conference - Inaugural ECSB Entrepreneurship Education Conference 2023. Farrokhnia, M., Noroozi, O., Baggen, Y. & Biemans, H.

2022

Sparking Creativity in Entrepreneurship Courses: Investigating the Effect of Hybrid Brainstorming Sessions on Business Opportunity Identification Outcomes (2022)[Contribution to conference › Paper] International Conference on Studies in Education and Social Sciences, ICSES 2022. Farrokhnia, M., Noroozi, O., Baggen, Y. & Biemans, H.The impacts of constructivist learning design and learning analytics on studentsā€™ engagement and self-regulation (2022)Innovations in Education and Teaching International, 59(4), 442-452. Banihashem, S. K., Farrokhnia, M., Badali, M. & Noroozi, O.https://doi.org/10.1080/14703297.2021.1890634Bridging the fields of entrepreneurship and education: The role of philosophical perspectives in fostering opportunity identification (2022)The International Journal of Management Education, 20(2). Article 10063220. Farrokhnia, M., Baggen, Y., Biemans, H. & Noroozi, O.https://doi.org/10.1016/j.ijme.2022.100632Fostering opportunity identification capability: The role of philosophical perspectives in the selection of teaching and assessment approaches (2022)[Contribution to conference › Paper] 3E Conference – ECSB Entrepreneurship Education Conference 2022<br/>. Farrokhnia, M.https://library.wur.nl/WebQuery/wurpubs/fulltext/583382The effects of using Merrillā€™s first principles of instruction on learning and satisfaction in MOOC (2022)Innovations in Education and Teaching International, 216-225. Badali, M., Hatami, J., Farrokhnia, M. & Noroozi, O.https://doi.org/10.1080/14703297.2020.1813187The Relationship between Studentsā€™ Satisfaction and Motivation and their Perceived Learning Outcome in an Online Peer Feedback Module (2022)In Studies on Education, Science, and Technology (pp. 297-310). ISTES. Parvaneh Akhteh, M., Farrokhnia, M., Banihashem, S. K. & Noroozi, O.https://www.istes.org/the-relationship-between-students-satisfaction-and-motivation-and-their-perceived-learning-outcome-in-an-online-peer-feedback-module-257-s.html#:~:text=The%20current%20study%27s%20findings%20showed,outcomes%20through%20motivation%20and%20satisfaction.

Onderzoeksprofielen

Lopende projecten

Onderzoek naar de Kenmerken van Succesvolle en Minder Succesvolle Studenten in Onderzoeksgericht Leren in het Hoger Onderwijs

Het Identificeren van de Drijfveren van Digitaal Informeel Leren onder Universitaire Studenten

Het Effect van Verschillende Instructieontwerpen voor het Gebruik van Serious Games op de Kennisverwerving van Middelbare Scholieren over Klimaatverandering

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