Context: Learning analytics is considered as the third wave in educational technology and it is a new and promising field of study. This study was conducted to clarify benefits and challenges of learning analytics in education. Methods: Cooper's systematic literature review was used as the research method. This method has five steps as follows: a) formulation of the problem, b) collection of data, c) evaluation of the appropriateness of the data, d) analysis and interpretation of relevant data, and e) organization and presentation of the results. Based on the study selection process, 36 articles were finally selected to be analyzed. Results: The results showed that ethics and privacy were one of the most important challenges of learning analytics in education along with the lack of attention to theoretical foundations and scope and quality of data. The results also showed that learning analytics could bring remarkable benefits for education, such as increased engagement of students, improvement of learning outcomes, identification of students at risk, providing real-time feedback, and personalization of learning. Conclusions: Based on the results, it can be concluded that learning analytics offer new insights in education, however, there are ethical, educational, and technical issues in the use of learning analytics in education.

Purpose More than 70% of the health expenditure is related to chronic diseases. Therefore, an efficient managerial program can markedly reduce medical and administrative costs and benefit both patients and service providers. The use of mobile technologies can be very helpful in this regard. This study was conducted to determine the effect of mobile learning (application) on self-care behaviors and blood glucose control of type 2 diabetic patients attending the Diabetes Clinic of Imam Khomeini Hospital Complex. Methods This interventional, quasi-experimental study was conducted on 51 diabetic patients. The patients were randomly assigned to case and control groups, and a specifically designed application was used in the case group for three months. Selfcare behavior, FBS, and HbA 1 C were assessed in both groups before and three months after the intervention, and the results were analyzed after the intervention. The Summary of Diabetes Self-Care Activities (SDSCA) measure and medical records was used for data collection. Descriptive and inferential statics (paired t test, ANCOVA analysis) were used for data analysis.

Background: According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education. Methods: The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences, and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring's deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done. Results:The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, networked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring. Conclusion: Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.

Objectives: Supporting and managing the emotions of the learning-teaching process is very important and requires designing safe learning environments in terms of cognitive experiences, psychosocial relationships and emotional feeling. The purpose of this study is to Develope and validate of instructional design model based on control-value theory of achievement emotions to improve the psychological health and performance of learners and educators. Methods: The research method is qualitative and inductive content analysis technique was used. Sources related to CVT theory were reviewed in the period 2007 to 2021 and 175 sources were selected. Based on purposive sampling, 63 sources were analyzed. In a regular approach, themes and themes related to important components of the theory were recorded and coded in the form of key sentences in the table. The codes were categorized based on similarities and differences in the more general categories. Finally, an instructional design model based on CVT theory was presented. The model content validation questionnaire was sent to 20 specialists in educational technology and educational psychology. 12 people completed the questionnaire and the results were analyzed. Results: The results of the analysis led to the identification of the main components of CVT theory, which by combining of instructional design principles, instructional design model based on the theory of control-value of achievement emotions in eight components: learning environment, cognitive appraisal, emotion, achievement, learning, evaluation , Design and learner presented and approved by experts. Conclusion: The instructional design model based on the theory of control-value of achievement emotions, at the micro and macro levels in all academic levels and various fields of medicine, humanities and Science is very effective and promises a rich teaching learning environment in terms of achievement emotions.