Assist. Prof. Dr. Mohammadreza Farrokhnia | Social Sciences | Best Researcher Award

  Assist. Prof. Dr. Mohammadreza Farrokhnia, University of Twente, Netherlands

Mohammadreza Farrokhnia is an Assistant Professor of Instructional Technology at the University of Twente, Netherlands. With a focus on enhancing students’ learning experiences, he has been dedicated to exploring the impact of various teaching tools and methodologies, particularly in science education. His research spans diverse areas, including the use of stop-motion animations to enhance scientific reasoning and the role of digital tools in fostering collaboration among students. Mohammadreza’s commitment to educational technology is reflected in his extensive academic journey, having completed his Ph.D. in Educational Technology at Tarbiat Modares University, Iran. He has published several impactful papers in top-tier journals and has been an active researcher, educator, and course coordinator across institutions in both Iran and the Netherlands.

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 Summary of Suitability for the Research for Best Researcher Award

Dr. Mohammadreza Farrokhnia is an exemplary candidate for the “Research for Best Researcher Award,” with a distinguished academic and professional background in educational technology and instructional design. Holding a Ph.D. in Educational Technology from Tarbiat Modares University, he has conducted extensive research on the impact of digital and collaborative tools in enhancing students’ learning experiences. His contributions span multiple high-impact research areas, including the integration of technology in education, the role of gamification in K-12 learning, and the application of innovative teaching methods such as stop-motion animation in science education.

Dr. Farrokhnia’s academic achievements are further demonstrated through his impressive record of peer-reviewed publications in top-tier journals such as Computers & Education and Innovations in Education and Teaching International.

 Education

Mohammadreza Farrokhnia’s educational background is rich and diverse. He holds a Ph.D. in Educational Technology from Tarbiat Modares University, Tehran, Iran, where his dissertation explored the impact of student-generated stop-motion animations on scientific reasoning. His Master’s degree in Science Education from Shahid Rajaei Teacher Training University, Tehran, was marked by his innovative thesis on using concept maps to solve misconceptions in chemistry. Earlier, he completed a BSc in Physics at the same institution. His academic journey reflects a strong foundation in educational theory and practice, merging his expertise in science education with instructional technology. His outstanding academic achievements are underscored by high GPAs, including an 18.55 out of 20 in his doctoral studies, and a solid track record of research in education. Mohammadreza’s interdisciplinary approach blends technology with education, making him a leader in instructional technology and science education.

  Professional Experience

Mohammadreza Farrokhnia has a wealth of professional experience spanning multiple roles in education and research. He currently serves as an Assistant Professor of Instructional Technology at the University of Twente, Netherlands, where he leads research and teaches courses on educational technology. Previously, he held a position as an Educational Researcher at Wageningen University, where he worked on developing online platforms for fostering entrepreneurial skills among higher education students. Mohammadreza also gained valuable experience as a guest researcher and visiting researcher at Utrecht University, contributing to projects on stop-motion animation and its effects on students’ learning. His work as a lecturer spans institutions such as Shahid Rajaei Teacher Training University, Tarbiat Modares University, and Wageningen University. His teaching areas include science education, instructional design, and ICT in education. Mohammadreza’s diverse roles have contributed significantly to his expertise in educational technology and pedagogy.

 Awards and Recognition

Throughout his academic and professional journey, Mohammadreza Farrokhnia has received several accolades and recognition for his contributions to education and research. His research has been published in prestigious journals like the British Journal of Educational Technology and Computers & Education, highlighting his impact in the fields of educational technology and science education. His work on student-generated stop-motion animation and digital learning environments has gained widespread recognition, contributing to a shift in how educational tools can enhance scientific reasoning and learning outcomes. Mohammadreza’s innovative approach to instructional technology has also earned him various invitations to speak at international conferences and serve as a peer reviewer for top-tier journals. His ability to blend educational theory with technology-driven methods has positioned him as a thought leader in his field. Additionally, his research on gamification and entrepreneurship in education has been well-received in academic circles.

Research Skills On Social Sciences

Mohammadreza Farrokhnia’s research expertise lies at the intersection of educational technology and science education, with a focus on enhancing student learning through innovative tools and methodologies. He is skilled in designing and conducting research on cognitive and collaborative learning, particularly in the context of digital environments. His proficiency includes using animation, gamification, and concept mapping to improve students’ scientific reasoning and conceptual understanding. Mohammadreza’s research also explores the role of digital informal learning in improving academic performance, bridging the gap between students’ digital competence and educational outcomes. He is experienced in quantitative and qualitative research methods, data analysis, and systematic literature reviews. Mohammadreza’s ability to assess and evaluate the impact of educational technologies in real-world settings has been a key strength in his work. His research contributions aim to inform and shape the future of educational practices, especially in higher education and science learning.

Publication Top Notes

• A SWOT analysis of ChatGPT: Implications for educational practice and research
  Authors: M Farrokhnia, SK Banihashem, O Noroozi, A Wals
  Journal: Innovations in Education and Teaching International, 61(3), 460-474
  Citation: 826
  Year: 2024
• The mediating role of digital informal learning in the relationship between students’ digital competence and their academic performance
  Authors: M Mehrvarz, E Heidari, M Farrokhnia, O Noroozi
  Journal: Computers & Education, 104184
  Citation: 188
  Year: 2021
• Computer-supported collaborative concept mapping: The effects of different instructional designs on conceptual understanding and knowledge co-construction
  Authors: M Farrokhnia, HJ Pijeira-Díaz, O Noroozi, J Hatami
  Journal: Computers & Education, 142, 103640
  Citation: 125
  Year: 2019
• A study on the impact of real, virtual and comprehensive experimenting on students’ conceptual understanding of DC electric circuits and their skills in undergraduate …
  Authors: M Farrokhnia, A Esmailpour
  Journal: Procedia-Social and Behavioral Sciences, 2(2), 5474-5482
  Citation: 99
  Year: 2010
• The impacts of constructivist learning design and learning analytics on students’ engagement and self-regulation
  Authors: SK Banihashem, M Farrokhnia, M Badali, O Noroozi
  Journal: Innovations in Education and Teaching International, 59(4), 442-452
  Citation: 77
  Year: 2022
• Using gamification to support learning in K‐12 education: A systematic literature review
  Authors: H Dehghanzadeh, M Farrokhnia, H Dehghanzadeh, K Taghipour, …
  Journal: British Journal of Educational Technology
  Citation: 53
  Year: 2023
• Student-generated stop-motion animation in science classes: A systematic literature review
  Authors: M Farrokhnia, RFG Meulenbroeks, WR van Joolingen
  Journal: Journal of Science Education and Technology, 29(6), 797-812
  Citation: 52
  Year: 2020
• The effects of using Merrill’s first principles of instruction on learning and satisfaction in MOOC
  Authors: M Badali, J Hatami, M Farrokhnia, O Noroozi
  Journal: Innovations in Education and Teaching International, 59(2), 216-225
  Citation: 41
  Year: 2022
• Bridging the fields of entrepreneurship and education: The role of philosophical perspectives in fostering opportunity identification
  Authors: M Farrokhnia, Y Baggen, H Biemans, O Noroozi
  Journal: The International Journal of Management Education, 20(2), 100632
  Citation: 37
  Year: 2022
• Higher education students’ perceived readiness for computer-supported collaborative learning
  Authors: G Khalifeh, O Noroozi, M Farrokhnia, E Talaee
  Journal: Multimodal Technologies and Interaction, 4(2), 11
  Citation: 36
  Year: 2020