Cubicus

dr. M. Farrokhnia (Mohammadreza)

Assistant Professor
BMS-LDT-IST
Cubicus B225
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

2024
Generative AI in Education: Pedagogical, Theoretical, and Methodological Perspectives, 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, 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, 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 SupportIn 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/cscl2024.184792
2023
Using gamification to support learning in K-12 education: A systematic literature review (E-pub ahead of print/First online). Dehghanzadeh, H., Farrokhnia, M., Dehghanzadeh, H., Taghipour, K. & Noroozi, O.https://doi.org/10.1111/bjet.13335A SWOT analysis of ChatGPT: Implications for educational practice and research (E-pub ahead of print/First online). Farrokhnia, M., Banihashem, S. K., Noroozi, O. & Wals, A.https://doi.org/10.1080/14703297.2023.2195846Sparking creativity in Entrepreneurship courses: The effect of using the SCAMPER technique in Brainstorming sessions. Farrokhnia, M., Noroozi, O., Baggen, Y. & Biemans, H.Assessing High School Studentsā€™ Conceptual Understanding of Physics: A Cognitive ApproachIn Proceedings of International Conference on Humanities, Education, and Social Sciences (pp. 108-119). Farrokhnia, M., Hatami, J. & Noroozi, O.
2022
Sparking Creativity in Entrepreneurship Courses: Investigating the Effect of Hybrid Brainstorming Sessions on Business Opportunity Identification Outcomes. Farrokhnia, M., Noroozi, O., Baggen, Y. & Biemans, H.The impacts of constructivist learning design and learning analytics on studentsā€™ engagement and self-regulation, 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, 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. 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, 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 ModuleIn 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, Article 104184. Mehrvarz, M., Heidari, E., Farrokhnia, M. & Noroozi, O.https://doi.org/10.1016/j.compedu.2021.104184

Research profiles

Affiliated study programs

Courses academic year 2023/2024

Courses in the current academic year are added at the moment they are finalised in the Osiris system. Therefore it is possible that the list is not yet complete for the whole academic year.

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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