https://nea.ui.ac.ir/ New Educational Approaches   en daily 1 Sun, 12 Apr 2026 00:00:00 +0330 Sun, 12 Apr 2026 00:00:00 +0330 https://nea.ui.ac.ir/article_30343.html This study aimed to propose a model for professional learning communities (PLCs) for teachers based on the Fundamental Transformation Document. A qualitative approach using grounded theory was employed. The study population consisted of Ministry of Education staff in 2025, selected through purposeful criterion-based sampling. Data were collected through semi-structured interviews with 16 participants, and analyzed using open, axial, and selective coding procedures. The trustworthiness of the data was ensured based on Guba and Lincoln’s criteria, including credibility, transferability, dependability, and confirmability. The findings indicated that the teachers’ learning community, as the core category, comprises a shared vision and responsibility, a focus on student learning, professional collaboration and trust, experience sharing, and professional development, which are shaped by organizational culture and climate, teachers’ professional participation and motivation, and supportive mechanisms. Structural and managerial conditions, professional relationships, and institutional contexts also influence this process. Strategies for developing teachers’ learning communities include strengthening learning opportunities, professional empowerment, and enhancing active participation. The outcomes of this process are observable at the teacher, student, and school levels. The proposed conceptual model provides a systematic framework for rethinking and improving teachers’ professional learning processes and offers guidance for policy-making and the design of professional learning communities. https://nea.ui.ac.ir/article_30231.html Teaching mathematics, especially geometry, in primary school is challenging because children at this age are in the stage of concrete thinking and do not fully understand the application of geometry. Research has shown that the use of multimedia tools can make this process easier, more engaging, and more in-depth. Additionally, presenting practical examples of concepts in the form of stories can transform complex dull topics into enjoyable learning experiences and facilitate easier learning. Therefore, this study investigated the effect of using animation in geometry lessons by producing a narrative interactive animation. This study was conducted using an applied, quasi-experimental approach with pre- and post-tests. The statistical population consisted of third-grade students in primary schools in the second district of Tabriz during the academic year 1403-1404. Using cluster and simple random sampling methods, one school was selected and two classes of 20 students each were considered. The research instruments were a mathematics test created by the researcher and a questionnaire on mathematics motivation. The Mann-Whitney test was used to analyze the data. Results showed that the teaching method based on interactive narrative animations can help improve the learning process due to the interaction between the user and the animation, the use of stories, and the presentation of images with spoken explanations. The results also show that the use of this technology does not have a major impact on students' overall mathmotivation, but can improve components such as interest in math and self-esteem. Introduction Mathematics is one of the fundamental and effective subjects on learning in all grades, especially in elementary school. Geometry is one of the challenging parts of mathematics for elementary school students, which is difficult for them to understand due to its abstract nature. According to Piaget's theory of cognitive development, pupils at this age are in the concrete operational stage, so they find it difficult to grasp abstract concepts. Also, because students do not have a proper understanding of geometry and its application in their lives, they are not very motivated to learn it and often have a negative attitude towards it. Since there is a relationship between a positive attitude towards a subject with motivation and learning that subject, this reduces students' learning performance. Research findings have shown that using multimedia tools can make learning easier, more engaging, and more effective. Presenting practical examples of concepts through stories can also transform hard topics into enjoyable learning experiences and facilitate understanding. Also, one of the points that should be considered in preparing educational content for mathematics is the existence of interaction between the student and the educational content. This interaction enables students to better understand the educational content and learn mathematical concepts in depth. Therefore, in this study, by designing and producing interactive animation, the effect of using animation in the process of teaching geometry topics was examined and the following questions were provided: Does use of interactive animation in mathematics education affect students' learning of geometry? Does use of interactive animation in mathematics education affect students' motivation to learn mathematics?   Method This study used an applied, quasi-experimental design with pre- and post-tests. The statistical population consisted of all third-grade students in primary schools in the second district of Tabriz during the 1403-1404 academic year. Using cluster and simple random sampling methods, one school was selected, and two classes of 20 students each were included. In one class, the topic of the area of squares, rectangles, and their combined shapes were taught using traditional methods, while in the other class, it was taught using a researcher-developed interactive animation over five sessions. The research instruments were a mathematics test created by the researcher and a questionnaire on mathematics motivation. The Mann–Whitney test was used to analyze the data. The intervention in this study was the use of an interactive animation created by the researcher called Pond Color. This animation was developed using the Unity game engine version 2022 and the C# programming language. The program environment, including 3D models and their textures, was designed and built using 3D and 2D design software, 3D Max, and Adobe Photoshop, and then imported into the game engine. To create an interactive and engaging environment, the training process was designed and implemented in a gamified manner across four stages. At each stage, a problem is posed by presenting an image of a pond, and the user is asked to obtain the amount of paint required to paint the pond walls. The shape of the pond changes at each stage and becomes more complex than the shape of the previous stage. In each of these stages, the user can interact with the game through designed tools, including the ability to move and rotate in space and around the pond, measure the dimensions of the pond using a virtual meter, and paint the pond walls. The user is also given the opportunity to select the desired color from among the colors available in the user interface and paint the desired surface. At each stage, a problem is presented by displaying an image of a pond, and the user is asked to determine the amount of paint required to cover the pond walls. The shape of the pond changes at each stage, becoming more complex than in the previous one. The user can also choose their desired color from the colors available in the user interface and paint the desired surface.   Results Results of the Mann-Whitney test showed that the average post-test scores of the group using interactive animation was higher than those of the group taught with the traditional method. The findings indicated that teaching with interactive narrative animations can enhance the learning process through user interaction with the animation, use of stories, and presentation of images with spoken explanations. The test results also show that this technology does not have a significant impact on students' overall motivation in mathematics, but it can improve components of it such as interest in mathematics and self-esteem.   Conclusion Understanding the key factors that influence learning, especially in mathematics, is essential for effective education. Research indicates that using stories to teach mathematical concepts can help students grasp complex ideas more easily and enhance their problem-solving abilities by engaging them with characters. Furthermore, increasing student participation and active involvement through interactive activities makes learning more meaningful and enjoyable, reduces the fear of making mistakes, and boosts students' self-confidence Using interactive animations in geometry teaching has many benefits, including increasing learning motivation, better understanding of abstract concepts, three-dimensional display of images, increasing learning performance, memorization, and responding to individual differences. The engaging features of games, such as clear goals, immediate feedback, and a sense of progress can also improve learning and increase academic success. Therefore, in this study, an interactive educational animation was designed to examine the effect of this technology on mathematical learning and students motivation in the educational process. The results showed that using interactive educational animation as a multimedia tool can improve student learning. Although animations have many benefits in education, many researchers do not pursue this approach because creating animations requires expertise, is time-consuming, and involves high production costs. However, with advances in technologies such as artificial intelligence and augmented reality, the future of animated films and the production of educational content as teaching aids appears promising.