Mohammadreza Farrokhnia
Biographic Data
| ID | 8580067 |
|---|---|
| NAME | Mohammadreza Farrokhnia |
| GIVEN NAMES | Mohammadreza |
| FAMILY NAME | Farrokhnia |
| SIGNATURE | FARROKHNIA M |
| AFFILIATIONS | Wageningen University & Research |
| ORCID | 0000-0002-0150-5372 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Supporting convergent thinking in entrepreneurship education
Convergent thinking is increasingly recognised as a critical skill for university students, yet it has received far less attention in education than divergent thinking. This gap is particularly evident in entrepreneurship education (EE), where opportunity identification (OI) lies at the core of learning. Although OI requires students to both generate and evaluate ideas, most teaching approaches emphasise idea generation (divergent thinking) while…
Concept map analysis of reading comprehension assessment
Reading comprehension assessments are often criticized for focusing on discrete text segments rather than on deeper comprehension processes such as situation-model construction. This exploratory study investigated whether concept map analysis can be used to evaluate how well comprehension items reflect the conceptual structure of an expert situation model underlying a text. The study was not intended as a generalizable empirical evaluation of exi…
Community of inquiry
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfa…
Games in education
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Using gamification to support learning in K‐12 education
Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework w…
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance
Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments
This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived …
No prominent works on this page.
Fostering Learners’ Perceived Presence and High-Level Learning Outcomes in Online Learning Environments
This study investigated the effects of using a teaching model enriched with presence on learners’ perceived presence and high-level learning outcomes in online learning environments. The study was conducted in an Iranian state university with 52 higher education students majoring in electronic IT management who were randomly divided into experimental or control group conditions. The research tools included a rubric to measure learner’s perceived …
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance
A SWOT analysis of ChatGPT
ChatGPT is an AI tool that has sparked debates about its potential implications for education. We used the SWOT analysis framework to outline ChatGPT’s strengths and weaknesses and to discuss its opportunities for and threats to education. The strengths include using a sophisticated natural language model to generate plausible answers, self-improving capability, and providing personalised and real-time responses. As such, ChatGPT can increase acc…
Using gamification to support learning in K‐12 education
Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework w…
Community of inquiry
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation and self-regulation, are associated with satisfa…
Games in education
Improving hybrid brainstorming outcomes with computer-supported scaffolds
Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in…
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Supporting convergent thinking in entrepreneurship education
Convergent thinking is increasingly recognised as a critical skill for university students, yet it has received far less attention in education than divergent thinking. This gap is particularly evident in entrepreneurship education (EE), where opportunity identification (OI) lies at the core of learning. Although OI requires students to both generate and evaluate ideas, most teaching approaches emphasise idea generation (divergent thinking) while…
Concept map analysis of reading comprehension assessment
Reading comprehension assessments are often criticized for focusing on discrete text segments rather than on deeper comprehension processes such as situation-model construction. This exploratory study investigated whether concept map analysis can be used to evaluate how well comprehension items reflect the conceptual structure of an expert situation model underlying a text. The study was not intended as a generalizable empirical evaluation of exi…
Psychology (6 works) · Computer Science (4 works) · Innovative Teaching and Learning Methods (3 works) · Mathematics education (3 works) · Online Learning and Analytics (3 works) · Cognition (2 works) · Creativity in Education and Neuroscience (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Medicine (2 works) · Online and Blended Learning (2 works)