dr. M. Farrokhnia (Mohammadreza)

I hold a Master's in Physics Education and a PhD in Educational Technology. As an Assistant Professor of Instructional Technology at the University of Twente, my passion lies in harnessing the power of cutting-edge technologies—including computer-supported collaborative learning environments, simulations, VR, and serious games—to enhance the learning experiences of K-12 students. My primary focus is on facilitating students' conceptual understanding of science and equipping them with essential 21st-century skills, such as creative thinking and problem-solving.

Faculty of Behavioural, Management and Social Sciences (BMS), Instructional Technology (IST)

Sahraie, F., Rezvanfar, A., Movahedmohammadi, S. H., Ebner, M. , & Farrokhnia, M. (2024). Analysis of learners' emotions in e-learning environments based on cognitive sciences. International Journal of Interactive Mobile Technologies, 18(7), 34-52. https://doi.org/10.3991/ijim.v18i07.48471

Ansarimoghadam, F., Hatami, J. , Farrokhnia, M., Talae, E., & Ghalkhani, M. (2024). Examining the impact of using stop-motion technique on enhancing the quality of scientific reasoning skills of secondary school students. Technology of instruction and learning, 6(22), 10-38. https://doi.org/10.22054/jti.2024.76119.1406

Farrokhnia, M., Hatami, J., & Noroozi, O. (2023). Assessing High School Students’ Conceptual Understanding of Physics: A Cognitive Approach. In W. Admiraal, E. Cakir, & M. L. Ciddi (Eds.), Proceedings of International Conference on Humanities, Education, and Social Sciences (Vol. 1, pp. 108-119)

Dehghanzadeh, H. , Farrokhnia, M., Dehghanzadeh, H., Taghipour, K., & Noroozi, O. (2023). Using gamification to support learning in K-12 education: A systematic literature review. British journal of educational technology. Advance online publication. https://doi.org/10.1111/bjet.13335

Farrokhnia, M., Noroozi, O., Baggen, Y., & Biemans, H. (2023). Sparking creativity in Entrepreneurship courses: The effect of using the SCAMPER technique in Brainstorming sessions. Paper presented at 3E Conference - Inaugural ECSB Entrepreneurship Education Conference 2023, Aarhus, Denmark.

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

Parvaneh Akhteh, M. , Farrokhnia, M., Banihashem, S. K., & Noroozi, O. (2022). The Relationship between Students’ Satisfaction and Motivation and their Perceived Learning Outcome in an Online Peer Feedback Module. In O. Noroozi, & I. Sahin (Eds.), Studies on Education, Science, and Technology (pp. 297-310). ISTES. 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.

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. Paper presented at International Conference on Studies in Education and Social Sciences, ICSES 2022, Antalya, Turkey.

Farrokhnia, M., Harm Biemans, & Omid Noroozi (2022). Fostering opportunity identification capability: The role of philosophical perspectives in the selection of teaching and assessment approaches. Paper presented at 3E Conference – ECSB Entrepreneurship Education Conference 2022
, Dijon, France. https://library.wur.nl/WebQuery/wurpubs/fulltext/583382

Badali, M., Hatami, J. , Farrokhnia, M., & Noroozi, O. (2022). The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC. Innovations in Education and Teaching International, 216-225. https://doi.org/10.1080/14703297.2020.1813187

Farrokhnia, M., Baggen, Y., Biemans, H., & Noroozi, O. (2022). Bridging the fields of entrepreneurship and education: The role of philosophical perspectives in fostering opportunity identification. The International Journal of Management Education, 20(2), Article 10063220. https://doi.org/10.1016/j.ijme.2022.100632

Banihashem, S. K. , Farrokhnia, M., Badali, M., & Noroozi, O. (2022). The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation. Innovations in Education and Teaching International, 59(4), 442-452. https://doi.org/10.1080/14703297.2021.1890634

Gholami, H., Alambeigi, A. , Farrokhnia, M., Noroozi, O., & Karbasioun, M. (2021). The role of social capital in Iranian agricultural students' acquisition of generic skills. Higher Education, Skills and Work-based Learning, 11(2). https://doi.org/10.1108/HESWBL-01-2019-0015

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

Farrokhnia, M., Pijeira Díaz, H., Noroozi, O., & Hatami, J. (2020). Computer-Supported Collaborative Concept-Mapping: The Effects of Different Instructional Designs on Conceptual Understanding and Knowledge Co-Construction. Paper presented at AERA Annual Meeting 2020 (Canceled), San Francisco, United States. https://doi.org/10.3102/1570579

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Master

Educational Science and Technology

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