dr. M. Farrokhnia (Mohammadreza)

Assistant Professor
BMS-LDT-IST
Capitool 15 309
m.farrokhnia@utwente.nl
+31534896840
Business card

Mohammadreza (Reza) holds a Master's degree in Physics Education and a PhD in Educational Technology. He brings over 15 years of experience as a physics teacher in Iran to his current role as an Assistant Professor of Instructional Technology at the University of Twente. He is dedicated to leveraging advanced technologies to transform the educational landscape. With a keen interest in computer-supported collaborative learning environments, adaptive learning environments, simulations, and games, he aims to enrich the learning experiences of K-12 students. His primary focus is on fostering students' conceptual understanding of science while equipping them with crucial 21st-century skills, such as creative thinking and problem-solving.

Expertise

  • Social Sciences

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

  • Psychology

    • Groups
    • Tools

Organisations

Publications

Jump to: 2024 | 2023 | 2022 | 2021

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.845Analysis 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

A SWOT analysis of ChatGPT: Implications for educational practice and research (2023)Innovations in Education and Teaching International (E-pub ahead of print/First online). Farrokhnia, M., Banihashem, S. K., Noroozi, O. & Wals, A.https://doi.org/10.1080/14703297.2023.2195846Assessing 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.

2021

The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance (2021)Computers & education, 167. Article 104184. Mehrvarz, M., Heidari, E., Farrokhnia, M. & Noroozi, O.https://doi.org/10.1016/j.compedu.2021.104184

Research profiles

Current projects

Investigation of the Characteristics of Successful and Less Successful Students in Inquiry-based Learning in Higher Education

This is a research project currently being conducted with my EST master's student (Mert TĆ¼tenkan) to identify the profiles of successful and less successful students in a simulated inquiry-based learning environment for science among higher education students.

Identifying the Drivers of Digital Informal Learning Among University Students

This study is being conducted with my master's student (Andor Bent), aiming to elucidate the factors motivating university students to engage in digital informal learning using the adapted version of the Unified Theory of Acceptance and Use of Technology.

The Effect of Various Instructional Designs for Using Serious Games on Secondary School Students' Knowledge Acquisition about Climate Change

This project is being conducted with my master's student (Ngoc-Trang Hoang), aiming to identify an effective design for playing a serious game about climate change. It explores the effect of various sequences of individual and collaborative gameplay on students' knowledge co-construction and their acquisition of knowledge about climate change.

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