Analytical Examination of Fuzzy Logic's Impact on Instructional Design from Expert Viewpoints and Proposed Solutions

Abstract

Fuzzy logic within instructional design through the perspectives of experts and proposes solutions. The study encompasses faculty members, graduates, and students pursuing master's and doctoral degrees in educational technology at state universities in Tehran. The research utilized convenience sampling, with a sample size of 97 individuals. Data was collected using a researcher-developed questionnaire based on the Likert scale, which underwent validation through content validity and exhibited a high level of reliability with a Cronbach's alpha coefficient of 95%. The findings indicate that the obtained results for the teaching-learning process are statistically significant at a significance level of P≤0.01, suggesting that the integration of Fuzzy logic-based instructional design can enhance the effectiveness of learning and teaching. Similarly, the obtained results for instructional quality reveal statistical significance at a level of P≤0.01, indicating that the adoption of Fuzzy logic-based instructional design can lead to improvements in the quality of education. Additionally, the obtained results for instructional evaluation demonstrate statistical significance at a level of P≤0.01, implying that the utilization of Fuzzy logic-based instructional design can yield effective evaluation outcomes.

Keywords: Fuzzy Logic, Instructional Design, Educational Quality, Learning-Teaching Process