Adile Aşkım Kurt

Effects of Modality and Pace on Achievement, Mental Effort, and Positive Affect in Multimedia Learning Environments

The purpose of the study was to examine the effects of instruction given with different multimedia modalities (written text + animation or narration + animation) on the academic achievement, cognitive load, and positive affect in different paces (learner-paced or system-paced); 97 freshmen university students divided into four groups taught in different modalities and paces. These groups are written text + animation and learner-paced (WA + L), written text + animation and system-paced (WA + S), narration + animation and learner-paced (NA + L), and narration +animation and system-paced (NA + S). The findings did not reveal any significant difference between the achievements of the groups. Within the context of cognitive load, modality principle in learner-paced groups was confirmed. Instruction conducted with different multimedia modalities in different paces did not cause any difference between the positive affects of the groups. However, in contrast with the other three groups, the positive affects of the students studying with the NA + L software increased in the posttest when compared with those in the pretest.

Examining computer gaming addiction in terms of different variables

The computer gaming addiction is one of the newer concepts that young generations face and can be defined as the excessive and problematic use of computer games leading to social and/or emotional problems. The purpose of this study is to analyse through variables the computer gaming addiction levels of secondary school students. The research was conducted with survey and causal-comparative quantitative research methods. Furthermore, the quantitative data was obtained by interpreting the data obtained through open-ended questions. Findings reveal a significant difference between computer gaming addiction and variables of gender, daily gaming times and whether or not students play games with people they do not know. However, findings did not show any significant difference between computer gaming addiction and variables of grade or purposes of game playing. According to the findings from qualitative data analysis, students mostly prefer to play skill-based games, while they would want to design action games.

Öğretmen Adaylarının 21. yy. Öğrenen Becerileri Kullanımları ve 21. yy. Öğreten Becerileri Kullanımları Arasındaki İlişki

The main purpose of this study is to test the hypothesis as teachers teach the way learn within the scope of 21st century learner skills and 21st century teacher skills. For this purpose; single survey, causal-comparative and correlational survey research models were conducted with co-utilization. The participants of the study were 2506 preservice teachers who were selected via cluster sampling technique from 54624 preservice teachers in Turkey. With this context; 21 st century learner skills use scale and 21 st century teacher skills use scale were developed and utilized to collect the data. According to research findings, preservice teachers use of 21st century learner skills and its sub dimensions (cognitive, autonomous, collaboration and flexibility, and innovativeness skills), and 21st century teacher skills and its sub dimensions (administrative, technopedagogical, affirmative, flexible teaching, and generative skills) above midlevel. In addition to these, preservice teachers’ use of 21st century learner skills and 21st century teacher skills differ regarding university, department, and university*department. It was found that use of all sub dimensions of 21st century learner skills use predicts 21st century teacher skills use.

Bilgi ve İletişim Teknolojileri (BİT) Eylem Yeterliliği

Toplumsal sorunlarin cozulmesi hem bireysel hem de toplumsal boyutlarda degisimler gerektirmektedir. Bu baglamda bireylerin cevresindeki insanlari etkileyebilme, fiziksel ve sosyal cevreye katkida bulunabilecek eylem gerceklestirme kapasiteleri, soz konusu sorunlarin cozumu icin buyuk onem tasimaktadir. Eylem yeterliligi, bu kapasiteleri kapsayan bir kavram olarak ortaya atilmistir. Kavram, oncelikli olarak Kuzey Avrupa ulkelerinde cevre, saglik ve baris egitimi gibi konularda calisilmistir. Bu kavramin Bilgi ve Iletisim Teknolojileri (BIT) alaninda uygulanmasinin bilgi toplumu olma yolunda onemli bir adim olabilecegi dusunulmektedir. Bu calismada eylem yeterliligi kavraminin tanitilmasi ve BIT eylem yeterliligi kavraminin tartisilmasi amaclanmistir