Serkan Izmirli

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.

The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning

Abstract Research has focused on the significance of social presence in online learning. However, peer interaction does not always result in positive emotions and feelings; it can trigger tension, distress, and anger within a learning community. Therefore, conflictual presence, as a carrier of negative valence within presence, is also a critical element when it becomes inimical to online discussions. Drawing upon the socially situated identity theory and using discourse analysis, this study presents an authentic case where conflictual presence, social presence, and identity negotiation were intertwined throughout the entire life of an online learning community. Findings reveal that students craft their discourses to fashion themselves as a certain kind of facilitator and participant. Implicit and explicit identity negotiation is ubiquitous in discursive interactions and can lead to tension and conflictual socio-relations at times.

Otizm Spektrum Bozukluğu olan Çocuklar için Tasarım Tabanlı Araştırma Yaklaşımına Dayalı Eğitsel Oyun Tasarımı

Teknoloji odakli ortamlar, Otizm Spektrum Bozuklugu (OSB) tanisi konulmus ve ogrenme guclugu ceken cocuklarin sosyal etkilesim, iletisim becerileri ve davranis ihtiyaclarini kisilestirmelerini desteklemektedir. Bilgisayar oyunlari, OSB tanisi konulan cocuklarin ilgisini cekmekte ve bu baglamda kimi becerilerin kazandirilmasini olanakli hale getirmektedir. Bu arastirma 2009-2011 yillari arasinda Otistik Cocuklar Egitim Merkezinde (OCEM) yaslari 5-7 arasinda degisen dort OSB’li ogrencinin davranislarinin gozlemlenmesi sonucunda ortaya cikan odaklanma problemini merkeze alan, gorsel dikkat odakli oyun tasarimi gelistirme surecini icermektedir. OSB’li cocuklarin oyun tasarimina iliskin tercihlerini belirlemek amaciyla katilimci gozlem sureci ve tasarim tabanli arastirma deseni birlikte ise kosulmustur. Bu surecte arastirmacilar tarafindan saha notlari tutulmus ve OCEM’de gorev alan ogretmenlerle informal gorusmeler gerceklestirilmistir. Tasarim tabanli arastirma yontemine dayali olarak yurutulen surec sonunda OSB’li cocuklarin ihtiyaclarina cevap vermesi amaclanan bir egitsel oyun tasarimi gelistirilmistir. Surecte ogretmenlerden ogrenci ihtiyaclari ve ogretim amaclari konusunda donutler alinarak tasarima yansitilmistir. Surec sonunda, toplam bes etkinlik ile egitsel oyun tasarimi tamamlanmistir.