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
    • Electronic Learning
    • Educational Environment
    • Understanding

  • Psychology

    • Groups
    • Tools

  • Computer Science

    • Learning Experiences

Organisations

Publications

Jump to: 2025 | 2024 | 2023 | 2022

2025

Educators’ 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.2024.105229Fostering university students’ entrepreneurial opportunity identification capability: A systematic literature review (2025)Entrepreneurship Education and Pedagogy, 9(1), 45-91 (E-pub ahead of print/First online). Farrokhnia, M., Noroozi, O., Baggen, Y., Lans, T., Biemans, H. & Pittaway, L.https://doi.org/10.1177/25151274241309938Guided 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 Learners’ 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

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 Students’ 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 students’ 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/583382

Research profiles

Current projects

Artificial inteligence as a Social Agent to Support Group Learning Processes

"AI as a Social Agent to Support Group Learning Processes" is an NRO-funded project under the call "𝐇𝐢𝐠𝐡𝐞𝐫 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐟𝐨𝐫 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 2024" that has received €750,000 to study how large language models (LLMs) can support the identification of metacognitive and emotional regulation needs and provide adaptive scaffolding to enhance these processes in student teams working on complex, collaborative learning tasks in engineering education.

The primary goal of this project is to design and develop an AI social agent called CLARA (Collaborative Learning Agent for Regulation with AI). As part of this funding, one PhD candidate and one postdoctoral researcher will be hired in 2025–2026, with a supervisory team from the University of Twente and Eindhoven University of Technology.

The Use of Virtual Reality in (bio)Medical Education

This is postdoctoral research as part of a larger project funded by the Nationaal Regieorgaan Onderwijsonderzoek (NRO) that focuses on the use of two VR applications in medical education: OK Ready!, which trains surgical and anesthesiology assistants in operating room preparation (Study 1), and VR Sterile, which trains biomedical students in sterile lab procedures (Study 2). A postdoc under my supervision will focus on Study 1, where you will investigate learning mechanisms such as presence and surface/structure (dis)similarity, using OK Ready! in a new context within both the Technical Medicine curriculum at the University of Twente and the UMC Utrecht curriculum. This project aims to apply and extend the Cognitive Affective Model of Immersive Learning (CAMIL) by empirically examining how immersive VR supports learning processes across educational contexts.

Address

University of Twente

Capitool 15 (building no. 78), room 309
Capitool 15
7521 PL Enschede
Netherlands

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