Purpose: The present research was conducted with the aim of investigating the effect of technology-based student-centered learning on the level of participation, vitality and social growth of students.
Materials and Methods: In this research, a semi-experimental method was carried out with a pre-test-post-test design and a control group. The statistical population consists of all fourth grade elementary students of Sari city in the academic year of 1401-1402 and there are 5382 people of which 40 people were selected as a sample. In the first stage, multi-stage cluster random sampling was done from all elementary schools, fourth grade, and in the second stage, by simple random sampling and based on lottery, students were divided into two experimental groups (20 people) and control. (20 people) were appointed. The measurement tools were the social participation questionnaires of Cohen and Resman (1972), Tamizhi Far and Azizi Mehr's social vitality (2016) and Wayland's social growth, which were distributed and implemented in both groups. After the grading, while the control group remained on the waiting list, the students of the experimental group according to the electronic content produced with a 
student-centered approach using the Storyline software in the social studies course in 8 sessions of 40 minutes and the control group of the same content with time They were taught in a group with the same teacher in the 
traditional way. The reliability of the measurement tool was obtained using Cronbach's alpha as 0.88, 0.92 and 0.84 respectively. Independent and correlated t tests and analysis of covariance were used to analyze the data.              Findings: The results of statistical analysis showed that after adjusting the 
pre-test scores, at the 95% confidence level (α=0.05), between the average scores of social participation, social vitality and social growth in the pretest (before the intervention) ) and post-test (after the intervention), also, there is a significant difference between the control and experimental groups. Because, the value obtained for the significance level (Sig.) is smaller than the value of α=0.05. So, the average scores of social 
participation, social vitality and social growth in the post-test and in the experimental group have increased significantly compared to the control group.
Conclusion: The results of the research showed that student-centered learning through the use of technology has an effect on the level of participation, vitality and social growth of elementary school students in Sari city