İlknur Reisoğlu

Information retention’s relationships with flow, presence and engagement in guided 3D virtual environments

The purpose of this study was to examine the correlation of different variables with information retention in guided 3D virtual learning environments by employing three experimental designs. In each experiments, different participants were included in the same population and different variables were considered. Information retention test, flow, presence, engagement scales were used as data collection tools. Namely measures of flow, presence and engagement were examined to see their correlation with retention in experiment 1, 2 and 3. As a result, not the total score of flow but focused attention, enjoyment and skill dimensions has a weak but significant correlation with information retention, while the challenge has a moderate and significant negative correlation. In the second experiment, retention had a significant, low-level relationship with teaching presence and cognitive presence, but it did not have a similar relationship with social presence. In the third experiment, information retention significantly correlated with affective and cognitive engagement, but not with behavioral engagement. Although the three studies’ participants were from the same population, It was seen that the differences in the level of relationship between information retention and the variables studied in each study. Nevertheless, it was found that the levels of flow, presence and engagement of students are important for information retention in a guided 3D virtual learning environment. The study is thought to guide researchers to design 3D virtual learning environments for different purposes, considering these variables.

The effects of cognitive style on Edmodo users’ behaviour: A structural equation modeling-based multi-group analysis

Purpose The purpose of this paper is to explore the validity of extended technology acceptance model (TAM) in explaining pre-service teachers’ Edmodo acceptance and the variation of variables related to TAM among pre-service teachers having different cognitive styles. Design/methodology/approach Structural equation modeling approach was used to analyze an extended TAM that represents the relationship between the eight constructs and cognitive style. Group Embedded Figures Test and technology acceptance measure were used as data collection tools. The study was conducted with 129 pre-service teachers. Findings The results indicate that perceived ease of use (PEU) influences behavioral intention (BI) to use Edmodo indirectly through attitude toward Edmodo use and perceived usefulness (PU). Technological complexity and facilitating conditions influence BI to use indirectly through PU and PEU, respectively. Thus, the extended TAM is a parsimonious model explaining 75, 72, and 82 percent of the endogenous variable (BI) for the whole sample, for the field dependent sample, and for the field independent sample, respectively. Originality/value This paper addresses to determine the BI of pre-service teachers regarding Edmodo, which is an innovative tool, based on cognitive styles.

How teachers’ personality affect on their behavioral intention to use tablet PC

Purpose The purpose of this paper is to explore the effects of personality traits on teachers’ technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.