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
- Education
- Learning Experiences
- Educational Environment
- Higher Education
- Conceptual Understanding
- Electronic Learning
- Generative Artificial Intelligence
- Systematic Review
Organisaties
Publicaties
2026
Beyond virtual presence: Exploring real-world disruptive presence in learning with immersive VR (2026)[Contribution to conference › Abstract] Earli SIG 6&7 Conference. de Vreugd, L., Zhu, C., Onvlee, D., Farrokhnia, M., Halfwerk, F. R., Groenier, M., Friso-van den Bos, I. & Pennings, H.Understanding How Immersive Virtual Reality Supports Learning and Transfer Across Educational Contexts (2026)[Contribution to conference › Abstract] 12th International Conference of the Immersive Learning Research Network, iLRN 2026. Zhu, C., de Vreugd, L., Onvlee, D., Farrokhnia, M., Halfwerk, F. R., Groenier, M., Friso - van den Bos, I. & Pennings, H. J. M.https://doi.org/10.56198/ss84dg32Students, AI, and the Future of Higher Education: A Scoping Review of Perceptions and Concerns (2026)In Artificial Intelligence in Education: 27th International Conference, AIED 2026, Seoul, South Korea, June 27āJuly 3, 2026, Proceedings (pp. 363-377) (Lecture Notes in Computer Science; Vol. 16586 LNCS (LNAI)). Springer (E-pub ahead of print/First online). Farrokhnia, M., Salimi, G. & Ahmadshahi, A.https://doi.org/10.1007/978-3-032-29773-0_28Concept map analysis of reading comprehension assessment: Tracing situation models in multiple-choice and constructed-response items (2026)Studies in educational evaluation, 89. Article 101599. Roelofs, E., Farrokhnia, M. & Haeri, M. A.https://doi.org/10.1016/j.stueduc.2026.101599Learning analytics dashboards for adaptive teaching: What teachers need to see? (2026)[Contribution to conference › Paper] 2026 American Educational Research Association Annual Meeting, AERA 2026. Qiao, J., Farrokhnia, M. & Eysink, T.https://doi.org/10.3102/2287494GenAI or teacher?: How literacy shapes feedback perception (2026)[Contribution to conference › Paper] 2026 American Educational Research Association Annual Meeting, AERA 2026. Fischer, L., Farrokhnia, M., Dasgupta, C. & Noroozi, O.https://doi.org/10.3102/2279049Unpacking GenAI literacy: The role of individual drivers and engagement levels (2026)[Contribution to conference › Paper] 2026 American Educational Research Association Annual Meeting, AERA 2026. Farrokhnia, M., Fischer, L., Salimi, G., Banihashem, S. K. & Noroozi, O.https://doi.org/10.3102/2278159Generative AI offers more, but students revise less: Comparing the effects of teacher and AI feedback on student essay revisions (2026)Universities and Knowledge Society Journal, 23(6). Article 6 (E-pub ahead of print/First online). Farrokhnia, M., Latifi, S., Papadopoulos, P. M., Hogenkamp, L., Gijlers, H., Khosravi, H. & Noroozi, O.https://doi.org/10.1186/s41239-026-00579-9Fostering university studentsā entrepreneurial opportunity identification capability: A systematic literature review (2026)Entrepreneurship Education and Pedagogy, 9(1), 45-91. Farrokhnia, M., Noroozi, O., Baggen, Y., Lans, T., Biemans, H. & Pittaway, L.https://doi.org/10.1177/25151274241309938Supporting convergent thinking in entrepreneurship education: the role of evaluation criteria and exemplars (2026)Journal of Further and Higher Education, 50(6), 1016-1036. Farrokhnia, M., Noroozi, O., Baggen, Y. & Biemans, H.https://doi.org/10.1080/0309877X.2026.2644543
2025
Educatorsā perceptions of generative AI: Investigating attitudes, barriers, and learning needs in higher education (2025)Innovations in Education and Teaching International, 62(5), 1598-1613. Soleimani, S., Farrokhnia, M., van Dijk, A. M. & Noroozi, O.https://doi.org/10.1080/14703297.2025.2530767Generative AI in higher education: Transformative tools for research, teaching, and assessment (2025)In Navigating Generative AI in Higher Education: Ethical, Theoretical and Practical Perspectives (pp. 33-53). Edward Elgar. Farrokhnia, M., Soleimani, S. & Noroozi, O.https://doi.org/10.4337/9781035337873.00007Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning (2025)Internet and higher education, 65. Article 100992. Farrokhnia, M., Taghizade, A., Ahmadi, R., Papadopoulos, P. M. & Noroozi, O.https://doi.org/10.1016/j.iheduc.2025.100992Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness (2025)Computers & education, 227. Article 105229. Farrokhnia, M., Noroozi, O., Baggen, Y., Biemans, H. & Weinberger, A.https://doi.org/10.1016/j.compedu.2024.105229Games in education: A systematic review of studies in international and Iranian contexts (2025)Educational technology research and development, 73, 663-690. Bakhtiari, R., Seraji, F., Farrokhnia, M., Habibzadeh, Z. & Noroozi, O.https://doi.org/10.1007/s11423-024-10426-1Guided Inquiry in a Physics Simulation: Profiles of Successful and Less Successful Students (2025)[Contribution to conference › Paper] 21st Biennial EARLI Conference 2025. Farrokhnia, M., Tütenkan, M. & Eysink, T. H. S.How Do Motivation and Self-Regulation Shape Learnersā Satisfaction with E-Learning? (2025)In Proceedings of the 19th International Conference of the Learning Sciences - ICLS 2025 (pp. 2085-2089). International Society of the Learning Sciences (ISLS). Farrokhnia, M., Taghizade, A., Ahmadi, R., Papadopoulos, P. M. & Noroozi, O.https://doi.org/10.22318/icls2025.136676
2024
Generative 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.v18i07.48471
Onderzoeksprofielen
Verbonden aan opleidingen
Vakken collegejaar 2026/2027
Vakken in het huidig collegejaar worden toegevoegd op het moment dat zij definitief zijn in het Osiris systeem. Daarom kan het zijn dat de lijst nog niet compleet is voor het gehele collegejaar.
Vakken collegejaar 2025/2026
Lopende projecten
Artificial inteligence as a Social Agent to Support Group Learning Processes
The Use of Virtual Reality in (bio)Medical Education
Adres
Universiteit Twente
Capitool 15 (gebouwnr. 78), kamer 024
Capitool 15
7521 PL Enschede
Universiteit Twente
Capitool 15 024
Postbus 217
7500 AE Enschede
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