Ozlem Baydas

Educational technology research trends from 2002 to 2014

This study examined subject and research method trends in educational technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology Papers Classification Form. According to the results, learning approaches/theories and learning environments were the subject most preferred by researchers. The most commonly used research methods were quantitative, qualitative, other (review or meta-analysis), and mixed method, in that order. Researchers tended to use questionnaires, documents, and interviews as data collection tools. The most commonly preferred sample type was the purposive sample, and undergraduate students were the most commonly chosen sample group, with the most common sample size being groups of 31–100. Frequencies, percentages, and tables were the most common presentation format for data in quantitative studies, while qualitative studies most often employed content analysis.

Ortaokullarda Artırılmış Gerçeklik Uygulamaları Tutum Ölçeği: Geçerlik ve Güvenirlik Çalışması

The aim of this study is to develop an attitude scale that will help to determine attitudes of secondary school students towards the use of augmented reality applications in education. With this aim, the Augmented Reality Applications Attitude Scale (ARAAS), which is developed in this study, has been presented. The ARAASs validity and reliability studies have been done with 167 students (84 male, 83 female), which are studying in the 5th grade of 7 different secondary schools in Erzurum. As a result of the exploratory factor analysis applied to provide construct validity of the scale, a construct consisted of 15 items and 3 factors has been attained. The results of confirmatory factor analysis carried out to understand whether this construct adjusts very well to this constructs sample data obtained has shown the adjustment to the sample that the scale applied on is at a reasonable level. The ARAASs internal consistency reliability coefficient has been found as .83 for the whole scale. Those results show that ARAAS is a valid and reliable measurement tool.

Pre-service teachers' behavioral intention to make educational animated movies and their experiences

Educational animated movies are one of the most entertainment format to deliver any educational messages. These movies can be used a wide range of educational subject areas such as science, engineering and daily life skills procedures. The purpose of this study is to determine the behavioral intention of pre-service teachers while preparing educational animated movies, the factors influencing such behavioral intention, and their experiences. The sample consists of 98 (52 males and 46 females) pre-service teachers studying Department of Computer Education and Instructional Technology. As data collection tools, two different scales were used in order to determine the levels of attitude of the pre-service teachers towards making animated movies and their experiences such as their cooperative communication levels, levels of enjoyment and having difficulty. They prepared the animated movies for class use during five weeks. According to the findings, they were willing to make animated movies in their future lessons. In addition, they enjoyed it, did not experience much difficulty, and engaged in cooperative communication with one another. Performance expectancy was seen to have the highest mean and to have a significant influence on behavioral intention. This research is significant because process of preparing movies is easy and achievable and thus encourages all branch teachers to use this technology in their lessons. The pre-service teachers intended to prepare animated movies in their future lessons.Performance expectancy was the most important factor influential on intention to use.They enjoyed the activity greatly and did not experience much difficulty.They frequently chosen a character after they had chosen scene while creating movies.They engaged in cooperative communication in the process of creating animated movies.

A model for preservice teachers’ intentions to use ICT in future lessons†

ABSTRACT This study proposes a model for determining preservice teachers’ intentions to use information and communication technology (ICT) in future lessons. Data were collected from 21 preservice teachers via interview in the first stage of the study and from 2904 preservice teachers from 16 different universities via a designed scale in the second stage of the study. Data were analyzed through structural equation modeling. A model capable of explaining 85% of variance in preservice teachers’ intentions to use ICT in their future lessons was developed. Perceived usefulness (PU) was seen to have the highest influence on their intentions, while facilitating conditions, social influence, and anxiety had a low direct effect. In addition, these factors were found to have a high indirect influence on intention through other factors such as PU, perceived ease-of-use, and efficacy. Abbreviations: ICT: information and communication technology; M: mean; SD: standard deviation; SEM: structural equation modeling

Orchestrating learning during implementation of a 3D virtual world

ABSTRACT There are many issues to be considered when designing virtual worlds for educational purposes. In this study, the term orchestration has acquired a new definition as the moderation of problems encountered during the activity of turning a virtual world into an educational setting for winter sports. A development case showed that community plays a key role in both the emergence of challenges and in the determination of their solutions. The implications of this study showed that activity theory was a useful tool for understanding contextual issues. Therefore, instructional designers first developed relevant tools and community-based solutions. This study attempts to use activity theory in a prescriptive way, though it is known as a descriptive theory. Finally, since virtual world projects have many aspects, the variety of challenges and practical solutions presented in this study will provide practitioners with suggestions on how to overcome problems in future.