Turkish Online Journal of Educational Technology, Oct 1, 2010
Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of ful... more Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of fulfilling learning objectives (or expectations). Educators, both at the individual and institutional levels, are cautioned about the fact that LOs are to be processed through a proper development process. Who should be involved in the LO development process and how should we train them to become proficient LO designers are one of the major challenges for instructional designers. Addressing to this challenge, this study aims to identify problems and issues teacher trainees experience when designing LOs. A course was re-designed for prospective teachers (n=49) to experience LO design process for 14 weeks. From a qualitative paradigm, this paper reports the findings of qualitative data derived from the first cycle of a two-cycle design based research study. The findings indicated that teacher trainees experienced content development related issues (such as, understanding LO paradigm, development software and environments, content packaging and repository) the most. In addition, project management and copyright related issues were emerged, as well. As Becker (2000) puts it well, teachers' beliefs and philosophies impact their use of resources. Therefore, starting the process with prospective teachers and integrating LO design as part of their training curricula, where these issues and problems are addressed, would be beneficial in the long term.
This chapter introduces the development of a K-12 education ontology for e-learning environments.... more This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic web based ontologies into their future directions. Semantic web uses ontologies to show the interconnectedness in a web environment. Ontologies are being developed in order to decrease the annotated amount of markup and increase the reliability of using computational (intelligent) agents. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domain-specific ontology PoleONTO (Personilized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.
Society for Information Technology & Teacher Education International Conference, 1998
Internet Relay Chat (IRC) is an electronic medium that combines orthographic form with real time,... more Internet Relay Chat (IRC) is an electronic medium that combines orthographic form with real time, synchronous transmission in an unregulated global multiuser environment. The orthographic letters mediate the interaction in that users can only access the IRC session through reading and writing; they have no access to any visual representations at all. In addition to all the characteristics that IRC has, the 3-D virtual environment supports users with three-dimensional graphics that represent an individual through the use of an avatar in a virtual environment. This research examines the extent to which 3-D virtual chat differs from text-only IRC chat, and proposes an explanatory framework for 3-D chat for interaction management. The interaction management strategies found in the data have been categorized under a single general heading: opening phase and invitation. These phases are discussed in terms of their similarities and differences to IRC; the functions they appear to serve are discussed in terms of two subheadings: interpersonal goals, and level of experience and acquaintance. (AEF)
Bu araştırmanın amacı, öğretmen adaylarının internete yönelik tutunılannı belirlemeye yardımcı ol... more Bu araştırmanın amacı, öğretmen adaylarının internete yönelik tutunılannı belirlemeye yardımcı olacak geçerli ve güvenilir bir internet Tutum Ölçeği (İTÖ) geliştirmek ve öğretmen adaylarının internete yönelik tutumları ile cinsiyet ve kişisel erişim imkânları değişkenleri arasında anlamlı bir fark olup olmadığını belirlemektir. Araştırma grubunu 2000-2001 öğretim yılında iki farklı üniversitenin eğitim fakültelerinden seçilen öğretmen adayları oluşturmaktadır. Araştırmaya ilişkin veriler, İTÖ'nün geliştirilmesinde 340, öğretmen adaylarının internete yönelik tutumlarının belirlenmesinde de 725 öğretmen adayından elde edilmiştir. İTÖ'nün güvenirliği p = .79 olaıak bulunmuştur. Verilerin analizinde öğretmen adaylarının internete yönelik tutumları ile cinsiyet ve kişisel erişim imkânları değişkenleri arasında anlamlı fark olmadığı belirlenmiştir.
Student engagement is a research area which has been focused on for many years but gained growing... more Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.
Navigation in web-based environments is one of the challenging tasks for hypertext readers. Durin... more Navigation in web-based environments is one of the challenging tasks for hypertext readers. During reading, hypertext readers are reported to allocate their cognitive resources to meet the cognitive demands and are often reported to get disoriented while navigating through hyperlinks. Meanwhile, readers' understanding of hypertext structures and memories interact while navigating between pages. Yet, as researchers pointed out and the correlations are taken into account, there are no research studies that have directly explored their factorial patterns within the context of hypertext reading process. Therefore, the purpose of this study is both to investigate the confirmatory study of a Perceived Disorientation Scale (PDS), and to investigate the effects of hypertext structure, presentation type, and instruction type on readers' implicit and explicit memory performances and their perceived disorientation. Instruction type and presentation type main effects were found to be significant only on WSC scores (memory scores). However, there was no significant main effect of hypertext structure observed for neither WSC nor PDS-TR scores. The interaction effect between hypertext structure and presentation type was significant only on PDS-TR scores, yet no other interaction effects were significant. Potential implications of these results for e-learning providers and content developers in hypertext are discussed, followed with further research questions.
This research is aimed to determine how cognitive apprenticeship framework could be utilized in d... more This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature. Scales are used to get perceived behavioral data from the participants. This data is used to investigate experiences of users who have gender and computer experience diversities. Personal information form, mental effort evaluation scale and perceived disorientation scale are used to collect data. Log data is collected from learners' interaction with system. Sample of this study are fifth and sixth grade students at three state schools and one private school in Central Turkey. At the first phase, data is collected from 83 students, and this data is used for Reliability and Validity of the disorientation scale. At second phase data is collected from 89 students, and this data is used for the analysis of the OBCSS. System is evaluated by collecting data from real time users. According to results of statistical analyses, mental efforts of learners did not differ across gender, daily average computer and internet use, and frequency of internet use for studying. Similarly, perceived disorientation and perceived ease of use did not differ across gender, daily average computer and internet use and frequency for using internet to study. According to log data, OBCSS can provide different personalized learning paths based on the current knowledge of learners.
Öz. Sürdürülebilir dikkat, dikkatin temel bir bileşeni olmakla birlikte uzun zaman aralıkları boy... more Öz. Sürdürülebilir dikkat, dikkatin temel bir bileşeni olmakla birlikte uzun zaman aralıkları boyunca sıklıkla ve beklenmedik bir şekilde gelişen uyaranlara karşı hazır olma hali olarak tanımlanmaktadır. Bireylerin dijital ekranlarla uzun süre vakit geçirdikleri e-öğrenme ortamlarında da sürdürülebilir dikkatin araştırılması önemlidir. Bu çalışmada bilgisayar tabanlı bir sürdürülebilir dikkat testinin norm çalışmasının yapılması amaçlanmıştır. Araştırmada iki farklı üniversiteden 201 katılımcı yer almaktadır. Çoklu nesne takibi paradigmasına göre geliştirilmiş olan testten elde edilen verilere göre erkek katılımcıların sürdürülebilir dikkat performansları kadın katılımcılara göre daha yüksek çıkmıştır. Yaş değişkeni açısından ise gruplar arasında anlamlı bir farklılık bulunamamıştır. Bu sürdürülebilir dikkat testi ile e-öğrenme ortamlarının tasarımlarında bireysel farklılıkları dikkate alan uygulamalar geliştirilmesi sürecinde ön değerlendirmeler yapılıp, farklı tasarım önerileri geliştirilebilir.
Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, Jun 1, 2008
Genel anlamda hipermetinler dijital veya dijital hale donusturulmus, dogrusal ve/veya dogrusal ol... more Genel anlamda hipermetinler dijital veya dijital hale donusturulmus, dogrusal ve/veya dogrusal olmayan etkilesimli metinler olarak tanimlanmaktadir. Gelisen bilgi ve iletisim teknolojilerinin okuma kavramina yansimasi olarak da ifade edilen hipermetinler, gerek gundelik yasamda, gerekse egitimsel anlamda karsi karsiya kaldigimiz zengin okuma ortamlaridir. Bu calismada, ilkogretim 5. ve 6. sinif ogrencilerinin hipermetinsel okuma surecleri arastirilmistir. Calismanin katilimci grubu 5. ve 6. sinifa devam eden 45 ilkogretim ogrencisinden olusmaktadir. Ontest-Sontest Kontrol Gruplu desenlenmis yari deneysel tasarlanan bu calismada veriler uc farkli kaynaktan toplanmistir. Bunlar; Hipermetinsel Yonelim Bozuklugu Olcegi, Hatirlama Olcum Araci ve Okuma Sureleri cizelgesidir. Verilerin analizi ile calisma sonunda ogrencilerin, hipermetinsel okuma surecinde kendilerini yonelimsiz olarak degil, kararsiz olarak algiladiklari; kiz ve erkek ogrencilerin yonelim bozuklugu algilarinin benzer oldugu gorulmustur. Ogrencilerin hipermetinsel okuma ortaminda harcadiklari zaman arttikca okuduklarindan daha fazla hatirladiklari ve sasirma algilarinin azaldigi tespit edilmistir. Fakat okuma surelerinin cinsiyete gore farklilasmadigi gorulmustur
Abstract In this study, the effect of multimedia learning environment designed with two different... more Abstract In this study, the effect of multimedia learning environment designed with two different attention types (focused—split) was investigated on recall performances of learners with different short term memory spans (high—medium—low). The participants were 60 undergraduate students who were presented with either focused attention or split attention multimedia learning materials. First, participants' short term memory spans were determined by Visual—Aural Digit Span Test-Revised (VADS-B) test. Second, they were separated to ...
Educational Technology Research and Development, Sep 21, 2020
Video lectures are one of the primary learning resources embedded in e-learning environments. Man... more Video lectures are one of the primary learning resources embedded in e-learning environments. Many universities prepare video lectures and share them as open course materials with students. In order to make the learning process more efficient and effective, it is very important to design and personalize those learning resources for learners, taking into their needs and cognitive differences. The literature regarding how cognitively diverse users benefit from which media design is scarce. Therefore, the purpose of this research is to explore the effect of video lectures types (voice over type, picture-in-picture type, and screencast type) and learners' sustained attention levels (low, and high) on their learning performance in an e-learning environment. The research was designed as a 2 × 3 factorial design. In addition, learners' eye movements have been recorded during study sessions. Results indicate that main effect of learners' sustained attention levels and video lecture types on learning performance were significant. Furthermore, it was observed that both for the students with high level of sustained attention and for the students with low level of sustained attention, the use of picture-in-picture types of video lectures led higher learning performance scores. Similarly, the eye tracking analyses also supported this finding.
International journal of educational technology in higher education, Oct 31, 2019
In the current study interaction data of students in an online learning setting was used to resea... more In the current study interaction data of students in an online learning setting was used to research whether the academic performance of students at the end of term could be predicted in the earlier weeks. The study was carried out with 76 secondyear university students registered in a Computer Hardware course. The study aimed to answer two principle questions: which algorithms and features best predict the end of term academic performance of students by comparing different classification algorithms and pre-processing techniques and whether or not academic performance can be predicted in the earlier weeks using these features and the selected algorithm. The results of the study indicated that the kNN algorithm accurately predicted unsuccessful students at the end of term with a rate of 89%. When findings were examined regarding the analysis of data obtained in weeks 3, 6, 9, 12, and 14 to predict whether the end-of-term academic performance of students could be predicted in the earlier weeks, it was observed that students who were unsuccessful at the end of term could be predicted with a rate of 74% in as short as 3 weeks' time. The findings obtained from this study are important for the determination of features for early warning systems that can be developed for online learning systems and as indicators of student success. At the same time, it will aid researchers in the selection of algorithms and pre-processing techniques in the analysis of educational data.
Journal of educational technology and online learning, Jan 31, 2023
We study effects of semantic encoding strategy instruction on transfer of learning • Recalling pe... more We study effects of semantic encoding strategy instruction on transfer of learning • Recalling performance was included in the study as a control variable • Two experimental and a control group were used in the study • Analyses suggest that semantic encoding strategies should be integrated into the content when designing e-learning environments. This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing elearning environments.
The purpose of this study is to investigate and conceptualize the ranks of importance of social c... more The purpose of this study is to investigate and conceptualize the ranks of importance of social cognitive variables on university students' computer programming performances. Spatial ability, working memory, self-efficacy, gender, prior knowledge and the universities students attend were taken as variables to be analyzed. The study has been conducted with 129 2nd year undergraduate students, who have taken Programming Languages-I course from three universities. Spatial ability has been measured through mental rotation and spatial visualization tests; working memory has been attained through the measurement of two sub-dimensions; visual-spatial and verbal working memory. Data were analyzed through Boosted Regression Trees and Random Forests, which are non-parametric predictive data mining techniques. The analyses yielded a user model that would predict students' computer programming performance based on various social and cognitive variables. The results yielded that the variables, which contributed to the programming performance prediction significantly, were spatial orientation skill, spatial memory, mental orientation, self-efficacy perception and verbal memory with equal importance weights. Yet, the effect of prior knowledge and gender on programming performance has not been found to be significant. The importance of ranks of variables and the proportion of predicted variance of programming performance could be used as guidelines when designing instruction and developing curriculum.
Turkish Online Journal of Educational Technology, Oct 1, 2010
Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of ful... more Learning objects (LOs) can be defined as resources that are reusable, digital with the aim of fulfilling learning objectives (or expectations). Educators, both at the individual and institutional levels, are cautioned about the fact that LOs are to be processed through a proper development process. Who should be involved in the LO development process and how should we train them to become proficient LO designers are one of the major challenges for instructional designers. Addressing to this challenge, this study aims to identify problems and issues teacher trainees experience when designing LOs. A course was re-designed for prospective teachers (n=49) to experience LO design process for 14 weeks. From a qualitative paradigm, this paper reports the findings of qualitative data derived from the first cycle of a two-cycle design based research study. The findings indicated that teacher trainees experienced content development related issues (such as, understanding LO paradigm, development software and environments, content packaging and repository) the most. In addition, project management and copyright related issues were emerged, as well. As Becker (2000) puts it well, teachers' beliefs and philosophies impact their use of resources. Therefore, starting the process with prospective teachers and integrating LO design as part of their training curricula, where these issues and problems are addressed, would be beneficial in the long term.
This chapter introduces the development of a K-12 education ontology for e-learning environments.... more This chapter introduces the development of a K-12 education ontology for e-learning environments. It presents design and implementation processes, followed by several recommendations for future directions for ontology development. E-learning environments incorporate the notion of semantic web based ontologies into their future directions. Semantic web uses ontologies to show the interconnectedness in a web environment. Ontologies are being developed in order to decrease the annotated amount of markup and increase the reliability of using computational (intelligent) agents. Within the concept of semantic mapping, domain ontology is at the core of intelligent e-learning systems. In order to achieve an ontology for K-12 education, the authors propse a domain-specific ontology PoleONTO (Personilized Ontological Learning Environment) with the emphasis on its development and incorporation into an e-learning environment.
Society for Information Technology & Teacher Education International Conference, 1998
Internet Relay Chat (IRC) is an electronic medium that combines orthographic form with real time,... more Internet Relay Chat (IRC) is an electronic medium that combines orthographic form with real time, synchronous transmission in an unregulated global multiuser environment. The orthographic letters mediate the interaction in that users can only access the IRC session through reading and writing; they have no access to any visual representations at all. In addition to all the characteristics that IRC has, the 3-D virtual environment supports users with three-dimensional graphics that represent an individual through the use of an avatar in a virtual environment. This research examines the extent to which 3-D virtual chat differs from text-only IRC chat, and proposes an explanatory framework for 3-D chat for interaction management. The interaction management strategies found in the data have been categorized under a single general heading: opening phase and invitation. These phases are discussed in terms of their similarities and differences to IRC; the functions they appear to serve are discussed in terms of two subheadings: interpersonal goals, and level of experience and acquaintance. (AEF)
Bu araştırmanın amacı, öğretmen adaylarının internete yönelik tutunılannı belirlemeye yardımcı ol... more Bu araştırmanın amacı, öğretmen adaylarının internete yönelik tutunılannı belirlemeye yardımcı olacak geçerli ve güvenilir bir internet Tutum Ölçeği (İTÖ) geliştirmek ve öğretmen adaylarının internete yönelik tutumları ile cinsiyet ve kişisel erişim imkânları değişkenleri arasında anlamlı bir fark olup olmadığını belirlemektir. Araştırma grubunu 2000-2001 öğretim yılında iki farklı üniversitenin eğitim fakültelerinden seçilen öğretmen adayları oluşturmaktadır. Araştırmaya ilişkin veriler, İTÖ'nün geliştirilmesinde 340, öğretmen adaylarının internete yönelik tutumlarının belirlenmesinde de 725 öğretmen adayından elde edilmiştir. İTÖ'nün güvenirliği p = .79 olaıak bulunmuştur. Verilerin analizinde öğretmen adaylarının internete yönelik tutumları ile cinsiyet ve kişisel erişim imkânları değişkenleri arasında anlamlı fark olmadığı belirlenmiştir.
Student engagement is a research area which has been focused on for many years but gained growing... more Student engagement is a research area which has been focused on for many years but gained growing interest especially in recent years. Studies in the literature indicate that there is an agreement on the relationship between learning outcomes and student engagement in school and classroom context. But, what is not yet clear is the impact of cognitive individual differences of learners on student engagement, especially when exposed to video lectures. Thus, this chapter focuses on understanding individual cognitive differences in order to improve student engagement. The rest of this chapter will be organized as follows: Firstly, student engagement is defined based on different engagement models with a special focus on video lectures. Secondly, previous research will be reviewed to discuss the relationship between student engagement and cognitive individual differences. This is followed by recommendations that can be used for further student engagement research.
Navigation in web-based environments is one of the challenging tasks for hypertext readers. Durin... more Navigation in web-based environments is one of the challenging tasks for hypertext readers. During reading, hypertext readers are reported to allocate their cognitive resources to meet the cognitive demands and are often reported to get disoriented while navigating through hyperlinks. Meanwhile, readers' understanding of hypertext structures and memories interact while navigating between pages. Yet, as researchers pointed out and the correlations are taken into account, there are no research studies that have directly explored their factorial patterns within the context of hypertext reading process. Therefore, the purpose of this study is both to investigate the confirmatory study of a Perceived Disorientation Scale (PDS), and to investigate the effects of hypertext structure, presentation type, and instruction type on readers' implicit and explicit memory performances and their perceived disorientation. Instruction type and presentation type main effects were found to be significant only on WSC scores (memory scores). However, there was no significant main effect of hypertext structure observed for neither WSC nor PDS-TR scores. The interaction effect between hypertext structure and presentation type was significant only on PDS-TR scores, yet no other interaction effects were significant. Potential implications of these results for e-learning providers and content developers in hypertext are discussed, followed with further research questions.
This research is aimed to determine how cognitive apprenticeship framework could be utilized in d... more This research is aimed to determine how cognitive apprenticeship framework could be utilized in designing and utilizing an ontology based cognitive support system (OBCSS). It is also aimed to evaluate the use of OBCSS in educational settings to determine how much mental effort is needed for students to use it and to determine whether use of OBCSS decreases disorientation and supports navigation as stated in literature. Scales are used to get perceived behavioral data from the participants. This data is used to investigate experiences of users who have gender and computer experience diversities. Personal information form, mental effort evaluation scale and perceived disorientation scale are used to collect data. Log data is collected from learners' interaction with system. Sample of this study are fifth and sixth grade students at three state schools and one private school in Central Turkey. At the first phase, data is collected from 83 students, and this data is used for Reliability and Validity of the disorientation scale. At second phase data is collected from 89 students, and this data is used for the analysis of the OBCSS. System is evaluated by collecting data from real time users. According to results of statistical analyses, mental efforts of learners did not differ across gender, daily average computer and internet use, and frequency of internet use for studying. Similarly, perceived disorientation and perceived ease of use did not differ across gender, daily average computer and internet use and frequency for using internet to study. According to log data, OBCSS can provide different personalized learning paths based on the current knowledge of learners.
Öz. Sürdürülebilir dikkat, dikkatin temel bir bileşeni olmakla birlikte uzun zaman aralıkları boy... more Öz. Sürdürülebilir dikkat, dikkatin temel bir bileşeni olmakla birlikte uzun zaman aralıkları boyunca sıklıkla ve beklenmedik bir şekilde gelişen uyaranlara karşı hazır olma hali olarak tanımlanmaktadır. Bireylerin dijital ekranlarla uzun süre vakit geçirdikleri e-öğrenme ortamlarında da sürdürülebilir dikkatin araştırılması önemlidir. Bu çalışmada bilgisayar tabanlı bir sürdürülebilir dikkat testinin norm çalışmasının yapılması amaçlanmıştır. Araştırmada iki farklı üniversiteden 201 katılımcı yer almaktadır. Çoklu nesne takibi paradigmasına göre geliştirilmiş olan testten elde edilen verilere göre erkek katılımcıların sürdürülebilir dikkat performansları kadın katılımcılara göre daha yüksek çıkmıştır. Yaş değişkeni açısından ise gruplar arasında anlamlı bir farklılık bulunamamıştır. Bu sürdürülebilir dikkat testi ile e-öğrenme ortamlarının tasarımlarında bireysel farklılıkları dikkate alan uygulamalar geliştirilmesi sürecinde ön değerlendirmeler yapılıp, farklı tasarım önerileri geliştirilebilir.
Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, Jun 1, 2008
Genel anlamda hipermetinler dijital veya dijital hale donusturulmus, dogrusal ve/veya dogrusal ol... more Genel anlamda hipermetinler dijital veya dijital hale donusturulmus, dogrusal ve/veya dogrusal olmayan etkilesimli metinler olarak tanimlanmaktadir. Gelisen bilgi ve iletisim teknolojilerinin okuma kavramina yansimasi olarak da ifade edilen hipermetinler, gerek gundelik yasamda, gerekse egitimsel anlamda karsi karsiya kaldigimiz zengin okuma ortamlaridir. Bu calismada, ilkogretim 5. ve 6. sinif ogrencilerinin hipermetinsel okuma surecleri arastirilmistir. Calismanin katilimci grubu 5. ve 6. sinifa devam eden 45 ilkogretim ogrencisinden olusmaktadir. Ontest-Sontest Kontrol Gruplu desenlenmis yari deneysel tasarlanan bu calismada veriler uc farkli kaynaktan toplanmistir. Bunlar; Hipermetinsel Yonelim Bozuklugu Olcegi, Hatirlama Olcum Araci ve Okuma Sureleri cizelgesidir. Verilerin analizi ile calisma sonunda ogrencilerin, hipermetinsel okuma surecinde kendilerini yonelimsiz olarak degil, kararsiz olarak algiladiklari; kiz ve erkek ogrencilerin yonelim bozuklugu algilarinin benzer oldugu gorulmustur. Ogrencilerin hipermetinsel okuma ortaminda harcadiklari zaman arttikca okuduklarindan daha fazla hatirladiklari ve sasirma algilarinin azaldigi tespit edilmistir. Fakat okuma surelerinin cinsiyete gore farklilasmadigi gorulmustur
Abstract In this study, the effect of multimedia learning environment designed with two different... more Abstract In this study, the effect of multimedia learning environment designed with two different attention types (focused—split) was investigated on recall performances of learners with different short term memory spans (high—medium—low). The participants were 60 undergraduate students who were presented with either focused attention or split attention multimedia learning materials. First, participants' short term memory spans were determined by Visual—Aural Digit Span Test-Revised (VADS-B) test. Second, they were separated to ...
Educational Technology Research and Development, Sep 21, 2020
Video lectures are one of the primary learning resources embedded in e-learning environments. Man... more Video lectures are one of the primary learning resources embedded in e-learning environments. Many universities prepare video lectures and share them as open course materials with students. In order to make the learning process more efficient and effective, it is very important to design and personalize those learning resources for learners, taking into their needs and cognitive differences. The literature regarding how cognitively diverse users benefit from which media design is scarce. Therefore, the purpose of this research is to explore the effect of video lectures types (voice over type, picture-in-picture type, and screencast type) and learners' sustained attention levels (low, and high) on their learning performance in an e-learning environment. The research was designed as a 2 × 3 factorial design. In addition, learners' eye movements have been recorded during study sessions. Results indicate that main effect of learners' sustained attention levels and video lecture types on learning performance were significant. Furthermore, it was observed that both for the students with high level of sustained attention and for the students with low level of sustained attention, the use of picture-in-picture types of video lectures led higher learning performance scores. Similarly, the eye tracking analyses also supported this finding.
International journal of educational technology in higher education, Oct 31, 2019
In the current study interaction data of students in an online learning setting was used to resea... more In the current study interaction data of students in an online learning setting was used to research whether the academic performance of students at the end of term could be predicted in the earlier weeks. The study was carried out with 76 secondyear university students registered in a Computer Hardware course. The study aimed to answer two principle questions: which algorithms and features best predict the end of term academic performance of students by comparing different classification algorithms and pre-processing techniques and whether or not academic performance can be predicted in the earlier weeks using these features and the selected algorithm. The results of the study indicated that the kNN algorithm accurately predicted unsuccessful students at the end of term with a rate of 89%. When findings were examined regarding the analysis of data obtained in weeks 3, 6, 9, 12, and 14 to predict whether the end-of-term academic performance of students could be predicted in the earlier weeks, it was observed that students who were unsuccessful at the end of term could be predicted with a rate of 74% in as short as 3 weeks' time. The findings obtained from this study are important for the determination of features for early warning systems that can be developed for online learning systems and as indicators of student success. At the same time, it will aid researchers in the selection of algorithms and pre-processing techniques in the analysis of educational data.
Journal of educational technology and online learning, Jan 31, 2023
We study effects of semantic encoding strategy instruction on transfer of learning • Recalling pe... more We study effects of semantic encoding strategy instruction on transfer of learning • Recalling performance was included in the study as a control variable • Two experimental and a control group were used in the study • Analyses suggest that semantic encoding strategies should be integrated into the content when designing e-learning environments. This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding. Also recalling performance was included in the research as a control variable. Research data were gathered with a transfer test containing 18 multiple-choice items. The experimental study was performed with 67 students with a medium level of recalling performance. The students were randomly assigned to experimental group I (strategy instruction+integrated content), experimental group II (strategy intruction+non-integrated content), and control group (non-integrated content). The results of this research indicated that encoding strategy instruction is essential for the transfer of learning in e-learning environments. However, it is more effective when e-learning design is integrated with encoding strategies. Therefore, it is suggested that semantic encoding strategies should be integrated into the content when designing elearning environments.
The purpose of this study is to investigate and conceptualize the ranks of importance of social c... more The purpose of this study is to investigate and conceptualize the ranks of importance of social cognitive variables on university students' computer programming performances. Spatial ability, working memory, self-efficacy, gender, prior knowledge and the universities students attend were taken as variables to be analyzed. The study has been conducted with 129 2nd year undergraduate students, who have taken Programming Languages-I course from three universities. Spatial ability has been measured through mental rotation and spatial visualization tests; working memory has been attained through the measurement of two sub-dimensions; visual-spatial and verbal working memory. Data were analyzed through Boosted Regression Trees and Random Forests, which are non-parametric predictive data mining techniques. The analyses yielded a user model that would predict students' computer programming performance based on various social and cognitive variables. The results yielded that the variables, which contributed to the programming performance prediction significantly, were spatial orientation skill, spatial memory, mental orientation, self-efficacy perception and verbal memory with equal importance weights. Yet, the effect of prior knowledge and gender on programming performance has not been found to be significant. The importance of ranks of variables and the proportion of predicted variance of programming performance could be used as guidelines when designing instruction and developing curriculum.
Bu çalışmada karma öğrenme ortamlarında çevrimiçi katılım sağlamanın ve sağlamamanın sebeplerini ... more Bu çalışmada karma öğrenme ortamlarında çevrimiçi katılım sağlamanın ve sağlamamanın sebeplerini ele alan nitel bir araştırmaya yer verilmektedir. Çalışma grubunu, karma öğrenme ortamlarına dair deneyimi bulunan 14 lisansüstü öğrencisi oluşturmaktadır. Çalışma kapsamında yarı yapılandırılmış bireysel görüşmeler ve odak grup görüşmesi yapılmış, veriler nitel analiz programlarından biri olan NVivo ile kodlanmıştır. Hem katılım sağlama, hem sağlamama için veriler isteyerek ve istemeden katılım olmak üzere iki temaya ayrılmıştır. Çalışma sonunda; isteyerek katılım için, ihtiyaç ve ilgi; istemeden katılım için, sorumluluk ve baskı katılım sağlamayı etkileyen nedenler olarak belirlenmiştir. İsteyerek katılmama durumu için ihtiyaç duymama, ilgi çekmeme, kötü tasarım, yüz yüze imkânı; istemeden katılım sağlamama için ise iş yükü, zaman darlığı, çekinme ve baskı neden olarak belirlenmiştir.
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