References
Blundell, C. N. (2021). Teacher use of digital technologies for school-based assessment: A scoping review. Assessment in Education: Principles, Policy & Practice, 28(3), 279-300. https://doi.org/10.1080/0969594X.2021.1929828
Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
Callimaci, A., & Fortin, A. (2022). Intended use of educational technology after the COVID-19 pandemic. Journal of Further and Higher Education, 46(10), 1362-1376. https://doi.org/10.1080/0309877X.2022.2079970
Carrier, M. L., Spradlin, A., Bunce, J. P., & Rosen, L. D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. Computers in Human Behavior, 52, 39-48. https://doi.org/10.1016/j.chb.2015.05.026.
Chen Hsieh, J., & Lee, J. S. (2021). Digital storytelling outcomes, emotions, grit, and perceptions among EFL middle school learners: robot-assisted versus PowerPoint-assisted presentations. Computer Assisted Language Learning, 36(5-6), 1088-1115. https://doi.org/10.1080/09588221.2021.1969410
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065.
Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Sage.
Fikkers, K. M., Piotrowski, J. T., & Valkenburg, P. M. (2017). A matter of style? Exploring the effects of parental mediation styles on early adolescents’ media violence exposure and aggression. Computers in Human Behavior, 70, 407-415. https://doi.org/10.1016/j.chb.2017.01.029.
Ghafari Mejlej, M. (2024). A qualitative analysis of teachers' beliefs about student evaluation and its relationship with academic failure: A case study of elementary teachers in Kelardasht. Innovation in Teaching, Learning and Evaluation, 1(1), 1-17. https://doi.org/10.22034/JITLE.2024.200364 (in Persian)
Giray, L., Nemeño, J., Braganaza, J., Lucero, S. M., & Bacarra, R. (2024). A survey on digital device engagement, digital stress, and coping strategies among college students in the Philippines. International Journal of Adolescence and Youth, 29(1). https://doi.org/10.1080/02673843.2024.2371413
Gouseti, A., Lakkala, M., Raffaghelli, J., Ranieri, M., Roffi, A., & Ilomäki, L. (2023). Exploring teachers’ perceptions of critical digital literacies and how these are manifested in their teaching practices. Educational Review, 76(7), 1751-1785. https://doi.org/10.1080/00131911.2022.2159933
Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 1-18. Journal of Research on Technology in Education, 35(1), 27-46. https://doi.org/10.1080/153915232002.10782368.
Hopwood, N., Palmer, T. A., Koh, G. A., Lai, M. Y., Dong, Y., Loch, S., & Yu, K. (2024). Understanding student emotions when completing assessment: technological, teacher and student perspectives. International Journal of Research & Method in Education, 1-16. https://doi.org/10.1080/1743727X.2024.2358792
Kasperski, R., Blau, I., & Ben-Yehudah, G. (2022). Teaching digital literacy: are teachers’ perspectives consistent with actual pedagogy? Technology, Pedagogy and Education, 31(5), 615-635. https://doi.org/10.1080/1475939X.2022.2091015
Kazemimehr, M., & Safdari, S. (2024). The effect of portfolio assessment on writing anxiety and the quality of writing performance of intermediate level Iranian English language learners. Innovation in Teaching, Learning and Evaluation, 1(2), 43-56. https://doi.org/10.22034/JITLE.2024.476708.1011 (in Persian)
Låftman, S. B., Modin, B., & Östberg, V. (2013). Cyberbullying and subjective health: A large-scale study of students in Stockholm, Sweden. Children and Youth Services Review, 35(1), 112-119. https://doi.org/10.1016/j.childyouth.2012.10.020.
Maftoon, P., & Safdari, S. (2018). Philosophical foundations of language curriculum development. In A. Faravani, M. Zeraatpishe, M. Azarnoosh, & H. R. Kargozari (Eds.), Issues in syllabus design (pp. 25-38). Sense Publishers. https://doi.org/10.1163/9789463511889_002
Marino, C., Gini, G., Vieno, A., & Spada, M. M. (2018). The associations between problematic Facebook use, psychological distress and well-being among adolescents and young adults: A systematic review and meta-analysis. Journal of Affective Disorders, 226, 274-281. https://doi.org/10.1016/j.jad.2017.10.007.
McCrae, N., Gettings, S., & Purssell, E. (2017). Social media and depressive symptoms in childhood and adolescence: A systematic review. Adolescent Research Review, 2, 315-330. https://doi.org/10.1007/s40894-017-0053-4.
Milani, L., La Torre, G., Fiore, M., Grumi, S., Gentile, D. A., Ferrante, M., Miccoli, S., & Di Blasio, P. (2018). Internet gaming addiction in adolescence: Risk factors and maladjustment correlates. International Journal of Mental Health and Addiction, 16, 888-904. https://doi.org/10.1007/s11469-017-9750-2.
Moisala, M., Salmela, V., Hietajärvi, L., Carlson, S., Vuontela, V., Lonka, K., Hakkarainen, K., Salmela-Aro, K., & Alho, K. (2017). Gaming is related to enhanced working memory performance and task-related cortical activity. Brain Research, 1655, 204-215. https://doi.org/10.1016/j.brainres.2016.10.027.
Omedi, S. (2024). Investigating the relationship of transformational leadership and emotional burnout of leaders of educational organizations with an emphasis on the contribution of emotional intelligence and role playing. Innovation in Teaching, Learning and Evaluation, 1(3), 33-48. https://doi.org/10.22034/JITLE.2024.485011.1014
Palm, K., Asp, A., & Håkansta, C. (2024). Implementing digital technologies in the school setting – how does it relate to work environment? Educational Review, 1-19. https://doi.org/10.1080/00131911.2024.2368183
Przybylski, A. K., & Weinstein, N. (2017). A large-scale test of the goldilocks hypothesis. Psychological Science, 28(2), 204-215. https://doi.org/10.1177/0956797616678438.
Sadan, M., Lipka, O., & Katzir, T. (2024). Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers. Computer Assisted Language Learning, 1-30. https://doi.org/10.1080/09588221.2024.2382452
Safdari, S. (2022). Experiencing Virtual online classes during the pandemic: Foregrounding Iranian EFL teachers’ and learners’ voices. International Journal of Research in English Education (IJREE), 7(3), 46-57.
Safdari, S., & Ghafari Mejlej, M. (2024). Teachers’ beliefs about gifted students and pedagogical activities that suit them: A qualitative enquiry. Teaching Research, 12(1), 30-56. https://doi.org/10.22034/TRJ.2024.138978.1778 (in Persian)
Sing Yun, W. (2023). Digitalization challenges in education during COVID-19: A systematic review. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2198981
Sliwinski, J., Katsikitis, M., & Jones, C. M. (2017). A review of interactive technologies as support tools for the cultivation of mindfulness. Mindfulness, 8, 1150-1159. https://doi.org/10.1007/s12671-017-0698-x.
Stenalt, M. H., Johnson, M. W., & Aagaard, J. (2023). Reclaiming the teacher perspective in digital education – an analysis of university teachers’ agency. Interactive Learning Environments, 32(8), 4109-4121. https://doi.org/10.1080/10494820.2023.2194930
Stenbom, S., & Geijer, L. (2024). Primary school teachers’ perception of digital transformation and their teaching role. Scandinavian Journal of Educational Research, 1-14. https://doi.org/10.1080/00313831.2024.2394395
Stewart, H., Watson, N., & Campbell, M. (2018). The cost of school holidays for children from low income families. Childhood, 25(4), 516-529. https://doi.org/10.1177/0907568218779130.
Tinkler, J., Murphy, S., Danaia, L., & Collins, F. (2023). Transformative rhetoric and educational technologies: digital technologies for schooling during the COVID-19 pandemic. Technology, Pedagogy and Education, 32(5), 667-681. https://doi.org/10.1080/1475939X.2023.2222731
Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 100081. https://doi.org/10.1016/j.ijedro.2021.100081
Viner, R. M., Gireesh, A., Stiglic, N., Hudson, L. D., Goddings, A. L., Ward, J. L., & Nicholls, D. E. (2019). Roles of cyberbullying, sleep, and physical activity in mediating the effects of social media use on mental health and wellbeing among young people in England: A secondary analysis of longitudinal data. The Lancet Child & Adolescent Health, 3(10), 685-696. https://doi.org/10.1016/S2352-4642(19)30186-5.
Wallace, J., Scanlon, D., & Calderón, A. (2022). Digital technology and teacher digital competency in physical education: a holistic view of teacher and student perspectives. Curriculum Studies in Health and Physical Education, 14(3), 271-287. https://doi.org/10.1080/25742981.2022.2106881
Wood, M. A., Bukowski, W. M., & Lis, E. (2016). The digital self: How social media serves as a setting that shapes youth’s emotional experiences. Adolescent Research Review, 1, 163-173. https://doi.org/10.1007/s40894-015-0014-8.
Ziv, I., & Kiasi, M. (2016). Facebook’s contribution to well-being among adolescent and young adults as a function of mental resilience. The Journal of Psychology: Interdisciplinary and Applied, 150(4), 527-541. https://doi.org/10.1080/00223980.2015.1110556.