- Hacettepe Üniversitesi
Eğitim Fakültesi
Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü
(Edebiyat Fakültesi, D Kapısı)
06800 Beytepe/ANKARA TURKEY - 90-312-297 71 76
Research Interests: Computer Science, Education, Instructional Design, Educational Technology, Distance Education, and 15 moreLearning and Teaching, Instructional Technology, ICT in Education, Game Based Learning, Computer and Instructional Technology, Online Education, Learning And Teaching In Higher Education, Distance Learning, Immersive Virtual Learning Environment, Education in Virtual Worlds, Computer Education, Immersive Virtual Learning Environments, MUVEs, Educational Virtual Environments, and E Learning
Bu calismada Malatya Kervansaray tarihi mekâninin ve diger bazi mekânlarin uc boyutlu sanal gerceklik ortaminda gezilmesinin ardindan bu sanal gerceklik ortamlarina yonelik kullanici goruslerinin alinmasi amaclanmistir. Calismanin bir... more
Bu calismada Malatya Kervansaray tarihi mekâninin ve diger bazi mekânlarin uc boyutlu sanal gerceklik ortaminda gezilmesinin ardindan bu sanal gerceklik ortamlarina yonelik kullanici goruslerinin alinmasi amaclanmistir. Calismanin bir diger amaci sanal gerceklik uygulamalarinda ortaya cikabilecek problemleri belirlemek ve bu problemlere cozum onerileri sunabilmektir. Calismaya bir devlet universitesinin farkli bolumlerinde okumakta olan 20 ogrenci katilmistir. Calismaya katilan her bir kullanici sanal gerceklik gozlugu kullanarak sanal gerceklik ortaminda en az 10 dakika zaman gecirerek bir deneyim yasamistir. Calismada bicimlendirici arastirma teknigi kullanilmistir. Calismadaki veriler arastirmacilar tarafindan gelistirilen “Sanal Gerceklik Ortamlari Degerlendirme Gorusme Formu” ile elde edilmis, veriler icerik analizi yapilarak yorumlanmistir. Calisma sonunda kullanicilar sanal gerceklik ortamlarinin potansiyel avantajlarini ve sanal gerceklik ortamlarinda ortaya cikabilecek pota...
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Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually... more
Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.
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This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide... more
This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...
Research Interests:
This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide... more
This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...
Research Interests:
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of... more
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution. Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla "Sınıfta" isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara'da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden "Sınıf Yönetimi" ve "Öğretim Tasarımı" dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun "Öğrenmeye Başla" bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları "Sınıfta" öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, "Sınıfta" ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.
Research Interests:
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a... more
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On-Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System (CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visu...
Research Interests: Information Systems, Human Computer Interaction, Teaching and Learning, Education, Instructional Design, and 15 moreEducational Technology, Distance Education, Virtual Environments, Learning and Teaching, Video Games and Learning, Computer Games Technology, Video Games, Instructional Technology, ICT in Education, Game Based Learning, Virtual Worlds, Immersive Virtual Learning Environment, Computer Games, Navigation, and Virtual Worlds and Educational Gaming
This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale... more
This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).
Research Interests: Education, Design, Instructional Systems Technology, Instructional Design, Educational Technology, and 15 moreDistance Education, Higher Education, Educational Research, Learning and Teaching, Design Research, Instructional Technology, ICT in Education, Computer and Instructional Technology, Online Learning, Online and Distance Education, Learning And Teaching In Higher Education, Distance Learning, Elearning and Distance Learning Eductaion, Online Edudation, and E Learning
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a... more
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...
Research Interests: Information Systems, Human Computer Interaction, Teaching and Learning, Education, Instructional Design, and 15 moreEducational Technology, Distance Education, Virtual Environments, Learning and Teaching, Video Games and Learning, Computer Games Technology, Video Games, Instructional Technology, ICT in Education, Game Based Learning, Virtual Worlds, Immersive Virtual Learning Environment, Computer Games, Navigation, and Virtual Worlds and Educational Gaming
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a... more
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...
Research Interests: Information Systems, Human Computer Interaction, Teaching and Learning, Education, Instructional Design, and 15 moreEducational Technology, Distance Education, Virtual Environments, Learning and Teaching, Video Games and Learning, Computer Games Technology, Video Games, Instructional Technology, ICT in Education, Game Based Learning, Virtual Worlds, Immersive Virtual Learning Environment, Computer Games, Navigation, and Virtual Worlds and Educational Gaming
This study aims to examine the situational flow experiences of students creating 3D designs in 3D multiuser virtual environments. This time series quasi-experimental study included 40 volunteer junior students who studied at the Computer... more
This study aims to examine the situational flow experiences of students creating 3D designs in 3D multiuser virtual environments. This time series quasi-experimental study included 40 volunteer junior students who studied at the Computer Education and Instructional Technology department and had taken the elective course of "Instructional Design". The participants in the role of a designer created 3D designs in the OpenSimulator application throughout the process. They worked in groups to solve authentic problems. At the end of each session, the students were applied a flow experience scale individually. As a result of the study, it was concluded that the participants' flow experience did not differ by gender and overall grade point average. Autotelic activity and disappearance of self-consciousness were the highest components of flow experience indicating that the designers felt immersed in the 3D design activities throughout the 15-week implementation process. Considering flow experience by weeks, it was found that conveying theoretical information to the students diminished their flow experience owing to lack of the concentration, control and feedback components, whereas giving feedback after letting them present what they worked on fostered their flow experience by increasing the clear goals and immediate feedback components. The results highlighted the importance of flow experience in design education.
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This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multiuser virtual environment (MUVE). The sample... more
This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multiuser virtual environment (MUVE). The sample consisted of 16 undergraduate students who were experienced in the areas of instructional design, computer programming and graphic design. The designers were assigned to the design teams with 5 or 6 members and conducted a collaborative instructional design project to develop a solution to an ill-structured problem on the OpenSimulator platform for 8 weeks. Following the implementation , the designers were administered the Mental Effort Rating Scale regarding the 11 design tasks in the 3D MUVE. The results showed that the designers were cognitively overloaded while performing the design tasks in this environment. When the cognitive load scores were examined, it was found that the preparation of the learning scenario, uploading user-created 3D models, content creation, modelling of the draft view of the designed environment and 3D model design tasks were found as the most challenging tasks in terms of cognitive effort. On the other hand, it was found that the tasks of making animation, creating non-player characters and designing an interactive menu led to relatively less cognitive load.
Research Interests:
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a... more
This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On-Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System (CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visual tips about the environment increased the navigation efficiency of the participants using the MUVE.
Research Interests: Human Computer Interaction, Teaching and Learning, Education, Instructional Design, Educational Technology, and 15 moreDistance Education, Virtual Reality (Computer Graphics), Virtual Environments, User Experience (UX), Learning and Teaching, Video Games and Learning, Video Games, Instructional Technology, ICT in Education, Game Based Learning, Virtual Worlds, Geo-spatial analysis with GIS and GPS, Immersive Virtual Learning Environment, Computer Games, and Navigation
Üniversite öğrenci adayları, tercih etmek istediği üniversiteler hakkında birçok kaynaktan bilgi edinebilmektedir. Bunlardan biri üniversite öğrenci adaylarının yoğun olarak kullandığı sosyal medya hesaplarıdır. Bu çalışmanın amacı,... more
Üniversite öğrenci adayları, tercih etmek istediği üniversiteler hakkında birçok kaynaktan bilgi edinebilmektedir. Bunlardan biri üniversite öğrenci adaylarının yoğun olarak kullandığı sosyal medya hesaplarıdır. Bu çalışmanın amacı, üniversite tanıtım aracı olarak sosyal medya hesaplarının göz izleme yöntemiyle değerlendirilmesidir. Bu kapsamda üniversite öğrenci adaylarının Hacettepe Üniversitesi Facebook, Instagram ve Twitter hesaplarındaki gezinim süreçleri incelenmiştir. Öncelikli olarak çoğunluğu lise son sınıfa devam eden, ek olarak lise mezunu toplam 120 öğrenciyle ihtiyaç analizi gerçekleştirilmiştir. Araştırmanın göz izleme uygulaması sürecinde çalışma grubunu 6 lise son sınıf öğrencisi oluşturmuştur. Göz izleme yöntemine ek olarak gezinim süreçlerini derinlemesine değerlendirebilmek için sesli düşünme, gözlem ve görüşme yöntemlerinden yararlanılmıştır. Çalışma sonucunda öğrencilerin yüzeysel veya derinlemesine gezinimlerinde kullanılan sosyal medya hesabına göre farklılıklar olmadığı görülmüştür. Ancak en çok dikkati çeken içerik türleri farklı sosyal medya hesaplarına göre değişkenlik göstermiştir. Tüm sosyal medya hesaplarında metinsel içeriğe daha çok odaklanılırken, bu türdeki içerikten en çok odaklanılanı üniversite başarı haberleri olmuştur. Görsel içerik içerisinde en çok dikkati çekenin uluslararası öğrenci etkinliklerine ilişkin paylaşımlar olduğu belirlenmiştir. Bu bulgular görüşme ve sesli düşünme bulgularıyla doğrulanmıştır. Üniversite öğrenci adayları Hacettepe Üniversitesi sosyal medya hesaplarındaki içeriğin üniversiteyi tercih etmeyi düşünen öğrenciler için güvenilir, ilgi çekici ve faydalı olduğunu düşünmekle beraber birtakım önerilerde bulunmuşlardır. Bu çalışma üniversite sosyal medya hesaplarının bir tanıtım aracı olarak üniversite öğrenci adaylarına sunabileceği potansiyeli göstermekte olup çalışmanın bu açıdan alanyazına ve uygulayıcılara katkı sağlayacağı düşünülmektedir.
Research Interests:
Programlama sürecinde yapa-boza (tinkering) öğrenme yaklaşımı bir algoritma ya da program parçası gibi bilgisayımsal bir model çerçevesinde en asgari düzeyde planlamayla kodlarda ufak değişiklikler yapmayı ve bunları test etmeyi kapsayan... more
Programlama sürecinde yapa-boza (tinkering) öğrenme yaklaşımı bir algoritma ya da program parçası gibi bilgisayımsal bir model çerçevesinde en asgari düzeyde planlamayla kodlarda ufak değişiklikler yapmayı ve bunları test etmeyi kapsayan manipülatif bir etkinlik dizisidir. Yapıp-bozma hem acemilerin hem de uzmanların programlama yaparken gerçekleştirdikleri iteratif ve otantik bir süreçtir. Yapa-boza öğrenme olarak tanımlanan etkinlikler kurcalama, deneme-yanılma, geri bildirim mekanizmalarını bulma ve kullanma gibi etkinliklerin kombinasyonlarını içerir. Program kodlarıyla etkileşime girmeye ve onları manipüle etmeye dayalı olan yapa-boza yaklaşımı sorgulamayı teşvik eden üretken bir etkinliktir. Özünde tahmin et-sına süreçlerini barındıran yapa-boza yaklaşımı özellikle programlamaya yeni başlayan öğrenenler için kritik bir öneme sahiptir. Öğrenenler bu süreçte kod kümeleri içinde somutlaşan yapı ve kuralların nasıl işlev gördüğü kadar geliştirdikleri bilgisayımsal modellerin nasıl sonuçlandığını keşfetme fırsatı yakalar. Yapa-boza öğrenme bir problemin doğru cevabını bulmaktan ziyade ona ilişkin yeni anlayışlar keşfetmeye odaklanır. Bu bölümde öncelikle bilgisayımsal düşünme (computational thinking) kavramına yer verilerek, programlama eğitiminde karşılaşılan güçlükler adreslenmiştir. Daha sonra yapa-boza öğrenmenin özellikleri, bilgisayımsal düşünmeyle ilişkisi ve programlama eğitimindeki işlevine değinilerek, eğitsel düzenlemeler içerisinde nasıl yönlendirileceğine ve değerlendirileceğine ilişkin önerilere yer verilmiştir. Çalışma kapsamında ayrıca robotik etkinlikler ve blok tabanlı programlama uygulamaları yapa-boza öğrenme süreçlerini destekleme açısından incelenmiştir.
Research Interests:
This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to... more
This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.
Research Interests: Information Technology, Teaching and Learning, Education, Instructional Design, Educational Technology, and 15 moreE-learning, Distance Education, Higher Education, Educational Research, Learning and Teaching, Formative Assessment, Online Instruction, Instructional Technology, Pedagogy, Turkey, Online Learning, Online and Distance Education, Distance Learning, Instructional Design & Technology, and Post-Secondary Education
Quest Atlantis (QA), Fen Bilimleri eğitiminde kullanılan eğitsel bilgisayar oyunlarından ya da teknoloji-zengin eğitsel yeniliklerden birisidir. Teknoloji-zengin eğitsel yenilik olarak QA kullanıcılara üç boyutlu çok kullanıcılı rol... more
Quest Atlantis (QA), Fen Bilimleri eğitiminde kullanılan eğitsel bilgisayar oyunlarından ya da teknoloji-zengin eğitsel yeniliklerden birisidir. Teknoloji-zengin eğitsel yenilik olarak QA kullanıcılara üç boyutlu çok kullanıcılı rol oynama oyunu olarak geliştirilmiş sanal bir dünya sunmaktadır. Bu bölümde QA ortamında yer alan Taiga eğitsel oyun ünitesi, STEM eğitimi kapsamında ortaokullarda Fen Bilimleri derslerinde kullanılabilecek bir uygulama olarak ele alınmıştır. QA ortamı ve Taiga eğitsel oyun ünitesi ayrıntılı bir şekilde ele alınmış ve tanıtımı yapılmıştır. Ardından uygulama rehberi paylaşılarak teknoloji-zengin eğitsel yeniliğin sınıf ortamında uygulanması sırasında ortaya çıkan önemli hususlara değinilmiştir. Öğretmenlere öneriler bölümünde teknoloji-zengin eğitsel yeniliğin sınıfta kullanılabilmesi için yapılması gereken işlemler anlatılmıştır. Son olarak Taiga Ünitesi uygulamasının avantajları ile Taiga eğitsel oyun ünitesinin öğrenciler açısından yararları paylaşılmış, Taiga Ünitesi uygulamasının sınırlılıkları bölümünde ise teknoloji-zengin eğitsel yenilik ve uygulama ortamının sınırlılıkları tartışılmıştır.
Research Interests:
Railroad Tycoon II is a Commercial-Off-The-Shelf (COTS) game that offers single-player and multiplayer modes. The game franchise has five versions; the original Railroad Tycoon (1990), Railroad Tycoon Deluxe (1993), Railroad Tycoon II... more
Railroad Tycoon II is a Commercial-Off-The-Shelf (COTS) game that offers single-player and multiplayer modes. The game franchise has five versions; the original Railroad Tycoon (1990), Railroad Tycoon Deluxe (1993), Railroad Tycoon II (1998), Railroad Tycoon 3 (2003), and Sid Meier’s Railroads! (2006). The game is a railway business simulation in which players act as the company’s chair and need to build railway companies. The main goal of the game is to make profit as an investor and complete a variety of objectives while being challenged by some random events such as train faults, robberies, economic swings, and other predetermined events related to the scenario. To do this, players have to invest money to new railways and locomotives to make enough profit and compete with other rivals that runs different companies in the same map. To make profit, players are expected to build up cargo stations near various industries such as canneries, steel mills, automobile plants, and textile mills. Players have to practice management skills during the game such as delivering cargo from a station to another. Players can start the adapted game with a scenario about Turkish history (e.g., the players are supposed to help construction of new Turkey after Turkish War of Independence culminated by Mustafa Kemal Ataturk) and a map of Turkey.
Research Interests: Information Technology, Teaching and Learning, Education, Educational Technology, Adult Education, and 15 moreSerious Games, Training and Development, Learning and Teaching, Video Games and Learning, Video Games, Video Game Design, Video Game Development and Production, Information Communication Technology, Digital Media & Learning, Digital Games, Simulation, Vocational Training, Computer Games, Gamification, and Commercial Off-The-Shelf
In this study, the use of ubiquitous Internet tools utilized in an undergraduate introductory computer programming course at a large state university in Turkey are examined. Course web space, blogs, discussion board, e-mail, and personal... more
In this study, the use of ubiquitous Internet tools utilized in an undergraduate introductory computer programming course at a large state university in Turkey are examined. Course web space, blogs, discussion board, e-mail, and personal web pages were among the Internet tools utilized by the participants of the course. The framework for using these tools has been conceived as “Learning Programming 2.0,” which was inspired and shaped by “Web 2.0” principles and practices conceptualized by Tim O’Reilly. Web 2.0 characterizes second generation Internet services, such as wikis, blogs, and other tools that encourage interaction and participation through the Internet. Essentially, Web 2.0 framework includes not only the tools, but also a set of principles for using these tools such as harnessing collective intelligence or providing rich user experiences. In this sense, the focus of the study is not on the tools, but the pedagogical principles followed to transform the course, the impact of these principles on the context, and implementation problems. Although the Learning Programming 2.0 framework puts extra load on the shoulders of facilitators, it is concluded that this approach contributes to formation of a learning context in which learning programming is meaningful, effective, and life-long for learners.
Research Interests:
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of... more
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual-environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution (Extended Abstract in English is available).
Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara’da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.
Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara’da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, Teacher Education, and 15 moreE-learning, Distance Education, Virtual Reality (Computer Graphics), Serious Games, Educational Research, Learning and Teaching, Video Games and Learning, Video Games, Instructional Technology, ICT in Education, Modeling and Simulation, Teacher Training, Online Learning, Virtual Worlds, and Distance Learning
Ülkelerin müfredat programlarında programlama eğitimine ağırlıklı olarak lisans düzeyinde yer verilmektedir. Eğitimin geç yaşlarda verilmeye başlanılmasında, mevcut programlama ortamlarının karmaşık yapısı, süreçte üst düzey bilgi ve... more
Ülkelerin müfredat programlarında programlama eğitimine ağırlıklı olarak lisans düzeyinde yer verilmektedir. Eğitimin geç yaşlarda verilmeye başlanılmasında, mevcut programlama ortamlarının karmaşık yapısı, süreçte üst düzey bilgi ve becerileri işe koşmanın gerekliliği ve kod yazmanın zorluğu gibi sebeplerden bahsedilebilir. Ancak son zamanlarda, okul öncesi dönemini de kapsayacak nitelikte görsel ortamların geliştirilmesi bu durumu tersine çevirmiştir. Günümüzde yazılımı sevdirmek, öğrencilerin programlama öğrenmelerini kolaylaştırmak ve öğrencileri daha erken yaşlarda programlama ile tanıştırarak bu eğitimleri daha geniş bir alana yaymak amacıyla bazı düzenlemeler yapılmaktadır. Bu süreçte hemen her yaşa uygun programlama ortamları geliştirilmekte, ulusal ve uluslararası niteliğe sahip platformlar oluşturulmakta ve birçok ülkede eğitim müfredatları güncellenmektedir. Bu doğrultuda yapılan bu çalışmada, öncelikle programlama eğitiminde ne tür zorlukların yaşandığı incelenmiş, ardından bu zorluklara ilişkin mevcut uygulamaların ve güncel yaklaşımların neler olduğu ortaya konulmuştur. Ayrıca ülkelerin ilköğretim müfredatlarında programlama eğitimine nasıl yer verdikleri ve programlama eğitimini yaygınlaştırmak amacıyla oluşturulan platformların hangi özelliklere sahip oldukları hakkında bilgiler sunulmuştur.
Anahtar kelimeler: Programlama, programlama eğitimi, görsel programlama ortamları, erken yaşta programlama.
Anahtar kelimeler: Programlama, programlama eğitimi, görsel programlama ortamları, erken yaşta programlama.
Research Interests: Eğitim, Egitim Teknolojisi, Bilgisayar, Bilişim Teknolojileri, TEKNOLOJİ, and 15 moreBilgisayar Teknolojileri ve Programlama, Eğitim Teknolojileri, Bilgi ve İletişim Teknolojileri, Fen ve Teknoloji, Programlama, Kodlama, öğretim Teknolojileri, Bilgisayar Ve öğRetim Teknolojileri öğRetmenliği, EĞİTİM BÖTE, Erken Yaşta Kodlama, Bilgisayar ve Öğretim Teknolojileri Eğitimi, Bilgisayar Mühendisliği, programlama eğitimi, okul öncesi kodlama araçları, and görsel programlama ortamları
Gelişen bilgi ve iletişim teknolojilerinin öğrenme ortamlarına entegrasyonu ile birlikte eğitim/öğretim teknolojilerinin yaygın kullanımı ve artan esnek eğitim ihtiyaçlarıyla yaygınlaşan çevrim-içi öğrenme ortamları yükseköğretim... more
Gelişen bilgi ve iletişim teknolojilerinin öğrenme ortamlarına entegrasyonu ile birlikte eğitim/öğretim teknolojilerinin yaygın kullanımı ve artan esnek eğitim ihtiyaçlarıyla yaygınlaşan çevrim-içi öğrenme ortamları yükseköğretim kurumlarında da farklı ihtiyaçları doğuran değişimlere neden olmuştur. Bu değişimler, öğretim elemanları için değişen eğitim/öğretim teknolojilerine ve yöntemlerine adapte olma gerekliliğini beraberinde getirmiştir. Eğitim-öğretim ortamlarına teknoloji entegrasyonu öğretim elemanları için yeni yöntemler oluşturmak, yeni materyaller geliştirmek veya öğrenciler ile iletişim mekanizmalarını yeniden yapılandırmak gibi kendilerini yeni bir eğitim-öğretim yöntemine adapte ederek gelişme sağlamaları gereken ihtiyaçları ortaya çıkarmıştır. Yükseköğretim kurumları, bu ihtiyaçların karşılanmasına destek olmak amacıyla öğretim elemanlarına yeni teknolojiler ile zenginleştirilmiş yöntemlerle ders anlatımı ve teknoloji kullanımı konusunda eğitim ve destekler oluşturmalıdır. Ayrıca bu desteklerin etkin yönetilebilmesi için ofisler kurmalıdır. Bu destekler sayesinde öğretim elemanlarının yeni yöntem ve teknolojilere karşı önyargıları kırılarak daha etkin bir öğretim ortamı oluşturmaları sağlanabilecektir. Bu bağlamda, bu bölümde eğitim-öğretim ortamlarında yaygınlaşan eğitim/öğretim teknolojileri kullanımından kaynaklı yaşanan öğretim elemanları ile ilişkili problemlerden yola çıkılarak var olan eğitim/öğretim teknolojileri destek ofisleri üzerine yapılan bir inceleme ile yükseköğretim kurumlarında öğretim teknolojileri destek ofislerinin gerekliliğinin ortaya konulması amaçlanmıştır. İlk olarak eğitim/öğretim teknolojilerinin tarihsel süreçlerine dair bir tanıtım yapılmıştır. Sonrasında yükseköğretim kurumları tarafından öğretim elemanları için destek kanalları geliştirilmesinin önemi ve gerekliliği üzerine araştırmalar incelenerek var olan bazı merkezlerin inceleme sonuçları sunulmuştur. Çalışmanın sonucu olarak bu ofisler tarafından öğretim elemanlarına sağlanacak desteklerin neler olabileceği ve bu desteklerin organizasyonuna yönelik öneriler sunulmuştur.
Anahtar Kelimeler: eğitim teknolojileri, öğretim teknolojileri, eğitim teknolojileri destek ofisleri, öğretim teknolojileri destek ofisleri, eğitim teknolojileri desteği, öğretim elemanları desteği
Anahtar Kelimeler: eğitim teknolojileri, öğretim teknolojileri, eğitim teknolojileri destek ofisleri, öğretim teknolojileri destek ofisleri, eğitim teknolojileri desteği, öğretim elemanları desteği
Research Interests: Eğitim, Egitim Teknolojisi, Bilgisayar Destekli Eğitim, Bilişim Teknolojileri, üniversiteler, and 9 moreTEKNOLOJİ, Eğitim Teknolojileri, Bilgi ve İletişim Teknolojileri, öğretim Teknolojileri, Yüksek öğRetim, Yükseköğretim, Bilgisayar Ve öğRetim Teknolojileri öğRetmenliği, EĞİTİM BÖTE, and Bilgisayar ve Öğretim Teknolojileri Eğitimi
The purpose of this study was to identify motivational elements of an online multi-player educational computer game that uses a 3D multi-user environment to immerse children ages 9-12 in educational tasks. The methodological approach... more
The purpose of this study was to identify motivational elements of an online multi-player educational computer game that uses a 3D multi-user environment to immerse children ages 9-12 in educational tasks. The methodological approach design ethnography, a process that involves using ethnographic methods when the researchers are both observers and designers of the context being studied, was employed for researching this game. Interviews were completed with twenty participants playing the educational game and prolonged observations were conducted where participants played the game in a natural setting. The constant comparison method of grounded theory was used for analyzing interview and observation records. The qualitative methods used in this study allowed for additional insights into previous research on motivation. In addition to the 5 constructs identified in previous motivation research on videogames (challenge, curiosity, control, fantasy, and choice), 10 additional motivational elements to play the game emerged from an analysis of interviews with and observations of the 20 children participating in this study. These were identity presentation, social relations, playing, learning, achievement, rewards, immersive context, uniqueness, creativity, and context of support.
Bu çalışmanın amacı, 9-12 yaş arasındaki çocukları eğitsel görevlere yönlendirmek için üç boyutlu çok kullanıcılı bir ortam kullanan çevrimiçi çok oyunculu eğitsel bir bilgisayar oyununun motivasyonel öğelerini tespit etmektir. Araştırmacıların üzerinde çalışılan bağlamın hem gözlemcisi hem de tasarımcısı olduğu ve etnografik yöntemlerin kullanılmasını içeren bir süreç olan tasarım etnoğrafyası bu oyunu araştırmak için yöntemsel bir yaklaşım olarak kullanılmıştır. Eğitsel oyunu oynayan yirmi katılımcıyla görüşme yapılmış ve katılımcıların oyunu oynadıkları doğal bir ortamda uzun süreli gözlemler yapılmıştır. Görüşme ve gözlem kayıtlarını çözümlemek için temellendirilmiş kuramın sürekli karşılaştırma yöntemi kullanılmıştır. Bu çalışmada kullanılan nitel yöntemler, motivasyonla ilgili önceki araştırmalara ek görüşler sağlamıştır. Video oyunları konusundaki önceki motivasyon araştırmalarında belirlenen 5 yapıya (uğraşı, merak, kontrol, fantezi ve tercih) ek olarak 10 motivasyon öğesi, oyunu deneyimleyen 20 çocukla yapılan görüşmeler ve gözlemlerin çözümlemesinden ortaya çıkmıştır. Bunlar kimlik sunumu, sosyal ilişkiler, oynama, öğrenme, başarı, ödüller, çevreleyen bağlam, benzersizlik, yaratıcılık ve bağlam’dır.
Bu çalışmanın amacı, 9-12 yaş arasındaki çocukları eğitsel görevlere yönlendirmek için üç boyutlu çok kullanıcılı bir ortam kullanan çevrimiçi çok oyunculu eğitsel bir bilgisayar oyununun motivasyonel öğelerini tespit etmektir. Araştırmacıların üzerinde çalışılan bağlamın hem gözlemcisi hem de tasarımcısı olduğu ve etnografik yöntemlerin kullanılmasını içeren bir süreç olan tasarım etnoğrafyası bu oyunu araştırmak için yöntemsel bir yaklaşım olarak kullanılmıştır. Eğitsel oyunu oynayan yirmi katılımcıyla görüşme yapılmış ve katılımcıların oyunu oynadıkları doğal bir ortamda uzun süreli gözlemler yapılmıştır. Görüşme ve gözlem kayıtlarını çözümlemek için temellendirilmiş kuramın sürekli karşılaştırma yöntemi kullanılmıştır. Bu çalışmada kullanılan nitel yöntemler, motivasyonla ilgili önceki araştırmalara ek görüşler sağlamıştır. Video oyunları konusundaki önceki motivasyon araştırmalarında belirlenen 5 yapıya (uğraşı, merak, kontrol, fantezi ve tercih) ek olarak 10 motivasyon öğesi, oyunu deneyimleyen 20 çocukla yapılan görüşmeler ve gözlemlerin çözümlemesinden ortaya çıkmıştır. Bunlar kimlik sunumu, sosyal ilişkiler, oynama, öğrenme, başarı, ödüller, çevreleyen bağlam, benzersizlik, yaratıcılık ve bağlam’dır.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, E-learning, and 15 moreDistance Education, Virtual Reality (Computer Graphics), Serious Games, Motivation (Psychology), Educational Research, Learning and Teaching, Video Games and Learning, Video Games, Instructional Technology, ICT in Education, Online Learning, Virtual Worlds, Motivation (Education), Distance Learning, and Motivation
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of... more
The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution.
Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla "Sınıfta" isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara'da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden "Sınıf Yönetimi" ve "Öğretim Tasarımı" dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun "Öğrenmeye Başla" bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları "Sınıfta" öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, "Sınıfta" ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.
Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla "Sınıfta" isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara'da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden "Sınıf Yönetimi" ve "Öğretim Tasarımı" dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun "Öğrenmeye Başla" bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları "Sınıfta" öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, "Sınıfta" ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.
Research Interests: Teaching and Learning, Education, Educational Technology, Teacher Education, Virtual Environments, and 15 moreSerious Games, User Experience (UX), Educational Research, Video Games and Learning, ICT in Education, Teachers' professional development, Virtual Learning Environments, Simulation, Eğitim, Modelling and simulation, Öğretmen Eğitimi, üç-boyutlu simülasyon, öğretmen eğitimi simülasyonu, three-dimensional simulation, and teacher education simulation
Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching... more
Three-dimensional Multi-User Virtual Environments (MUVEs) are being increasingly used in many areas, and they are becoming more and more integrated with learning and teaching. MUVEs can be used in learning and teaching to facilitate student learning and collaboration. This study identified the effects of MUVEs on collaborative learning and social presence and investigated whether these effects varied by gender. The participants were sophomore students attending a programming language course. They used a MUVE for their group meetings as part of their collaborative work. They also held voice communication. A four-section questionnaire was administered to the students who attended the meetings, in which the researchers served as facilitators. Interviews were held with randomly selected students. In addition, the group project meetings were tape-recorded, and field notes were taken for each meeting. The results showed that the MUVE enabled the group members to exchange ideas in an authentic environment, and that the file-sharing platform used as a complement to the MUVE reinforced collaborative learning. As long as technical problems are prevented, effective collaborative learning can be achieved in these environments.
Research Interests: Education, Distance Education, Virtual Reality (Computer Graphics), Virtual Environments, User Experience (UX), and 15 moreCollaboration, Computer Supported Collaborative Learning, Collaborative Virtual Environments, Computer Supported Collaborative Learning CSCL, Computer Supported Collaborative Learning (CSCL), Online and Distance Education, Social Presence, Virtual Worlds, Collaborative Learning, Virtual Learning Environments, Virtual Reality, Presence, Multi-User Virtual Environments, Educational Virtual Environments, and Virtual Reality Technology
In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality... more
In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless virtual reality goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments.
Research Interests: Education, Fire and Emergency Services, Virtual Reality (Computer Graphics), Virtual Environments, Authentic Learning, and 11 moreVirtual Worlds, Authentic Assessment, Virtual Learning Environments, Virtual Reality, Virtual Learning, Fire safety, Authentic Materials, Educational Virtual Environments, Fire Drill, Virtual Reality Technology, and Head-Mounted Displays
Virtual Reality (VR) is a three-dimensional simulation environment where users can feel close to real life experiences in an artificial world developed with different devices and visualization equipment, as well as interacting with other... more
Virtual Reality (VR) is a three-dimensional simulation environment where users can feel close to real life experiences in an artificial world developed with different devices and visualization equipment, as well as interacting with other objects.
Research Interests:
Multi-user virtual environments (MUVEs) are structured with three-dimensional objects, in which users can actively navigate their avatars to different areas of the immersive environment.
Research Interests: Education, Virtual Reality (Computer Graphics), Virtual Environments, Collaborative Virtual Environments, Virtual Worlds, and 8 moreMMORPG, Virtual Learning Environments, Virtual Reality, Massive Multiplayer Online Games (MMOG), OpenSimulator, Multi-User Virtual Environments, Educational Virtual Environments, and Virtual Reality Technology
Purpose: This study describes the design of the Basic English 1 and Basic English 2 courses taught in the Foreign Languages School (FLS) of a large public university in Turkey as blended learning in a mostly distance education system.... more
Purpose: This study describes the design of the Basic English 1 and Basic English 2 courses taught in the Foreign Languages School (FLS) of a large public university in Turkey as blended learning in a mostly distance education system. Research Method: This study was structured as a case study describing an instructional design effort. The study used the ADDIE instructional design model to convert these courses into the distance education format. In the analysis phase, the designers held discussions with the FLS lecturers to determine their needs and contextual limitations. These discussions revealed the knowledge and skills of the FLS students, the expectations of the lecturers and students, and the course objectives. The design process focused on determining Basic English 1 and 2 learning activities and presentation formats for these activities. Each course has a duration of 15 weeks and includes the skills of grammar, reading comprehension, writing, listening comprehension, and speaking. In the development phase, the designers added all the tools from the design phase to the Moodle environment. In the implementation phase, the designers conducted usability tests with the students and identified deficiencies of the design phase. In the evaluation phase, the designers improved the content based on student feedback from the usability tests. Findings: The designers conducted a planned and systematic design process based on the ADDIE instructional design model. At the end of the design process, the course content was transferred to the Moodle environment, and a usability test was administered to the students. The designers revised the environment’s design based on student feedback. Eventually, the study presented an environment that was suitable for blended learning educational activities that mainly used distance education. Implications for Research and Practice: Designing blended learning opportunities for formal learning environments is a rising trend, and the community can benefit from the documented design process.
Research Interests: Teaching and Learning, Education, Instructional Systems Technology, Instructional Design, Educational Technology, and 53 moreTeaching English as a Second Language, E-learning, Distance Education, Blended E-Learning, Learning and Teaching, Online Instruction, Instructional Technology, Information Communication Technology, ICT in Education, Learning Design, Teaching of Foreign Languages, Teaching English As A Foreign Language, Computer and Instructional Technology, Online Learning, Technology Enhanced Learning, Online and Distance Education, Learning And Teaching In Higher Education, Foreign language teaching and learning, Learning Management Systems, Blended Learning, Distance Learning, Teaching Online, Learning environments, E-learning 2.0, Instructional Technology in Education, Instructional Design & Technology, Instructional Design for Online Learning, Blended learning in higher education, Technology-enhanced Learning, Web Based Learning, English language teaching, Educational Technologies, Technology in distance education, Language Teaching, Open and Distance Education, E-Learning Design, Online Teaching and Learning, The use of technology in the teaching of English as a foreign language, Elearning and Distance Learning Eductaion, Online Course Design, Course design, Design and development of blended learning environments, Blended Learning and the Use of Information Technology in Education, Instructional Design and Technology, ICT in teaching and learning English language, Computer Education and Instructional Technologies, Computer Education and Instructional Technology, Open and Distance Learning, Blended Language Learning, Open Distance Learning (ODL), Open Distance Learning, Design and Development of Online and Hybrid Learning Environments, and Online Higher Education
Extended Abstract People may not be able to spare time to do whatever they want to do because of their heavy workload. In addition to this, physical disabilities may also be another reason that hinder them. Besides, reasons such as high... more
Extended Abstract
People may not be able to spare time to do whatever they want to do because of their heavy workload. In addition to this, physical disabilities may also be another reason that hinder them. Besides, reasons such as high financial costs may obscure them to be in the places where they want to be or to perform the activities they want to. In this study, it is aimed that the historical space of Malatya Caravanserai can be visited in three dimensional virtual reality environment, as well as the application of different virtual reality applications to users and taking users’ opinions about these virtual reality environments. Another aim of this study is to identify the problems that may arise during virtual reality applications and to offer solutions to these problems. Formative research technique was used in the study. The formative research technique aims to be the basis for designing or improving instructional practices as well as being a design theory. The pilot of the study was conducted with five students studying at a public university in Central Anatolia Region of Turkey and the final implementation was conducted with 20 students studying in different departments of the same university. When selecting the study group, convenience sampling method was used. All users who participated in the study were selected from volunteers. The data in the study were obtained by the “Virtual Reality Environments Evaluation Interview Form” developed by the researchers. With this form, users were asked about: what they felt as a result of the virtual reality experience, what features they found positive and negative in practice, in which areas virtual reality applications could be used, potential uses of virtual reality in education, and what points must be further developed in the applications. In this study, the historical place known as Malatya’s Caravanserai was modelled in three dimensions and transferred to virtual reality environment. Later, users travelled in this environment to gain experience. In addition, a few virtual reality applications already available on Oculus's website (https://www.oculus.com/experiences/rift/) were experienced by users. While the Caravanserai historical site was developed in the virtual reality environment, firstly the Unity game engine, then the Oculus Rift virtual reality goggles, and the motion controller were properly connected. Then the three-dimensional drawings of the historical site were modelled with the SketchUp program. Texturing of modelled objects was also made in SketchUp program. In the next stage, the modelled three dimensional objects were transferred to the Unity game engine. After the audio and visuals for the environment were added, a virtual reality environment was developed. The virtual reality environment was tested with five students as a pilot study. The final implementation was started when no technical problems were observed in the pilot study. The main study was conducted by one of the researchers, in the office of another researcher. The environment in which the work was conducted was the same for each user. In the environment, attention has been paid to the variables (noise, temperature, light, ambient air) that may disturb the users. Each user who participated in the final implementation of the study had experience using virtual reality goggles and spent at least 10 minutes in the virtual reality environment. In the name of the provision of external validity (transferability), the findings have been described directly and the data have been reported in detail. The environments and processes were defined to ensure external reliability (confirmability). After the raw data set was stored and read twice, draft codes were determined. To maintain the internal reliability (consistency), the researchers did not add their own interpretations to the data when analyzing the interview data. The data obtained with the data collection tool were interpreted by making a content analysis. The opinions of the users about what they felt, the areas in which the virtual reality could be used, and their use in the educational field were taken at the end of the virtual reality experience. In addition, users were also asked about how the virtual reality applications could be improved. As a result of the content analysis, five main themes were obtained: positive experience, negative experience, areas of use, potential use in education, and improvement. According to the results of the study, virtual reality environments are interesting, impressive and intriguing, and providing people with a unique experience. Virtual reality environments bring experiences that are close to reality and at the same time lead to realistic sense of space. That is, virtual reality environments provide the permanence of learning. Virtual reality environments have been criticized by users for reasons such as dizziness, nausea, shortness of breath such as sweating, clarity of vision, and difficulties in controlling with head movements. In the study, it was deduced that virtual reality could be used in fields such as education, health, engineering, games, and entertainment. Virtual reality applications can facilitate learning, provide more permanent learning, save the person from memorization, provide transference of learning, support learning by experiencing, provide learning while enjoying from the learning process and save the education from boredom, can reduce the lack of information, make the learning environment richer, lower the cost of education, gain different experiences for the users, increase the interest in the courses, and improve the achievement. Given these positive results for the use of virtual reality in education, it can be concluded that virtual reality practices can be effective in learning. In subsequent works, tools and materials that allow more ergonomic and easier mobility in virtual reality environments can be used to create a more effective virtual reality environment. In addition, the image quality of applications can be improved, appropriate practices can be developed in accordance with the age, psychological and physiological characteristics of the persons, still objects in the environment can be given motion characteristics, careful attention to the length of the application period can be shown, and practices can be developed in the context of formal and informal learning. Also, once the improvements are made in the application content, new research can be done with more and representative users.
ÖZ
Bu çalışmada Malatya Kervansaray tarihi mekânının ve diğer bazı mekânların üç boyutlu sanal gerçeklik ortamında gezilmesinin ardından bu sanal gerçeklik ortamlarına yönelik kullanıcı görüşleri alınmıştır. Çalışmanın amacı sanal gerçeklik uygulamalarında ortaya çıkabilecek problemleri belirlemek ve bu problemlere çözüm önerileri sunabilmektir. Çalışmaya bir devlet üniversitesinin farklı bölümlerinde okumakta olan 20 öğrenci katılmıştır. Çalışma grubu belirlenirken kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Çalışmaya katılan her bir kullanıcı sanal gerçeklik gözlüğü kullanarak sanal gerçeklik ortamında en az 10 dakika zaman geçirerek bir deneyim yaşamıştır. Çalışmada biçimlendirici araştırma tekniği kullanılmıştır. Çalışmadaki veriler araştırmacılar tarafından geliştirilen “Sanal Gerçeklik Ortamları Değerlendirme Görüş Formu” ile elde edilmiş, veriler içerik analizi yapılarak yorumlanmıştır. Çalışma sonunda kullanıcılar sanal gerçeklik ortamlarının potansiyel avantajlarını ve sanal gerçeklik ortamlarında ortaya çıkabilecek potansiyel problemleri belirtmiştir. Ayrıca sanal gerçeklik ortamlarının nasıl daha iyi hale getirilebileceği yönünde kullanıcılar tarafından bir takım önerilerde bulunulmuştur. Çalışma sonunda kullanıcı görüşleri ve önerileri doğrultusunda sanal gerçeklik ortamlarını daha etkili hale getirebilmek için araştırmacılar tarafından bir takım çözüm önerileri sunulmuştur.
People may not be able to spare time to do whatever they want to do because of their heavy workload. In addition to this, physical disabilities may also be another reason that hinder them. Besides, reasons such as high financial costs may obscure them to be in the places where they want to be or to perform the activities they want to. In this study, it is aimed that the historical space of Malatya Caravanserai can be visited in three dimensional virtual reality environment, as well as the application of different virtual reality applications to users and taking users’ opinions about these virtual reality environments. Another aim of this study is to identify the problems that may arise during virtual reality applications and to offer solutions to these problems. Formative research technique was used in the study. The formative research technique aims to be the basis for designing or improving instructional practices as well as being a design theory. The pilot of the study was conducted with five students studying at a public university in Central Anatolia Region of Turkey and the final implementation was conducted with 20 students studying in different departments of the same university. When selecting the study group, convenience sampling method was used. All users who participated in the study were selected from volunteers. The data in the study were obtained by the “Virtual Reality Environments Evaluation Interview Form” developed by the researchers. With this form, users were asked about: what they felt as a result of the virtual reality experience, what features they found positive and negative in practice, in which areas virtual reality applications could be used, potential uses of virtual reality in education, and what points must be further developed in the applications. In this study, the historical place known as Malatya’s Caravanserai was modelled in three dimensions and transferred to virtual reality environment. Later, users travelled in this environment to gain experience. In addition, a few virtual reality applications already available on Oculus's website (https://www.oculus.com/experiences/rift/) were experienced by users. While the Caravanserai historical site was developed in the virtual reality environment, firstly the Unity game engine, then the Oculus Rift virtual reality goggles, and the motion controller were properly connected. Then the three-dimensional drawings of the historical site were modelled with the SketchUp program. Texturing of modelled objects was also made in SketchUp program. In the next stage, the modelled three dimensional objects were transferred to the Unity game engine. After the audio and visuals for the environment were added, a virtual reality environment was developed. The virtual reality environment was tested with five students as a pilot study. The final implementation was started when no technical problems were observed in the pilot study. The main study was conducted by one of the researchers, in the office of another researcher. The environment in which the work was conducted was the same for each user. In the environment, attention has been paid to the variables (noise, temperature, light, ambient air) that may disturb the users. Each user who participated in the final implementation of the study had experience using virtual reality goggles and spent at least 10 minutes in the virtual reality environment. In the name of the provision of external validity (transferability), the findings have been described directly and the data have been reported in detail. The environments and processes were defined to ensure external reliability (confirmability). After the raw data set was stored and read twice, draft codes were determined. To maintain the internal reliability (consistency), the researchers did not add their own interpretations to the data when analyzing the interview data. The data obtained with the data collection tool were interpreted by making a content analysis. The opinions of the users about what they felt, the areas in which the virtual reality could be used, and their use in the educational field were taken at the end of the virtual reality experience. In addition, users were also asked about how the virtual reality applications could be improved. As a result of the content analysis, five main themes were obtained: positive experience, negative experience, areas of use, potential use in education, and improvement. According to the results of the study, virtual reality environments are interesting, impressive and intriguing, and providing people with a unique experience. Virtual reality environments bring experiences that are close to reality and at the same time lead to realistic sense of space. That is, virtual reality environments provide the permanence of learning. Virtual reality environments have been criticized by users for reasons such as dizziness, nausea, shortness of breath such as sweating, clarity of vision, and difficulties in controlling with head movements. In the study, it was deduced that virtual reality could be used in fields such as education, health, engineering, games, and entertainment. Virtual reality applications can facilitate learning, provide more permanent learning, save the person from memorization, provide transference of learning, support learning by experiencing, provide learning while enjoying from the learning process and save the education from boredom, can reduce the lack of information, make the learning environment richer, lower the cost of education, gain different experiences for the users, increase the interest in the courses, and improve the achievement. Given these positive results for the use of virtual reality in education, it can be concluded that virtual reality practices can be effective in learning. In subsequent works, tools and materials that allow more ergonomic and easier mobility in virtual reality environments can be used to create a more effective virtual reality environment. In addition, the image quality of applications can be improved, appropriate practices can be developed in accordance with the age, psychological and physiological characteristics of the persons, still objects in the environment can be given motion characteristics, careful attention to the length of the application period can be shown, and practices can be developed in the context of formal and informal learning. Also, once the improvements are made in the application content, new research can be done with more and representative users.
ÖZ
Bu çalışmada Malatya Kervansaray tarihi mekânının ve diğer bazı mekânların üç boyutlu sanal gerçeklik ortamında gezilmesinin ardından bu sanal gerçeklik ortamlarına yönelik kullanıcı görüşleri alınmıştır. Çalışmanın amacı sanal gerçeklik uygulamalarında ortaya çıkabilecek problemleri belirlemek ve bu problemlere çözüm önerileri sunabilmektir. Çalışmaya bir devlet üniversitesinin farklı bölümlerinde okumakta olan 20 öğrenci katılmıştır. Çalışma grubu belirlenirken kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Çalışmaya katılan her bir kullanıcı sanal gerçeklik gözlüğü kullanarak sanal gerçeklik ortamında en az 10 dakika zaman geçirerek bir deneyim yaşamıştır. Çalışmada biçimlendirici araştırma tekniği kullanılmıştır. Çalışmadaki veriler araştırmacılar tarafından geliştirilen “Sanal Gerçeklik Ortamları Değerlendirme Görüş Formu” ile elde edilmiş, veriler içerik analizi yapılarak yorumlanmıştır. Çalışma sonunda kullanıcılar sanal gerçeklik ortamlarının potansiyel avantajlarını ve sanal gerçeklik ortamlarında ortaya çıkabilecek potansiyel problemleri belirtmiştir. Ayrıca sanal gerçeklik ortamlarının nasıl daha iyi hale getirilebileceği yönünde kullanıcılar tarafından bir takım önerilerde bulunulmuştur. Çalışma sonunda kullanıcı görüşleri ve önerileri doğrultusunda sanal gerçeklik ortamlarını daha etkili hale getirebilmek için araştırmacılar tarafından bir takım çözüm önerileri sunulmuştur.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, E-learning, and 37 moreDistance Education, Virtual Reality (Computer Graphics), Virtual Environments, Serious Games, User Experience (UX), Spatial cognition, Learning and Teaching, Video Games and Learning, Instructional Technology, ICT in Education, Second Life, Game Based Learning, Usability and user experience, Computer and Instructional Technology, Online Learning, User Experience Design, Online and Distance Education, Learning And Teaching In Higher Education, Virtual Worlds, Distance Learning, User eXperience, Immersive Virtual Learning Environment, Videogame and Virtual World Technologies, Serious Games, applications in Education and Training, Second Life in Education, Virtual Learning Environments, Virtual Reality, Presence, Education in Virtual Worlds, Immersive Environments, Virtual Learning, Immersive Virtual Learning Environments, MUVEs, Virtual learning environment, Unity3d, Educational Virtual Environments, Head-Mounted Displays, and Oculus Rift
The aim of this study is to evaluate the usability of the mobile application of Centralized Hospital Appointment System (CHAS) developed by the Ministry of Health in 2012, as part of e-government efforts in Turkey. A study group was... more
The aim of this study is to evaluate the usability of the mobile application of Centralized Hospital Appointment System (CHAS) developed by the Ministry of Health in 2012, as part of e-government efforts in Turkey. A study group was formed consisting of 16 people, 8 females and 8 males between the ages of 18 and 55, and selected for their CHAS experience. Qualitative and quantitative methods were used as part of a mixed research design. Qualitative data sources for the study consisted of observation notes taken while performing authentic tasks that were selected through field research, notes generated by the think-aloud method and meeting notes taken after the process. Quantitative data were collected with a performance evaluation form and questionnaire. Researchers analyzed the data using SPSS 21 program for the quantitative data, and using Microsoft Word and Excel for the qualitative data derived from the participant group. Descriptive analysis, nonparametric chi-square test (single sample with two variables) and Kruskal-Wallis H Tests were used for the quantitative analysis of the data. Moreover, a content analysis method was used for the qualitative analysis of the data. Results of the data analysis indicated that participants of both male and younger groups performed better than others, which was significantly distinctive and matched other literature related to the usability of technology in the many tasks performed by the application. In addition, participants who had experience of using touch-screen devices and were of higher educational status were found to be statistically significantly more successful than other participants. Findings derived from the study indicate that the general specifications and interface of the CHAS mobile application are beneficial and necessary for accessing the medical services. Conclusions also suggest that the application would be easier and more effective to use after the suggested revisions have been made.
Research Interests:
This study aimed to analyse the usefulness of educational computer games in teachers’ professional development. The study used the game Atlantis Remixed, which is intended to be a technologically rich and individualized learning... more
This study aimed to analyse the usefulness of educational computer games in teachers’ professional development. The study used the game Atlantis Remixed, which is intended to be a technologically rich and individualized learning environment. The study used formative research to demonstrate what works and what does not work for the use of educational computer games in teachers’ professional development, and improvements to be made for this purpose in learning environments in Turkey, where schools are equipped with technologically rich learning and teaching environments as part of the FATIH (the Movement to Increase Opportunities and Technology) project. The study included ten participants. Of these, five were teachers who participated in the implementation, and five were instructional technology experts. The study found both positive and negative results with respect to the use of Atlantis Remixed for teachers’ professional development and articulates the participants’ opinions and suggestions.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, Teacher Education, and 44 moreE-learning, Distance Education, Virtual Reality (Computer Graphics), Virtual Environments, Serious Games, User Experience (UX), Learning and Teaching, Video Games and Learning, Instructional Technology, Technology in Teacher Education, ICT in Education, Teacher Research, Game Based Learning, Teacher Training, Usability and user experience, Digital Games, Computer and Instructional Technology, Online Learning, User Experience Design, Professional Development, Online and Distance Education, Teachers' professional development, Virtual Worlds, Distance Learning, User eXperience, Immersive Virtual Learning Environment, ICT in Teachers Education, Teacher Development, Teacher professional development, Videogame and Virtual World Technologies, Serious Games, applications in Education and Training, Teacher, Second Life in Education, Virtual Learning Environments, Virtual Reality, Education in Virtual Worlds, Game-based Learning, Virtual Learning, Digital Game Based Learning, Online Teacher Professional Development, Immersive Virtual Learning Environments, MUVEs, Virtual learning environment, Multi-User Virtual Environments, and Educational Virtual Environments
Günümüzde teknoloji çok hızlı bir şekilde eğitim ortamlarına girmiştir. Bu durum öğretmenlerin eğitim- öğretiminde dijital teknolojilerin kullanımını gerekli hale getirmiştir. Eğitim öğretim için dijital teknolojilerin kullanımının... more
Günümüzde teknoloji çok hızlı bir şekilde eğitim ortamlarına girmiştir. Bu durum öğretmenlerin eğitim- öğretiminde dijital teknolojilerin kullanımını gerekli hale getirmiştir. Eğitim öğretim için dijital teknolojilerin kullanımının eğitsel amaçlar doğrultusunda olması gerekmekte olup bu durum öğretmenlerin yeni beceriler kazanmalarını gerektirmektedir. Bu çalışmada öğretmenler için eğitime teknoloji entegrasyonu konusunun uzaktan eğitim yolu ile verilebilmesi ele alınmaktadır. Böyle bir uzaktan eğitim dersinin tasarım sürecinde tasarım grubunun deneyimlerini ön plana çıkartan Deneyim Tabanlı e-Ders Modelinin adımları izlenmiştir. Model yedi halka ve onun alt basamaklarından oluşmaktadır (Tasarım Ekibi Oluşturma, Ön Araştırma, Analiz, Tasarım, Entegrasyon, Test, İyileştirme). Bu çalışmada modelin önermiş olduğu adımlar izlenmiş, sürece ilişkin deneyimler ve elde edilen sonuçlar paylaşılmıştır.
Research Interests:
Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde... more
Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir. Anahtar sözcükler: üç-boyutlu çok-kullanıcılı sanal ortamlar, buradalık, sosyal buradalık
The aim of the present study was to analyze the presence levels of participants who use three-dimensional multiuser virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.
The aim of the present study was to analyze the presence levels of participants who use three-dimensional multiuser virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, E-learning, and 34 moreDistance Education, Virtual Reality (Computer Graphics), Virtual Environments, Serious Games, User Experience (UX), Spatial cognition, Learning and Teaching, Video Games and Learning, Instructional Technology, ICT in Education, Second Life, Game Based Learning, Computer and Instructional Technology, Online Learning, User Experience Design, Social Presence, Learning And Teaching In Higher Education, Virtual Worlds, Distance Learning, User eXperience, Immersive Virtual Learning Environment, Videogame and Virtual World Technologies, Serious Games, applications in Education and Training, Second Life in Education, Virtual Learning Environments, Virtual Reality, Presence, Education in Virtual Worlds, Virtual Learning, Immersive Virtual Learning Environments, MUVEs, Virtual learning environment, Multi-User Virtual Environments, Educational Virtual Environments, and Online Edudation
This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative... more
This study shared unique design experiences by examining the process of transferring residential courses to the Web, and proposed a design model for individuals who want to transfer their courses into this environment. The formative research method was used in the study, and two project teams’ processes of putting courses, which were being taught in classrooms at the time, on the Web were examined in depth to reveal and confirm the components of the design model. The participants were 13 instructional designers. In addition to the logbooks kept by the designers, individual and focus group interview techniques were employed in the data-gathering process. Two researchers analyzed the data concurrently using content analysis. The logbooks and the focus-group interviews were used for model formation, and the individual interviews to confirm the components of the model. Based on the findings from the two design cases, the experience-based e-course design model consisting of seven basic stages including forming design team, preliminary search, analysis, instructional and technical design, integration, tests, and improvements was proposed. It is considered that sustaining Web-based course design efforts within this model will enable both implementing the design process more effectively, and the Web-based course obtained at the end of the process to have higher quality.
Research Interests: Teaching and Learning, Education, Instructional Systems Technology, Instructional Design, Educational Technology, and 40 moreE-learning, Distance Education, Blended E-Learning, Learning and Teaching, Online Instruction, Instructional Technology, Information Communication Technology, ICT in Education, Learning Design, Computer and Instructional Technology, Online Learning, Technology Enhanced Learning, Online and Distance Education, Learning And Teaching In Higher Education, Distance Learning, Teaching Online, Learning environments, E-learning 2.0, Instructional Technology in Education, Instructional Design & Technology, Instructional Design for Online Learning, Technology-enhanced Learning, Web Based Learning, Educational Technologies, Technology in distance education, Open and Distance Education, E-Learning Design, Online Teaching and Learning, Elearning and Distance Learning Eductaion, Online Course Design, Course design, Instructional Design and Technology, Computer Education and Instructional Technologies, Computer Education and Instructional Technology, Open and Distance Learning, Open Distance Learning (ODL), Open Distance Learning, Design and Development of Online and Hybrid Learning Environments, Formative Research, and Online Higher Education
This study aimed to determine the usability of a 3D touch screen kiosk system for way-finding at a shopping mall in Ankara, Turkey. The usability testing was conducted in collaboration with 15 authentic users and the usability problems... more
This study aimed to determine the usability of a 3D touch screen kiosk system for way-finding at a shopping mall in Ankara, Turkey. The usability testing was conducted in collaboration with 15 authentic users and the usability problems were determined by giving authentic tasks to them. The data were collected using a usability testing form. The participants were given six authentic tasks and asked to complete them using the kiosk. The data were analyzed using descriptive statistical methods, content analysis, and the Mann-Whitney U Test. The tasks were completed with a high rate of success. There was no significant difference between the task durations of male and female participants. The main findings of the study show that prior experience using the kiosk and giving guidance during usage reduces the duration of the tasks, that there are certain problems with the touch screen and its 3D properties, participants' transfer of the types of interaction with which they are familiar to the kiosk experience leads them to make mistakes, and there are some usability problems related to the interface and content design. The results of this study and its suggestions about information and interface design can be used to design more usable kiosks.
Research Interests: Information Systems, Information Science, Information Retrieval, Human Computer Interaction, Information Technology, and 43 moreGender Studies, Instructional Design, Educational Technology, Virtual Reality (Computer Graphics), Virtual Environments, Evaluation Research, User Experience (UX), Spatial cognition, Multimedia, Impact of Interface Design, Instructional Technology, Gender, Information Communication Technology, Library and Information Science, Evaluation, Experience Design, User Interface, Interface Design, Usability and user experience, Computer and Instructional Technology, User Experience Design, Wayfinding, Wayfinding Design, User eXperience, Interactive Multimedia Applications, Immersion and Experience, Interactive Multimedia, Human-Computer Interface, Indoor Navigation, Virtual Reality, Touch Screen, Public spaces, Touch, Multimedia Design, User interfaces, Shopping Malls, Interactive Kiosk, Concept and Principles of Shopping Mall Design, Human Wayfinding in a Shopping Mall, Multimedia Usability Evaluation, Multimedia HCI Design, Motivation of Customer to Shopping Mall, and Human-Computer Interaction
The purpose of this study was to examine the usefulness of 3D multi-user virtual environments (MUVEs) for freshmen orientation purposes. To do so, a virtual orientation environment was developed on the Active Worlds MUVE. The study sample... more
The purpose of this study was to examine the usefulness of 3D multi-user virtual environments (MUVEs) for freshmen orientation purposes. To do so, a virtual orientation environment was developed on the Active Worlds MUVE. The study sample included 55 students who were enrolled in a university department. The study has a quasi-experimental control group design. The orientation was carried out a week before the academic semester. The virtual departmental orientation was conducted with 25 participants in the 3D MUVE, while the authentic departmental orientation was conducted with 30 participants who were led through the department by a guide. Both groups were administered a Conceptual Knowledge Test before and after their orientations along with a Spatial Knowledge Inventory and an Orientation Evaluation Questionnaire after the interventions. In addition, the Presence Questionnaire in Virtual Environments was administered to the virtual orientation participants. While the conceptual knowledge posttest scores of experimental and control groups increased significantly, there was no significant difference between them. It was found that students in the virtual orientation recalled spatial route details better than the participants in the authentic orientation, while there was no significant difference between the groups in terms of spatial landmark details and overall spatial scores. When the groups were compared in terms of evaluation factors, significant differences were observed in the effect on general learning and simplicity in favor of the virtual orientation, while there were no significant differences in perceived usefulness and enjoyment. Participants perceived a high level of presence in the virtual orientation. There was a small positive correlation between presence and conceptual knowledge and a moderate positive correlation between presence and spatial knowledge. Decreasing distraction factors in the virtual environment had a positive influence on students' conceptual and spatial learning. In general, the virtual orientation has similar or better results than authentic orientation in terms of the variables examined in this study. These findings demonstrate that 3D MUVEs can be effectively used by freshmen students for orientation purposes.
Research Interests: Teaching and Learning, Education, Instructional Design, Educational Technology, E-learning, and 34 moreDistance Education, Virtual Reality (Computer Graphics), Virtual Environments, Serious Games, User Experience (UX), Spatial cognition, Learning and Teaching, Video Games and Learning, Instructional Technology, ICT in Education, Second Life, Game Based Learning, Computer and Instructional Technology, Online Learning, Online Education, User Experience Design, Learning And Teaching In Higher Education, Virtual Worlds, Distance Learning, User eXperience, Immersive Virtual Learning Environment, Videogame and Virtual World Technologies, Serious Games, applications in Education and Training, Second Life in Education, Virtual Learning Environments, Virtual Reality, Presence, Education in Virtual Worlds, Orientation, Virtual Learning, Immersive Virtual Learning Environments, MUVEs, Virtual learning environment, Multi-User Virtual Environments, and Educational Virtual Environments
Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually... more
Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.
Research Interests:
Mektupla öğrenme ile başlayan uzaktan eğitim gelişen bilgi ve iletişim teknolojileri ile beraber web tabanlı platformlar üzerinden sunulan yeni formunda karşımıza çıkmaktadır. Yükseköğretim kurumları da artan eğitim ihtiyaçlarına web... more
Mektupla öğrenme ile başlayan uzaktan eğitim gelişen bilgi ve iletişim teknolojileri ile beraber web tabanlı platformlar üzerinden sunulan yeni formunda karşımıza çıkmaktadır. Yükseköğretim kurumları da artan eğitim ihtiyaçlarına web tabanlı uzaktan eğitim imkânları ile destek olmaktadır. Yüz yüze örgün eğitimden farklı ihtiyaçları olan web tabanlı uzaktan eğitim programları örgün eğitim gerekliliklerine alışkın olan yükseköğretim kurumları, öğretim elemanları ve öğrenci gibi paydaşları için farklı sorunlar ortaya çıkarmaktadır. Böylece gelişen teknolojiler avantajları ile beraber farklı zorlukları da beraberinde getirmektedir. Bu çalışmada yükseköğretim kurumları örneği üzerinden web tabanlı uzaktan eğitim programlarında yaşanan sorunların incelenmesi amaçlanmıştır. Bir programın açılması sürecinde iyi bir planlama ve düşünme sürecinin sağlanabilmesi için açılacak programın gereklilikleri ile beraber yaşanabilecek olası sorunların da bilinerek gerekli önlemlerin alınması önemlidir. Araştırmanın neticesinde web tabanlı uzaktan eğitim programlarında yaşanan sorunlar öğrencilerle ilişkili, öğretim elemanları ile ilişkili, idari/yönetimsel, teknik ve diğer sorunlar olarak ele alınmıştır.
With the developments in Information and Communication Technologies, distance education that began with correspondence learning moves to the web-based platforms as a new form. Higher education institutes have been supporting increasing education demands through the advantages of web-based distance education. Since web-based distance education have different needs in comparison to traditional face-to-face education, this new form of education brings different problems to its shareholders including higher education institutes, instructors and students who are accustomed to the needs of traditional face-to-face educational environments. Thus, new developing technologies bring difficulties together with their advantages. This study aims to examine the problems experienced in existing web-based distance education programs in a sample of higher education institutes. To provide a successful planning in the process of opening a web-based distance education program, knowing about possible problems that might be faced in web-based distance education programs is as important as knowing about necessities to take precautions. As a result of the study, problems faced in web-based distance education programs categorized as student-related, instructor-related, management-related, technical and others.
With the developments in Information and Communication Technologies, distance education that began with correspondence learning moves to the web-based platforms as a new form. Higher education institutes have been supporting increasing education demands through the advantages of web-based distance education. Since web-based distance education have different needs in comparison to traditional face-to-face education, this new form of education brings different problems to its shareholders including higher education institutes, instructors and students who are accustomed to the needs of traditional face-to-face educational environments. Thus, new developing technologies bring difficulties together with their advantages. This study aims to examine the problems experienced in existing web-based distance education programs in a sample of higher education institutes. To provide a successful planning in the process of opening a web-based distance education program, knowing about possible problems that might be faced in web-based distance education programs is as important as knowing about necessities to take precautions. As a result of the study, problems faced in web-based distance education programs categorized as student-related, instructor-related, management-related, technical and others.
Research Interests:
Universities are one of the most important institutions that offer online services. It is observed that one of the most used web pages by university students is the registrar’s office website, since students can access a great deal of... more
Universities are one of the most important institutions that offer online services. It is observed that one of the most used web pages by university students is the registrar’s office website, since students can access a great deal of information they need through this page. In this study, the usability of the registrar’s office website, which can be regarded as the most-used and most-needed website by students, will be examined. The aim of this study is to demonstrate the usability of Hacettepe University Registrar’s Office (HURO) website for students. To this end, researchers defined authentic tasks by considering situations that students use the most. The data were collected both using the data collection instrument developed by the researchers and the eye-tracker in a human-computer interaction laboratory. The usability of the website was tested through tasks performed in authentic or suitable environments with authentic users, problems related to usability were put forth, and solutions offered were presented. The results indicated that while none of the users reported problems in terms of content and up-to-dateness, the site could be improved in terms of its visual design and navigation.
Bu çalışmanın amacı 3-Boyutlu sanal ortam ve somut materyal kullanımının uzamsal yeteneğin bileşenlerinden olan uzamsal görselleştirme ve zihinsel döndürme yeteneklerine olan etkisini incelemektir. Bu amaçla True Vision 3D oyun motoru... more
Bu çalışmanın amacı 3-Boyutlu sanal ortam ve somut materyal kullanımının uzamsal yeteneğin bileşenlerinden olan uzamsal görselleştirme ve zihinsel döndürme yeteneklerine olan etkisini incelemektir. Bu amaçla True Vision 3D oyun motoru kullanılarak 3-Boyutlu bir sanal birim küp simülasyonu hazırlanmıştır. Çalışma iki okuldaki 108 beşinci sınıf öğrencisi ile gerçekleştirilmiştir. Her bir okulda yarı-deneysel desenlerden kontrol gruplu ön-test son-test deney modeli kullanılmıştır. Deney gruplarında sanal ortam ile, kontrol gruplarında ise somut birim küpler ile öğrenme etkinliği yapılmıştır. Uygulamalardan önce ve sonra Uzamsal Görselleştirme Testi ve Zihinsel Döndürme Testi uygulanmıştır. Kontrol grubunda hem Uzamsal Görselleştirme Testi hem de Zihinsel Döndürme Testi sonuçlarında istatistiksel olarak anlamlı bir artış olduğu bulunmuştur. Deney grubunda Uzamsal Görselleştirme Testi için istatistiksel olarak anlamlı bir artış bulunurken Zihinsel Döndürme Testindeki artışın istatistiksel olarak anlamlı olmadığı bulunmuştur. Katılımcıların üç-boyutlu sanal ortam ile somut materyallerin kullanıldığı ortamdaki Uzamsal Görselleştirme Testi ve Zihinsel Döndürme Testi sonuçları arasında anlamlı bir fark bulunmamıştır.
The purpose of this study was to investigate the effects of using 3-D virtual environments and concrete manipulatives on spatial visualisation and mental rotation abilities. A 3-D virtual unit block simulation was designed with True Vision 3D game engine. The study was implemented at two schools with 108 students from fifth grade. A quasi-experimental pre-test post-test research design was followed at each school. The 3-D virtual environment was used in the experimental groups. Unit blocks were used as concrete manipulatives in the control groups. Spatial Visualisation and Mental Rotation Tests were administered before and after the implementations. Spatial Visualisation and Mental Rotation Test scores increased significantly in the control group. Spatial Visualisation Test score increased significantly in the experimental group, while the increase in Mental Rotation Test score was not statistically significant. There was no significant difference between the groups in terms of Spatial Visualisation and Mental Rotation Test results.
The purpose of this study was to investigate the effects of using 3-D virtual environments and concrete manipulatives on spatial visualisation and mental rotation abilities. A 3-D virtual unit block simulation was designed with True Vision 3D game engine. The study was implemented at two schools with 108 students from fifth grade. A quasi-experimental pre-test post-test research design was followed at each school. The 3-D virtual environment was used in the experimental groups. Unit blocks were used as concrete manipulatives in the control groups. Spatial Visualisation and Mental Rotation Tests were administered before and after the implementations. Spatial Visualisation and Mental Rotation Test scores increased significantly in the control group. Spatial Visualisation Test score increased significantly in the experimental group, while the increase in Mental Rotation Test score was not statistically significant. There was no significant difference between the groups in terms of Spatial Visualisation and Mental Rotation Test results.
Bu çalışmanın amacı eğitsel arayüz olarak ele alınan bir bölüm web sitesinin kullanılabilirliğinin farklı kullanılabilirlik yöntemleri ile test edilmesi ve mevcut kullanılabilirlik sorunlarının belirlenerek bunların çözümüne yönelik... more
Bu çalışmanın amacı eğitsel arayüz olarak ele alınan bir bölüm web sitesinin kullanılabilirliğinin farklı kullanılabilirlik yöntemleri ile test edilmesi ve mevcut kullanılabilirlik sorunlarının belirlenerek bunların çözümüne yönelik öneriler getirilmesidir. Araştırmanın çalışma grubu ilgili bölümün lisans düzeyindeki 4 öğrencisi ve yine ilgili bölümde lisansüstü öğrenim gören ve/veya çalışan 4’ü araştırma görevlisi biri öğretim üyesi olan 5 akademisyen olmak üzere toplamda 9 kişiden oluşmuştur. Çalışma, kullanıcıların web sitesinde otantik görevleri gerçekleştirme süreçlerine ilişkin performanslarının bilgisayarda kaydedilmesi ve iki katılımcının da göz hareketlerinin izlenmesi şeklinde desenlenmiştir. Çalışmanın geçerliliği için yöntem çeşitlemesi, güvenirliliği için ise araştırmacı çeşitlemesi yoluna gidilmiştir. Verilerin analizinde görev sürecine ve göz izleme yöntemine ilişkin kayıtlar incelenmiş, gözlemcilerin notları ile karşılaştırmalı olarak katılımcıların görevlerde zorlandığı ve tereddütte kaldığı hususlar, her bir görevde harcanan süre, tekrar edilen görevler, başarı ile tamamlanan görevler ve başarısızlıkla sonuçlanan görevler gruplar altında toplanarak tasnif edilmiştir. Elde edilen bulgulardan hem öğrenci hem de akademisyen grubu için kullanılabilirlik sorunları belirlenerek bunların çözümüne yönelik öneriler getirilmiştir.
The purpose of this study is to evaluate the usability of a university departmental web site as an educational interface by using different usability methods, and to determine usability problems of it to suggest solutions to these problems. The study group was consisted of 9 participants including 4 undergraduate students and 5 academicians, 4 of whom were research assistants/graduate students, and one of whom was an instructor. Study was designed by recording the process of authentic task performance of authentic users and tracking eye movements of two participants in the department web site. Method triangulation method was used for validity of the study and investigator triangulation method was used for reliability of the study. In the data analysis, users’ recordings from the task performances and eye movements were analyzed and the issues for which users had difficulties with, the issues which users hesitated with while performing, the time spent on each task, repeated tasks, successful tasks and unsuccessful tasks were discovered comparatively with the observer notes. Usability problems were determined and solutions to these problems were suggested.
The purpose of this study is to evaluate the usability of a university departmental web site as an educational interface by using different usability methods, and to determine usability problems of it to suggest solutions to these problems. The study group was consisted of 9 participants including 4 undergraduate students and 5 academicians, 4 of whom were research assistants/graduate students, and one of whom was an instructor. Study was designed by recording the process of authentic task performance of authentic users and tracking eye movements of two participants in the department web site. Method triangulation method was used for validity of the study and investigator triangulation method was used for reliability of the study. In the data analysis, users’ recordings from the task performances and eye movements were analyzed and the issues for which users had difficulties with, the issues which users hesitated with while performing, the time spent on each task, repeated tasks, successful tasks and unsuccessful tasks were discovered comparatively with the observer notes. Usability problems were determined and solutions to these problems were suggested.
Eğitsel bilgisayar oyunlarına yönelik yapılan araştırmalar incelendiğinde araştırmaların oyun ortamlarında öğrenmenin nasıl gerçekleştiği ve oyunun öğrenen üzerindeki etkileri üzerinde durduğu görülmüştür. Eğitsel öğrenme ortamı ve oyun... more
Eğitsel bilgisayar oyunlarına yönelik yapılan araştırmalar incelendiğinde araştırmaların oyun ortamlarında öğrenmenin nasıl gerçekleştiği ve oyunun öğrenen üzerindeki etkileri üzerinde durduğu görülmüştür. Eğitsel öğrenme ortamı ve oyun kavramlarını birleştiren eğitsel bilgisayar oyunları yapısı itibariyle her ne kadar diğer eğitsel ortamların tasarım süreciyle benzerlik gösterse de oyun ortamında etkili öğrenmenin gerçekleşebilmesi için farklı noktalarda yoğunlaşılması gerekmekte; bu bağlamda eğitsel bilgisayar oyunlarına yönelik geliştirilmiş tasarım modellerine ihtiyaç duyulmaktadır. Çalışma kapsamında eğitsel bilgisayar oyunları tasarım sürecine yönelik olarak yapılan alanyazın taramasında varolan tasarım modelleri incelenmiş, belirlenen oyun tasarımı bileşenleri doğrultusunda alanyazına dayalı olarak bir eğitsel oyun tasarımı modeli önerilmiştir.
Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on learners. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design model is proposed based on literature in accordance with the specified components of educational computer game design.
Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on learners. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific issues for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design model is proposed based on literature in accordance with the specified components of educational computer game design.
This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing... more
This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing the innovation and a subsequent cross-case analysis were undertaken to illuminate: 1) the reasons why teachers chose to implement the innovation in their classrooms; 2) the core challenges and tensions of implementing this innovation; 3) the supports necessary to successfully implement the innovation; and 4) the adaptation that the innovation underwent in the course of its implementation. The results of this study indicated that teachers implemented QA because of its alignment with their existing curricular goals, its flexible adaptivity, and its emphasis on social commitments. Findings also indicated that teachers persisted in using QA because the students enjoyed it and were enthusiastic for its continued use. Core challenges and tensions in the implementation included security concerns related to QA’s use of web-based communication features, providing appropriate technical and social support for implementation, and balancing the innovation’s intended use and its actual use.
The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth... more
The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.
Research Interests: Educational Technology, Research Design, Game Based Learning, Elementary Education, Virtual Reality, and 13 moreComputers in Education, Computers, Learning Environment, Primary School, Teaching Methods, Subject Areas, Statistical Significance, Interactive Learning Environment, Achievement Tests, Three Dimensional, Computer Game, Private Schools, and Qualitative Method
Bu araştırmanın amacı, örgün eğitimdeki derslerde eğitsel bilgisayar oyunu kullanımına ilişkin öğrenci görüşlerini ortaya çıkarmaktır. Çalışma, Ankara ilindeki özel bir İlköğretim okulunun 6. sınıfında Sosyal Bilgiler dersini alan 24... more
Bu araştırmanın amacı, örgün eğitimdeki derslerde eğitsel bilgisayar oyunu kullanımına ilişkin öğrenci görüşlerini ortaya çıkarmaktır. Çalışma, Ankara ilindeki özel bir İlköğretim okulunun 6. sınıfında Sosyal Bilgiler dersini alan 24 öğrenci ile 9 hafta boyunca gerçekleştirilmiştir. Nitel araştırma yöntemleri kullanılan araştırmanın sonucunda öğrencilerin eğitsel oyun ortamını beğendikleri ve böyle bir ortamın Sosyal Bilgiler dersinde destekleyici olarak kullanılmasının onların derse olan motivasyonlarını artırdığı bulunmuştur.
The purpose of this study is to investigate the opinions of students towards the utilization of educational computer games in their courses. The study was conducted for 9 weeks with twenty-four 6th grade students attending a Social Studies class in a private school located in Ankara, Turkey. The results of this qualitative study indicated that students liked the educational computer game environment, and their motivation towards Social Studies course increased due to the utilization of the game as a supportive course element.
The purpose of this study is to investigate the opinions of students towards the utilization of educational computer games in their courses. The study was conducted for 9 weeks with twenty-four 6th grade students attending a Social Studies class in a private school located in Ankara, Turkey. The results of this qualitative study indicated that students liked the educational computer game environment, and their motivation towards Social Studies course increased due to the utilization of the game as a supportive course element.
In this study, researchers evaluated the usability of game environments for teaching and learning about mathematical functions. A 3-Dimensional multi-user computer game called as Quest Atlantis has been used and an educational game about... more
In this study, researchers evaluated the usability of game environments for teaching and learning about mathematical functions. A 3-Dimensional multi-user computer game called as Quest Atlantis has been used and an educational game about mathematical functions has been developed in parallel to the Quest Atlantis’ technical and pedagogical structure. The pedagogical aspects of the game were based on three theories of learning: experience-based learning, inquiry-based learning, and portfolio-based learning. For evaluating the effectiveness of the environment, four learners participated in the implementation in a lab environment and researchers observed and interviewed them. This paper includes information about the design process of the game world, an evaluation of its implementation, and reflections of the researchers.
Bu çalışmanın amacı eğitim fakülteleri müfredatında yer alan Okul Deneyimi derslerinde kullanılan gözlem kayıt yöntemlerinin öğretmen adaylarının görüşlerine dayalı olarak karşılaştırılmasıdır. Çalışmanın katılımcılarını Hacettepe... more
Bu çalışmanın amacı eğitim fakülteleri müfredatında yer alan Okul Deneyimi derslerinde kullanılan gözlem kayıt yöntemlerinin öğretmen adaylarının görüşlerine dayalı olarak karşılaştırılmasıdır. Çalışmanın katılımcılarını Hacettepe Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü dördüncü sınıfında Okul Deneyimi II dersini alan 27 öğrenci oluşturmaktadır. Çalışma kapsamında, 2006-2007 Güz döneminde öğretmen adayları ile 11 hafta boyunca web tabanlı ve yüz yüze olmak üzere karma yöntemle ders işlenmiştir. Araştırma için gerekli veriler açık uçlu ve derecelendirmeli sorulardan oluşan anket ve öğrencilerle yapılan yüzyüze görüşmeler yoluyla elde edilmiştir. Veriler nicel ve nitel yöntemlerle analiz edilmiş olup gözlem kayıt yöntemlerinin kullanım kolaylığı, gözlem hatalarına yol açma olasılığı, kullanım sıklığı gibi parametrelerin frekansı, aritmetik ortalaması ve standart sapması hesaplanmış; açık uçlu veriler üzerinde içerik analizi yapılmıştır.
The purpose of this study was to compare the observation recording methods used in school experience courses based on prospective teachers’ opinions. The study was conducted in the Fall of 2007 in a Computer Education and Instructional technology Department with twenty-seven senior students. The teacher candidates attending this program participated in a School Experience II course for 11 weeks through both traditional and online methods. Data were collected through questionnaires containing open-ended and ranked questions, and through face-to-face interviews. Quantitative and qualitative methods were used to analyze the data. The following aspects of observation recording methods were analyzed: Ease of use, probability of making observation errors, and frequency of use. Frequency, mean scores, and standard deviations of these aspects were calculated and presented along with qualitative data coming from content analysis.
The purpose of this study was to compare the observation recording methods used in school experience courses based on prospective teachers’ opinions. The study was conducted in the Fall of 2007 in a Computer Education and Instructional technology Department with twenty-seven senior students. The teacher candidates attending this program participated in a School Experience II course for 11 weeks through both traditional and online methods. Data were collected through questionnaires containing open-ended and ranked questions, and through face-to-face interviews. Quantitative and qualitative methods were used to analyze the data. The following aspects of observation recording methods were analyzed: Ease of use, probability of making observation errors, and frequency of use. Frequency, mean scores, and standard deviations of these aspects were calculated and presented along with qualitative data coming from content analysis.
Bu çalışmada eğitsel bilgisayar oyunlarının ilköğretim öğrencilerinin bilgisayar dersindeki başarıları ve bilgisayar öz-yeterlik algıları üzerine etkileri araştırılmıştır. Bu amaçla, ilköğretim yedinci sınıf bilgisayar dersi donanım... more
Bu çalışmada eğitsel bilgisayar oyunlarının ilköğretim öğrencilerinin bilgisayar dersindeki başarıları ve bilgisayar öz-yeterlik algıları üzerine etkileri araştırılmıştır. Bu amaçla, ilköğretim yedinci sınıf bilgisayar dersi donanım konusunu kapsayan bir bilgisayar oyunu hazırlanmıştır. Yarı deneysel desenlerden kontrol gruplu ön-test son-test deney modeline göre hazırlanan araştırmada, deney grubu öğrencileri iki hafta süresince oyun ortamında öğrenirken kontrol grubu öğrencileri aynı süre boyunca geleneksel anlatıma dayalı yöntemle öğrenmişlerdir. Uygulamalardan önce ve sonra öğrencilerden bilgisayara ilişkin öz-yeterlik algısı ölçeğini doldurmaları istenmiş ve başarı testi uygulanmıştır. Öğrencilerin uygulama öncesi ve sonrasındaki başarı testi sonuçlarına göre her iki grupta da istatistiksel olarak anlamlı bir artış gerçekleşmiş, bununla birlikte öğrencilerin oyun-tabanlı öğrenme ortamı ile anlatıma dayalı öğrenme ortamındaki başarıları ve bilgisayar öz-yeterlik algıları arasında anlamlı bir fark bulunamamıştır. Oyun-tabanlı öğrenme ortamının öğrencilerin hoşuna gittiği, kaygılarını azalttığı, bireysel olarak öğrenmelerine yardımcı olduğu ve öğrenmeyi görsel olarak desteklediği ortaya çıkmıştır.
The effects of educational computer games on achievement and computer self-efficacy of primary school children were the focus of this study. For this purpose, a computer game was utilized by a seventh grade class to learn about computer hardware in a computer course. The research design of the study was quasi-experimental type that included a control group. Experimental group spent two weeks in the game-based environment while the control group spent the same amount of time while learning through traditional didactic teaching method. Learners completed a computer self-efficacy scale and took an achievement test before and after their learning. Although both groups showed statistically significant learning gains after the treatments, there was no significant difference in the achievement and self-efficacy of students. Qualitative analysis showed that students enjoyed learning through the game-based learning environment, the environment supported students in their self-learning, reduced their stress, and afforded visual learning.
The effects of educational computer games on achievement and computer self-efficacy of primary school children were the focus of this study. For this purpose, a computer game was utilized by a seventh grade class to learn about computer hardware in a computer course. The research design of the study was quasi-experimental type that included a control group. Experimental group spent two weeks in the game-based environment while the control group spent the same amount of time while learning through traditional didactic teaching method. Learners completed a computer self-efficacy scale and took an achievement test before and after their learning. Although both groups showed statistically significant learning gains after the treatments, there was no significant difference in the achievement and self-efficacy of students. Qualitative analysis showed that students enjoyed learning through the game-based learning environment, the environment supported students in their self-learning, reduced their stress, and afforded visual learning.
Although the work of learning scientists and instructional designers has brought about countless curricula, designs, and theoretical claims, the community has been less active in communicating the explicit and implicit critical social... more
Although the work of learning scientists and instructional designers has brought about countless curricula, designs, and theoretical claims, the community has been less active in communicating the explicit and implicit critical social agendas that result (or could result) from their work. It is our belief that the community of learning scientists is well positioned to build transformative models of what could be, to develop learning and teaching interventions that have impact, and to advance theory that will prove valuable to others. This potential, we argue, would be significantly heightened if we as a community embrace the critical agendas that are central to so many discussions in anthropology, philosophy, or even curriculum development more generally. Instead of simply building an artifact to help individuals accomplish a particular task, or to meet a specific standard, the focus of critical design work is to develop sociotechnical structures that facilitate individuals in critiquing and improving themselves and the societies in which they function, and then we use our understanding of participation with these structures to advance theory. As an example of critical design work, we describe the Quest Atlantis project and the methodology used in its creation.
The research design for this study focuses on examining the core issues and challenges when video games are used in the classroom. For this purpose three naturalistic contexts in Turkey were examined in which educational video games were... more
The research design for this study focuses on examining the core issues and challenges when video games are used in the classroom. For this purpose three naturalistic contexts in Turkey were examined in which educational video games were used as the basis for teaching units on world continents and countries, first aid, and basic computer hardware and peripherals, in primary, secondary and higher education contexts respectively. Methods employed in the data collection include observing lessons, taking field notes, interviewing students and teachers, saving online discourse data, and collecting student artifacts and reflections. Findings identified issues related to (1) the design of the video game environment, (2) school infrastructure, (3) the nature of learning, the role of the teacher and classroom culture, and (4) engagement.
Research Interests:
Çok-kullanıcılı çevrimiçi rol oynama oyunları günümüz dünyası için bir eğlence çeşidi ve sosyalleşme yöntemi haline gelmiştir. Bilgisayar oyunlarının bu çok-kullanıcılı boyutuna paralel olarak eğitimciler bilgisayar oyunlarının eğitim ve... more
Çok-kullanıcılı çevrimiçi rol oynama oyunları günümüz dünyası için bir eğlence çeşidi ve sosyalleşme yöntemi haline gelmiştir. Bilgisayar oyunlarının bu çok-kullanıcılı boyutuna paralel olarak eğitimciler bilgisayar oyunlarının eğitim ve öğretim için potansiyelini sosyal öğrenme kuramlarının ışığında yeniden keşfetmektedirler. Bu makalede klasik bilgisayar oyunu karakteristiklerine ek olarak iyi bir pedagojiyi bünyesinde barındıran Quest Atlantis isimli eğitsel bir bilgisayar oyunu tanıtılmaktadır. Bu eğitsel oyunun yapılandırıldığı kuramsal çerçeve, oyunun tasarımında izlenen eğitim, eğlence ve toplumsal sorumluluk boyutları, eğitsel oyunun birbirlerinden farklı eğitim ortamlarında uygulama süreci ve çeşitli uygulama ortamlarındaki uygulamaların sonuçları bu tanıtım kapsamında yeralmaktadır. Tanıtılan eğitsel bilgisayar oyunu yapısı, pedagojisi ve uygulama süreci itibarı ile ülkemizde eğitsel bilgisayar oyunu ortaya koymak için çalışan araştırmacı ve tasarımcılar için bir örnek teşkil edebilir.
Massively Multi-player Online Role-Playing Games (MMORPGs) have become the form of entertainment and a method of socialization in today’s world. In parallel to this multi-player factor, educators are re-discovering the potential of computer games for education and training in the light of social learning theories. In this article, Quest Atlantis educational computer game is introduced, which includes good pedagogy in addition to classic game characteristics. Theoretical framework of the educational game, education, entertainment, and social commitments foundations for design, implementation process of the educational game in differing contexts, and results of the implementations in multiple contexts are presented as part of this introduction. This knowledge base might contribute to researchers and designers dealing with educational computer game design and development in our country by providing a case with it’s pedagogy, design structure, and implementation process.
Massively Multi-player Online Role-Playing Games (MMORPGs) have become the form of entertainment and a method of socialization in today’s world. In parallel to this multi-player factor, educators are re-discovering the potential of computer games for education and training in the light of social learning theories. In this article, Quest Atlantis educational computer game is introduced, which includes good pedagogy in addition to classic game characteristics. Theoretical framework of the educational game, education, entertainment, and social commitments foundations for design, implementation process of the educational game in differing contexts, and results of the implementations in multiple contexts are presented as part of this introduction. This knowledge base might contribute to researchers and designers dealing with educational computer game design and development in our country by providing a case with it’s pedagogy, design structure, and implementation process.
This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming... more
This article describes the Quest Atlantis (QA) project, a learning and teaching project that employs a multiuser, virtual environment to immerse children, ages 9-12, in educational tasks. QA combines strategies used in commercial gaming environments with lessons from educational research on learning and motivation. It allows users at participating elementary schools and after-school centers to travel through virtual spaces to perform educational activities, talk with other users and mentors, and build virtual personae. Our work has involved an agenda and process that may be called socially-responsive design, which involves building sociotechnical structures that engage with and potentially transform individuals and their contexts of participation. This work sits at the intersection of education, entertainment, and social commitment and suggests an expansive focus for instructional designers. The focus is on engaging classroom culture and relevant aspects of student life to inspire participation consistent with social commitments and educational goals interpreted locally.
Games require constant interaction, which makes usability one of the fundamental elements of the game development process. A high level of usability in games developed for educational purposes is important for sustaining the user’s game... more
Games require constant interaction, which makes usability one of the fundamental elements of the game development process. A high level of usability in games developed for educational purposes is important for sustaining the user’s game experience. Orientation is crucial for freshmen at universities. Performing orientation in a three-dimensional virtual and gamified environment enables users to feel like they are in a real environment and to experience an entertaining and sustainable process. With this aim, the Hacettepe University Beytepe Campus Library Orientation Game was designed and created in a three-dimensional virtual environment. This study conducted two different usability studies of the three-dimensional library orientation game based on user participation. The first asked users to fill out a survey after their gaming experience to collect their subjective data. In the second, a usability evaluation was done to collect objective data based on the users’ eye tracking. This study presents the results of these two approaches.
Research Interests: Teaching and Learning, Education, Instructional Systems Technology, Instructional Design, Educational Technology, and 40 moreUsability, Eye tracking, Serious Games, Higher Education, Evaluation Research, Educational Research, Learning and Teaching, Video Games and Learning, Educational evaluation, Video Games, Human-Computer Interaction for Games, Instructional Technology, ICT in Education, Evaluation, Game Based Learning, Usability and user experience, Computer and Instructional Technology, Serious Gaming, Virtual Worlds, Computer Games Education, Computer Games, Education in Virtual Worlds, Usability Testing, Usability Evaluation, Game-based Learning, Orientation, Analysis of Strategic and non-strategic behavior in Games using Eye-tracking, Digital Game Based Learning, Games Based Learning, MUVEs, 3d Games, Computer Education and Instructional Technologies, Multi-User Virtual Environments, Computer Education and Instructional Technology, Three Dimensional, Computer Games Usability, Library orientation, Computer Game in Education, Video Games for Learning, and Library
This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale... more
This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).
Research Interests: Teaching and Learning, Education, Design, Instructional Systems Technology, Instructional Design, and 22 moreEducational Technology, E-learning, Distance Education, Higher Education, Educational Research, Learning and Teaching, Design Research, Instructional Technology, ICT in Education, Computer and Instructional Technology, Online Learning, Online and Distance Education, Learning And Teaching In Higher Education, Distance Learning, Web Based Learning, Open and Distance Education, Elearning and Distance Learning Eductaion, Open and Distance Learning, Teaching and Learning In Higherr Education, Open Distance Learning (ODL), Open Distance Learning, and Online Edudation
Bu araştırmanın amacı FATİH Projesi kapsamında hazırlanan Eğitim Bilişim Ağı (EBA) web portalının kullanılabilirliğinin göz izleme yöntemi ile değerlendi-rilmesi ve kullanılabilirlik sorunlarının belirlenerek çözüm önerileri... more
Bu araştırmanın amacı FATİH Projesi kapsamında hazırlanan Eğitim Bilişim Ağı (EBA) web portalının kullanılabilirliğinin göz izleme yöntemi ile değerlendi-rilmesi ve kullanılabilirlik sorunlarının belirlenerek çözüm önerileri getirilmesi-dir. Araştırmanın çalışma grubu çeşitli branşlarda öğretmenlik yapan 9 kişiden oluşmaktadır. Çalışma, kullanıcıların EBA web portalında otantik görevleri ger-çekleştirme performanslarına ilişkin verilerin bilgisayara kaydedilmesi ve göz hareketlerinin izlenmesi şeklinde tasarlanmıştır. Verilerin analizinde görevlerin tamamlanması sürecinde göz izleme yöntemine ilişkin kayıtlar incelenmiş, göz-lemcilerin notları ile karşılaştırılarak katılımcıların görevlerde zorlandığı ve te-reddütte kaldığı hususlar, her bir görevde harcanan süre, tekrar edilen görevler, başarı ile tamamlanan görevler ve başarısızlıkla sonuçlanan görevler gruplar al-tında toplanmıştır. Elde edilen bulgular doğrultusunda kullanılabilirlik sorunları belirlenmiş ve bunların çözümüne yönelik öneriler getirilmiştir.
Research Interests:
Sınıf yönetiminin öneminin kavranması, öğretmenlerin yetkin ve etkin üyeler olarak yetiştirilmesini sağlamak ve özellikle mesleğe yeni başlayan öğretmenlere et-kili sınıf yönetiminin nasıl yapılabileceğini aktarmak için önemlidir. Bu... more
Sınıf yönetiminin öneminin kavranması, öğretmenlerin yetkin ve etkin üyeler olarak yetiştirilmesini sağlamak ve özellikle mesleğe yeni başlayan öğretmenlere et-kili sınıf yönetiminin nasıl yapılabileceğini aktarmak için önemlidir. Bu bölümde, öğretmen deneyimlerine ilişkin geleneksel mikro-öğretim uygulaması olan video kayıtlarının ötesinde göz izleme verilerinin getirileri tartışılmaktadır. Alan yazın incelendiğinde deneyimli bireyler ile acemi bireylerin davranışları arasında farklı-lıkların olduğunu ortaya koyan çeşitli çalışmalar bulunmaktadır. Deneyimli öğret-menlerden bilgiyi daha verimli işlemeleri ve sınıft a olup biteni kavramada daha az zaman harcamaları beklenir. Göz izleme analizi sonucunda elde edilen odaklanma (fixation), bilgi işleme hızının bir göstergesi olarak yorumlanabilmektedir. Dene-yimli öğretmenlerin ve öğretmen adaylarının sınıf içi etkileşimlerinin otantik bir ortamda mobil göz izleme cihazı ile incelenmesi ile deneyimli ve aday öğretmenler arasında görsel alan açısından farklılıklar ortaya konulup aday öğretmenlerin sınıf yönetimine ilişkin tecrübesi deneyimli öğretmenlerin tecrübesine yaklaştırılabilir.
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This study presents the results obtained from a literature review on Web-based instructional design models in order to form a basis for Web-based course design practices. The pioneering studies in literature mainly focused on the... more
This study presents the results obtained from a literature review on Web-based instructional design
models in order to form a basis for Web-based course design practices. The pioneering studies in literature
mainly focused on the components of Web-based instruction and how to direct learning processes
in an interactive environment. The studies that proposed design models for Web-based courses were
generally based on literature, so they did not sufficiently reflect how the components of a model would
be implemented in design practices. In the relevant literature, studies based on authentic design cases
are limited. These studies, in which design efforts and processes are described in narrative form, did
not go beyond specific contexts and could not be regarded as models. Consequently, there is a need for
more studies that provide guidance on how design instructions should be implemented so as to address
and resolve the problems that may be encountered in this process.
models in order to form a basis for Web-based course design practices. The pioneering studies in literature
mainly focused on the components of Web-based instruction and how to direct learning processes
in an interactive environment. The studies that proposed design models for Web-based courses were
generally based on literature, so they did not sufficiently reflect how the components of a model would
be implemented in design practices. In the relevant literature, studies based on authentic design cases
are limited. These studies, in which design efforts and processes are described in narrative form, did
not go beyond specific contexts and could not be regarded as models. Consequently, there is a need for
more studies that provide guidance on how design instructions should be implemented so as to address
and resolve the problems that may be encountered in this process.
Research Interests:
Bilgi çağında bilgi ve iletişim teknolojilerindeki gelişmelerle beraber bilgiye erişme hızı artarken öte yandan bilginin güncelliğini yitirme hızı da artmaktadır. Bu da günümüzde bireyler için güncellenen bilgiyi takip etme zorunluluğu... more
Bilgi çağında bilgi ve iletişim teknolojilerindeki gelişmelerle beraber bilgiye erişme hızı artarken öte yandan bilginin güncelliğini yitirme hızı da artmaktadır. Bu da günümüzde bireyler için güncellenen bilgiyi takip etme zorunluluğu ile beraber yaşam boyu öğrenme ihtiyacını ortaya koymaktadır. Web tabanlı uzaktan eğitim ortamları özellikle çalışan insanlar için bu değişimi takip etmek ve kendilerini sürekli geliştirmek için alternatif eğitim ortamlarının başında gelmektedir. Böylece insanlar bir yandan çalışıp gündelik yaşantılarına devam ederken bir yandan da web tabanlı uzaktan eğitim platformları üzerinden sunulan esnek eğitimlere katılım sağlayarak yaşam boyu öğrenen olabilmektedir. Yükseköğretim kurumları yüksek lisans programları, lisans tamamlama programları, ön lisans programları gibi derece programları ve sertifika programları ile bu pazarda yer bulmaktadır. Bu programların yüz yüze eğitim programlarına alternatif eğitim ortamları olarak kabul görmesi için programlar ilk açılış sürecinden itibaren özenle planlanmış bir çalışma gerektirmektedir. Bu çalışmada var olan yükseköğretim programları örneği üzerinden web tabanlı uzaktan eğitim programlarının ilk açılış süreci incelenmiştir. Programların açılış süreci yükseköğretim kurumu içerisinde program açma kararının alınmasından başlayarak YÖK tarafından onaylanmasına kadar kurum içerisinde gerçekleştirilen program hazırlıklarını kapsayan şekilde süreçteki eksiklikleri tamamlayan öneriler ile sunulacaktır.
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Tüketicileri yani ürünün kullanıcılarını anlamak, bu bireylerin davranışlarını analiz etmek ve hedef kitleyi tanımak, ilgili ürünün kullanıcı ihtiyaçları doğrultusunda geliştirilmesini, iyileştirilmesini, sunulmasını ve kullanıcı... more
Tüketicileri yani ürünün kullanıcılarını anlamak, bu bireylerin davranışlarını analiz etmek ve hedef kitleyi tanımak, ilgili ürünün kullanıcı ihtiyaçları doğrultusunda geliştirilmesini, iyileştirilmesini, sunulmasını ve kullanıcı tarafından daha kolay benimsenmesini sağlayacaktır. Ürünün nasıl kullanıldığının incelenmesi, ürünün eksikliklerinin ve benzerlerine göre artı- larının tespit edilmesi ve pazar içinde avantaj sağlayacak şekilde geliştirilmesi noktasında üreticilere yol gösterici olacaktır.
Ürün tüketicisi tarafından nasıl algılanıyor? Ürün tüketicisi tarafından nasıl kullanılıyor? Ürün ve tüketici arasındaki etkileşim nasıl gerçekleşmektedir? Ürünün kullanımında tüketicilerin zorlandıkları noktalar nelerdir? Ürün, amacına hizmet ediyor mu? Ürün nasıl iyileştirilebilir? Bu ve benzeri sorulara cevap üretebilmek için kullanılabilirliktestlerine ihtiyaç duyulmaktadır. Farklı yöntemler kullanılarak bu testlerin gerçekleştirilmesi mümkündür. Bu yöntemler içinde göz İzleme yöntemi, kullanıcı gözünden dünyayı görebilme fırsatı vermesi ve objektif veri sağlaması bakımından ön plana çıkmaktadır. Göz İzleme cihazının kullanımıyla, kullanı- cının ürünü kullanımı esnasındaki göz hareketlerini kaydetmek ve bu göz hareketlerinin analizi neticesinde ürünün kullanımına ilişkin ayrıntılı bilgiyi edinmek mümkün olabilmektedir. Elde edilen bu veriler hem kullanıcıyı tanımak hem de ürünün kullanıcıları tarafından nasıl kullanıldığını anlamak açısından önemlidir.
Bu çalışma, kullanıcıları ve ürün kullanımlarını analiz etmek için göz izleme yönteminin nasıl kullanılabileceğini ve ilgili yöntemin bu bağlamda ne tür katkılar sağlayabileceğini sunmaktadır.
Ürün tüketicisi tarafından nasıl algılanıyor? Ürün tüketicisi tarafından nasıl kullanılıyor? Ürün ve tüketici arasındaki etkileşim nasıl gerçekleşmektedir? Ürünün kullanımında tüketicilerin zorlandıkları noktalar nelerdir? Ürün, amacına hizmet ediyor mu? Ürün nasıl iyileştirilebilir? Bu ve benzeri sorulara cevap üretebilmek için kullanılabilirliktestlerine ihtiyaç duyulmaktadır. Farklı yöntemler kullanılarak bu testlerin gerçekleştirilmesi mümkündür. Bu yöntemler içinde göz İzleme yöntemi, kullanıcı gözünden dünyayı görebilme fırsatı vermesi ve objektif veri sağlaması bakımından ön plana çıkmaktadır. Göz İzleme cihazının kullanımıyla, kullanı- cının ürünü kullanımı esnasındaki göz hareketlerini kaydetmek ve bu göz hareketlerinin analizi neticesinde ürünün kullanımına ilişkin ayrıntılı bilgiyi edinmek mümkün olabilmektedir. Elde edilen bu veriler hem kullanıcıyı tanımak hem de ürünün kullanıcıları tarafından nasıl kullanıldığını anlamak açısından önemlidir.
Bu çalışma, kullanıcıları ve ürün kullanımlarını analiz etmek için göz izleme yönteminin nasıl kullanılabileceğini ve ilgili yöntemin bu bağlamda ne tür katkılar sağlayabileceğini sunmaktadır.
Research Interests:
1961 yılında geliştirilen Spacewar! oyununu milat kabul edersek bilgisayar oyunları geçtiğimiz 50 yıl içerisinde büyük aşama kaydetmiştir. Yakın zamanda medyamızda ya da popüler kültürümüzde yapılan tartışmalarda ise bilgisayar... more
1961 yılında geliştirilen Spacewar! oyununu milat kabul edersek bilgisayar oyunları geçtiğimiz 50 yıl içerisinde büyük aşama kaydetmiştir. Yakın zamanda medyamızda ya da popüler kültürümüzde yapılan tartışmalarda ise bilgisayar oyunlarının genelde zararlı ya da negatif boyutu gözönünde tutulmuş ve tartışılmıştır. Bu bölümde Gee’nin (2003) duruşuna paralel bir duruş sergilenmekte olup bilgisayar oyunları söz konusu olduğunda bu oyunların kullanıldığı bağlam ve şartlara, kullanma amaçlarına, v.b. değişkenlere bağlı olarak birtakım yararların ve zararların ortaya çıkabileceği düşünülmekte olup, bilgisayar oyunlarından öğrenme amaçlı yararlanma olgusu ele alınmaktadır. Bilgisayar oyunları ve öğrenme olgusu daha çok ilk yazarın ağırlıklı olarak Türkiye’deki uygulamalı araştırmalarına yönelik tecrübeleri üzerinden tartışılarak olguyu anlamak için pragmatik bir yaklaşım (kuram ve uygulamayı bağdaştırma) sergilenmiştir. Öğrenmeye yönelik iyi bir teknolojik yeniliğin temelinde öncelikle iyi bir pedagoji bulunması gerektiğinden hareketle öğrenme amaçlı bilgisayar oyunlarının nasıl tasarlanması gerektiği bir örnek üzerinden açılmış, bilgisayar oyunlarının öğrenme ortamlarındaki uygulamalarının etkilerine ve motivasyon olgusuna değinilmiştir. Bölüm bilgisayar oyunlarının öğrenme ortamlarına entegre edilmesi için gerekli hususlar ile devam etmekte, bilgisayar oyunlarının öğrenme amaçlı kullanımı için geleceğe yönelik önerileri tartışarak sonlanmaktadır.
Uzaktan eğitim, mektuplarla yapılan yazışmalar yolu ile başlamış olup gelişen teknolojilerle birlikte internet üzerinden kullanılabilen çok çeşitli araçları içeren yeni iletişim biçimleriyle devam etmektedir. Özellikle bilgisayar... more
Uzaktan eğitim, mektuplarla yapılan yazışmalar yolu ile başlamış olup gelişen teknolojilerle birlikte internet üzerinden kullanılabilen çok çeşitli araçları içeren yeni iletişim biçimleriyle devam etmektedir. Özellikle bilgisayar kullanımının yaygınlaşması, internetin sınırları aşan esnekliği ve beraberinde getirdiği teknolojiler sayesinde uzaktan eğitim son zamanlarda büyük bir ivme kazanmıştır.
Günümüzde geleneksel ortamlarda ders veren kuruluşların dahi verdikleri derslerin bir kısmını ya da tamamını web-tabanlı uzaktan eğitime dönüştürme eğilimi içerisine girdikleri görülmektedir. Bununla birlikte internet üzerinden verilecek bir dersin tasarımının nasıl yapılacağı ve internet üzerinden öğrenmenin/öğretimin nasıl gerçekleştirileceği, üzerinde durulması gereken önemli konular olarak karşımıza çıkmaktadır. Birçok öğretim elemanına yerleşik derslerini ortama aktarma görevi verilmekte, fakat alanyazında bu konu hakkında yeterli çalışma olmadığından öğretim elemanları aradıkları yönlendirmeyi ve desteği bulamamaktadır. Bu yüzden ortaya uygun pedagojiyle harmanlanmamış, etkileşimden uzak elektronik içerikler çıkmaktadır.
Bu çalışmada yerleşik, bir başka deyişle halihazırda varolan, bir dersin ortama aktarılma süreci, bu süreçte ortaya çıkan sorunlar ve bu sorunların aşılması için izlenen yöntemler ele alınıp tasarım sürecindeki otantik deneyimler derslerini internet ortamına taşımayı düşünen öğretim elemanlarına yol göstermesi için paylaşılacaktır.
Günümüzde geleneksel ortamlarda ders veren kuruluşların dahi verdikleri derslerin bir kısmını ya da tamamını web-tabanlı uzaktan eğitime dönüştürme eğilimi içerisine girdikleri görülmektedir. Bununla birlikte internet üzerinden verilecek bir dersin tasarımının nasıl yapılacağı ve internet üzerinden öğrenmenin/öğretimin nasıl gerçekleştirileceği, üzerinde durulması gereken önemli konular olarak karşımıza çıkmaktadır. Birçok öğretim elemanına yerleşik derslerini ortama aktarma görevi verilmekte, fakat alanyazında bu konu hakkında yeterli çalışma olmadığından öğretim elemanları aradıkları yönlendirmeyi ve desteği bulamamaktadır. Bu yüzden ortaya uygun pedagojiyle harmanlanmamış, etkileşimden uzak elektronik içerikler çıkmaktadır.
Bu çalışmada yerleşik, bir başka deyişle halihazırda varolan, bir dersin ortama aktarılma süreci, bu süreçte ortaya çıkan sorunlar ve bu sorunların aşılması için izlenen yöntemler ele alınıp tasarım sürecindeki otantik deneyimler derslerini internet ortamına taşımayı düşünen öğretim elemanlarına yol göstermesi için paylaşılacaktır.
Günümüzde bilgisayar oyunları eğlenmeye ek olarak eğitim faaliyetleri için de kullanılan bir olgu haline gelmiştir. Gerek örgün gerekse yaygın eğitim için kullanılan böyle bir eğitsel bilgisayar oyununa örnek Quest Atlantis’tir. Quest... more
Günümüzde bilgisayar oyunları eğlenmeye ek olarak eğitim faaliyetleri için de kullanılan bir olgu haline gelmiştir. Gerek örgün gerekse yaygın eğitim için kullanılan böyle bir eğitsel bilgisayar oyununa örnek Quest Atlantis’tir. Quest Atlantis 6 kıtada yaklaşık 50.000 çocuk tarafından kullanılmaktadır. Bu eğitsel oyunun teknik yapısı bir 3-Boyutlu grafik motorundan, 3-Boyut içerisindeki sanal dünyalar ve yapılardan, bir veritabanı yönetim sisteminden ve program kodlarından meydana gelmektedir. Bu çalışmada, sözü edilen teknik yapılar ve bunların çalışması, bu teknik yapıların birbirleri ile bütünleştirilmesi ve ortaya çıkan sorunlar ve bu sorunların giderilmesi için izlenen yöntemler ele alınacaktır. İnternet üzerinden çalışan uygulamaların ve dağıtık sistemlerin geliştirilmesinin çok popüler hale geldiği günümüzde bu çalışmanın özellikle teknik açıdan benzer e-öğrenme uygulamalarının geliştirilmesine katkıda bulunacağı düşünülmektedir.
The following three chapters describe situations in which gaming environments have been taken into innovative subject areas, and studied through a variety of complex, triangular means. The first offers insight into the Quest Atlantis... more
The following three chapters describe situations in which gaming environments have been taken into innovative subject areas, and studied through a variety of complex, triangular means. The first offers insight into the Quest Atlantis project and the implementation of multi-participant environments to help teach children social awareness and responsibility... These chapters provide insight into how studying the teaching and learning that takes place naturally within simulated realms can inform the effective design of educational games. The lessons learned lead us to recommendations in how we can design proper support mechanisms for the learning that takes place within these realms.
Hakan Tüzün was inspired by the extreme interest and motivation of children to play the Quest Atlantis game (participating in the pure game activities as well as educational tasks with the same intensity). In the chapter Multiple... more
Hakan Tüzün was inspired by the extreme interest and motivation of children to play the Quest Atlantis game (participating in the pure game activities as well as educational tasks with the same intensity). In the chapter Multiple Motivations Framework, he proposes an organizing framework from which to explain things of significance for motivating learners. His research study is based on the qualitative methods, and the research outcomes provide a very different perspective than what is available in understating motivation. The proposed framework is based on multiple elements that contribute to one’s motivation and that collectively constitute the activity of motivation, i.e. Duality of Subject, Duality of Activity, Duality of Outcome, Duality of Object, and Context of Support.
In this study, an online learning module on OHS, which had been previously developed by one of the biggest public institutions in Turkey, was improved. As the process of implementing improved learning materials takes much time, only... more
In this study, an online learning module on OHS, which had been previously developed by one of the biggest public institutions in Turkey, was improved. As the process of implementing improved learning materials takes much time, only preliminary findings were shared. The purpose of this study is twofold: first, to share the results of the impact of previous learning materials and staff’s thoughts about them; and secondly, to discuss features of new learning materials and process of improving them.
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Self-directed learning is discussed as a process, as a learning approach by which individuals determine their own priorities and choose them from accessible various sources (Pilling-Cormich, 1996), or as an individual property (Svedberg,... more
Self-directed learning is discussed as a process, as a learning approach by which individuals determine their own priorities and choose them from accessible various sources (Pilling-Cormich, 1996), or as an individual property (Svedberg, 2010). In self directed learning, students access to information based on their needs and interests, rapidly and independently from time and place. Technological tools that facilitate access to information resources and online educator are extremely important in terms of self-directed learning (Teo, Tan, Lee, Chai & Koh, 2010). Thanks to provided technological opportunities; information finding, transmission and storage tasks have been as close as a click for each learner, without the need for government agencies and without barriers (Candy, 2004). Since Ministry of National Education in Turkey has adopted a constructivist educational approach by which individuals construct knowledge by themselves and teacher is regarded as a guide, self-directed learning has a support base. But when national literature is investigated, it has been found out that self-directed learning hasn’t been combined with technology and children’s point of view was not considered. It is emphasized that there is a need of studying technology education, especially in rural areas and countryside (Mitra & Rana, 2001; Gyabak & Godina, 2011). From this point South Eastern region of Turkey is worthful to research. In similar studies like "Hole in the Wall" and "One Laptop per Child" projects, which aimed to distribute a computer for each child, computer usage emerges as evidence of self-directed learning, increasing children’s success. But the system, which suggests that children should be left completely alone, faced many criticisms as it had many disadvantages (Arora, 2010). Within the scope of this research, taking lessons from deficiencies of similar studies, children's educational experience has been observed and pure data about their learning process which excludes prior learning have been reached.
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In the literature, there are a number of studies presenting differences between the behaviors of experienced and novice individuals (Gegenfurtner, Lehtinen, & Säljö, 2011; Law et al., 2004). Experienced teachers are expected to process... more
In the literature, there are a number of studies presenting differences between the behaviors of experienced and novice individuals (Gegenfurtner, Lehtinen, & Säljö, 2011; Law et al., 2004). Experienced teachers are expected to process the information in a faster manner and figure out what is going on inside the classroom in a relatively short time. Accordingly, the number of fixations gathered from the analysis of eye tracking could be interpreted as the indicator of the information processing speed (Gobet & Charness, 2006). Likewise, the present study is believed to contribute to the literature in that it presents the differences between experienced and pre-service teachers in relation to visual domain and classroom management; and it provides suggestions in line with the findings. The aim of this study is to investigate the classroom interactions of pre-service and experienced teachers in an authentic atmosphere by using mobile eye tracking device. Furthermore, it also aims to present differences between pre-service and experienced teachers in terms of visual domain and give suggestions for classroom management.
Research Interests:
Bu çalışmada sanal gerçeklik ortamları hakkında bilgi verilmiş, sanal gerçeklik türlerinden bahsedilmiş ve akıllı cihazlarda kullanılan yeni nesil etkileşimli sanal gerçeklik uygulamaları örnekleri ile sunulmuştur. Ayrıca sanal gerçeklik... more
Bu çalışmada sanal gerçeklik ortamları hakkında bilgi verilmiş, sanal gerçeklik türlerinden bahsedilmiş ve akıllı cihazlarda kullanılan yeni nesil etkileşimli sanal gerçeklik uygulamaları örnekleri ile sunulmuştur. Ayrıca sanal gerçeklik uygulamalarının üstün yönleri ve sınırlılıkları eğitim bağlamında tartışılmış, yeni nesil materyal tasarlamak isteyen araştırmacılar için örnek tasarımlar paylaşılmıştır. Son olarak ise sanal gerçeklik uygulamalarının eğitimdeki kullanım alanları ve eğitimdeki potansiyeli değerlendirilmiştir.Her geçen gün çeşitlenen sanal gerçeklik uygulamaları eğlence, turizm, e-ticaret, tıp, savunma, yapılaşma, üretim ve eğitim alanlarında kendini göstermektedir. Sanal gerçeklik uygulamaları ile öğrenciler eğitim gezileri yapabilmektedir. Böylece sanal olarak gittikleri yerlerde bulunma hissini yaşamakta ve o ortamda yer alan objelerin seslerini duyabilmektedir. Bu tür uygulamalar askeri eğitimde savunma ve saldırı stratejilerinde simülasyonlar desteği ile kullanılmaktadır. Tıp eğitiminde öğrenciler sanal kadavralar veya canlı insan bedeni üzerinde çalışabilmekte ve gerçekçi durumları yaşayabilmektedir. Sanal gerçeklik laboratuvarlarında öğrenciler gerçekleştirilmesi tehlikeli ve maliyetli deneyleri defalarca yapabilme şansı bulabilmektedir. Çevrimiçi çok kullanıcılı sanal gerçeklik uygulamaları yardımı ile her bir kullanıcı farklı sanal gerçeklik cihazları kullanarak aynı sanal ortamlarda birbirlerini görebilmekte, iletişim ve etkileşime geçebilmektedir. Bu tür uygulamalar etkin işbirlikli çalışma faaliyetlerinin yerine getirilmesini sağlamaktadır.
In this study information about virtual reality environments was given, types of virtual reality were mentioned and new generation interactive virtual reality applications used in smart devices were presented with their examples. Also, advantages and disadvantages of virtual reality applications were discussed in educational contexts and sample designs were shared for researchers, who wants to design new generation materials. Finally, usage area and potential of virtual reality applications in education were evaluated. Virtual reality is an interactive or non-interactive simulation application designed to create a sense of presence in a virtual world created by computer with the help of some wearable technologies and imaging equipment. Human-machine interaction in virtual reality is increased to mislead human emotions. Three important feature of virtual reality are expressed by Pimental and Teixeira (1995) as " three-dimensional graphical world " , " being immersed " and " interaction ". Sherman and Craig (2003) add " emotional return " to these features. Pimental and Teixeira (1995) defined main virtual reality environment as model, computer programs, computer, image builder, position sensors, and interactive tools. The high cost of virtual reality devices, the limited access facilities, requiring expertise in the adaptation into the education sector and long-term use leading to health problems are disadvantages of virtual reality applications. Although virtual reality applications were seen as an expensive technology, virtual reality experience was wanted and desired by everyone recently. Increased interest to virtual reality attracted attention of mobile technology companies and this caused the development of numerous new mobile equipment and applications including components of virtual reality. Especially, by decreasing cost of virtual reality glasses, virtual reality applications for mobile operating systems became reachable and usable. Many free downloadable virtual reality applications in Play Store or App Store became easily reachable for users having smart devices on the behalf of cheap Cardboard glasses developed by Google Company. Another new technology in virtual reality is virtual reality videos formed by jump camera setting. This technology offers the opportunity to watch 360 degree videos to users. Jump camera setting consists of 16 camera modules placed in a circular pattern. Length of this setting and positions of these cameras were optimized to work with Jump compiler program. Jump compiler program converts video images consisting of 16 pieces to stereoscopic virtual reality videos. Thanks to its high-resolution stereoscopic vision technology nearby objects are perceived as nearby, while distant objects are perceived as far. In these devices, in order to obtain a seamless and a panoramic image, 3D alignment method specially developed and integrated into the system is used. Thus, camera images coming from every camera separately and their combined places are not noticed. Designed 3D videos are equivalent to super high resolution images at least five 4K image. This technology is expected to reveal a new trend in cinema and gaming industry. Other new technology “Google Spotlight Stories” interactive videos were designed by Google for smart phones. In these applications when sensors for videos located in certain regions were stimulated, video passes to the other stage through the sensors on smartphones. Each scene is part of the whole videos scenes and so continuity is provided in the video. Users can feel themselves in an interactive virtual reality scenario when they use it with Cardboard glasses. Today, this application is supported by only some Android devices but support for numerous mobile devices was expressed recently by the manufacturer.Every day diversifying virtual reality applications show themselves in areas of entertainment, tourism, ecommerce, medicine, defense, construction, manufacturing, and education. Students can conduct educational trips with virtual reality applications. Thus, they live sense of being there and they virtually go to and can hear voices of objects there. These kinds of applications have been used in military education as defense and attack with support of simulation. In medical education, students can study on virtual cadavers or living human body and live realistic situations. Students will be able to have a chance to perform dangerous and costly experiments repeatedly in virtual realistic labs. Every user can see each other in same virtual environments, communicate and interact by using different virtual reality devices with the help online multiuser virtual reality applications. These kind of applications provide the fulfillment of effective collaborative work activities.
In this study information about virtual reality environments was given, types of virtual reality were mentioned and new generation interactive virtual reality applications used in smart devices were presented with their examples. Also, advantages and disadvantages of virtual reality applications were discussed in educational contexts and sample designs were shared for researchers, who wants to design new generation materials. Finally, usage area and potential of virtual reality applications in education were evaluated. Virtual reality is an interactive or non-interactive simulation application designed to create a sense of presence in a virtual world created by computer with the help of some wearable technologies and imaging equipment. Human-machine interaction in virtual reality is increased to mislead human emotions. Three important feature of virtual reality are expressed by Pimental and Teixeira (1995) as " three-dimensional graphical world " , " being immersed " and " interaction ". Sherman and Craig (2003) add " emotional return " to these features. Pimental and Teixeira (1995) defined main virtual reality environment as model, computer programs, computer, image builder, position sensors, and interactive tools. The high cost of virtual reality devices, the limited access facilities, requiring expertise in the adaptation into the education sector and long-term use leading to health problems are disadvantages of virtual reality applications. Although virtual reality applications were seen as an expensive technology, virtual reality experience was wanted and desired by everyone recently. Increased interest to virtual reality attracted attention of mobile technology companies and this caused the development of numerous new mobile equipment and applications including components of virtual reality. Especially, by decreasing cost of virtual reality glasses, virtual reality applications for mobile operating systems became reachable and usable. Many free downloadable virtual reality applications in Play Store or App Store became easily reachable for users having smart devices on the behalf of cheap Cardboard glasses developed by Google Company. Another new technology in virtual reality is virtual reality videos formed by jump camera setting. This technology offers the opportunity to watch 360 degree videos to users. Jump camera setting consists of 16 camera modules placed in a circular pattern. Length of this setting and positions of these cameras were optimized to work with Jump compiler program. Jump compiler program converts video images consisting of 16 pieces to stereoscopic virtual reality videos. Thanks to its high-resolution stereoscopic vision technology nearby objects are perceived as nearby, while distant objects are perceived as far. In these devices, in order to obtain a seamless and a panoramic image, 3D alignment method specially developed and integrated into the system is used. Thus, camera images coming from every camera separately and their combined places are not noticed. Designed 3D videos are equivalent to super high resolution images at least five 4K image. This technology is expected to reveal a new trend in cinema and gaming industry. Other new technology “Google Spotlight Stories” interactive videos were designed by Google for smart phones. In these applications when sensors for videos located in certain regions were stimulated, video passes to the other stage through the sensors on smartphones. Each scene is part of the whole videos scenes and so continuity is provided in the video. Users can feel themselves in an interactive virtual reality scenario when they use it with Cardboard glasses. Today, this application is supported by only some Android devices but support for numerous mobile devices was expressed recently by the manufacturer.Every day diversifying virtual reality applications show themselves in areas of entertainment, tourism, ecommerce, medicine, defense, construction, manufacturing, and education. Students can conduct educational trips with virtual reality applications. Thus, they live sense of being there and they virtually go to and can hear voices of objects there. These kinds of applications have been used in military education as defense and attack with support of simulation. In medical education, students can study on virtual cadavers or living human body and live realistic situations. Students will be able to have a chance to perform dangerous and costly experiments repeatedly in virtual realistic labs. Every user can see each other in same virtual environments, communicate and interact by using different virtual reality devices with the help online multiuser virtual reality applications. These kind of applications provide the fulfillment of effective collaborative work activities.
Research Interests:
Within this study, self-learning processes of children who have never used a computer before were observed by leaving them alone with a computer. Aft erwards, brief information was given to participants based on their level and questions... more
Within this study, self-learning processes of children who have never used a computer before were observed by leaving them alone with a computer. Aft erwards, brief information was given to participants based on their level and questions were asked to arouse their curiosity. In this research where participants were left with a computer both individually and as a group, self and collaborative learning processes were organized. Th is study was conducted as an ethnographic action research in Diyarbakir which is a region with a mixed ethnic and cultural structure in Turkey. Within the scope of the research; observing computer and technology training process with a new perspective, accessing to detailed and authentic data on the learning process, measuring the eff ectiveness of self-learning and examining the impact of the peer education and cooperative learning on self-learning process were primary goals to be achieved. Th e work group consisted of 16 children and their ages ranged between 6 and 10. During the research process, fi eld notes were taken, observations were made, thinking aloud notes, video and audio recordings were taken. At the end of the research, interviews were conducted with students, asking for what they have done and learned and their experiences in the process were asked. Children gave diff erent names to the procedures and computer parts among themselves. At the end of the time they spent on computer, almost all of them improved themselves in using mouse and keyboard, learned the distinction between click and double clicks and closed the window they wanted. Within a few days on their own they learned tasks such as starting a game and playing, browsing the internet, opening and closing MS Offi ce documents, writing via MS Word, and drawing through Paint. During the research it has been observed that boys were more willing to play games and make drawings using the Paint program while girls were more eager to search on the Internet and write texts using MS Word. Starting education process with young age groups in such a way is so crucial in that students will be able to internalize the value of the education provided by the teachers at the beginning stages of learning process. It has been thought that leaving students alone with educational materials or assignments at the beginning is not only eff ective in technology education but also in all educational processes and this fact needs further research to yield more results.
Research Interests:
Bilgisayar oyunları genellikle eğlence amaçlı kullanılırken, gelişen teknolojilerle beraber sınıf ortamlarındaki geleneksel sürecin etkili ve eğlenceli hale getirilmesi, öğrenenlerin dikkatinin çekilmesi, öğrenmeye karşı motivasyonlarının... more
Bilgisayar oyunları genellikle eğlence amaçlı kullanılırken, gelişen teknolojilerle beraber sınıf ortamlarındaki geleneksel sürecin etkili ve eğlenceli hale getirilmesi, öğrenenlerin dikkatinin çekilmesi, öğrenmeye karşı motivasyonlarının arttırılması, görselleştirme ve problem çözme yeteneklerinin geliştirilmesi açısından da güçlü bir öğrenme aracı olarak karşımıza çıkmaktadır. Eğitsel bilgisayar oyunları öğrenenlerin 21. yy. becerilerini kazanmaları için eğlenirken öğrenmelerini sağlayan yeni nesil öğrenme ortamları olarak da düşünülebilir. Bununla birlikte öğrenenlerin psikomotor, bilişsel, psiko-sosyal gelişiminde de oyunların önemli bir yeri olduğu söylenebilir. Dijital oyun geliştirmek isteyenlerin bu oyunları kullanıcıların kullanabileceği hâle getirebilmesi için genellikle öğrenmesi zor ve zaman alan programlama dilleri ve tasarım araçlarının kullanılması gerekmektedir. Öte yandan özellikle eğitim alanında kullanılacak olan dijital oyunların tasarlanması sürecinde, programlama bilgisinin yanı sıra ödül mekanizması, güdüleme, dönüt, etkileşim vb. farklı eğitsel oyun bileşenlerinin de pedagojik olarak ele alınması gerekmektedir. Bu yüzden eğitsel bir oyun tasarımı gündeme geldiğinde gelişmiş bir programlama becerisi ile beraber eğitsel oyun tasarımının temellerini oluşturan bileşenlerin etkili bir pedagoji ile yapılandırılabilmesi de gündeme gelmektedir. Eğitsel oyun geliştirmek amacıyla kullanılabilecek çok sayıda platform bulunmaktadır. Bu platformların birçoğu nesneye dayalı programlama becerisini öğretebilmek amacıyla eğitsel bağlamda kullanılırken, bazıları da programlama bilgisi gerektirmeksizin daha iyi oyun tasarımları yapılabilmesine yardımcı olmaktadır. Bu kapsamda bu çalışmada eğitsel oyun geliştirme sürecinde doğru stratejilerin uygulanması amacıyla Akgün vd. (2011) tarafından geliştirilen “Sarmal Eğitsel Oyun Tasarımı Modeline” göre dijital bir oyun geliştirilmesi amaçlanmaktadır. Bu çalışma çerçevesinde <e-Adventure> isimli oyun tasarım motoru ile “Sarmal Eğitsel Oyun Tasarımı Modeline” göre oyun geliştirme sürecine yer verilmiştir. Geliştirilen oyun ile öğrencilere bilgisayımsal düşünme ve programlama mantığının öğretilmesi ve öğrenenlerin problem çözme becerilerinin geliştirilmesi amaçlanmaktadır. Çalışmada tasarlanan oyun ile ilgili analiz, tasarım, geliştirme ve uygulama ve değerlendirme boyutlarında gelişim süreçlerine yer verilmiştir.
Computer games are commonly used for entertainment purposes. However, with emerging technologies they have been appeared as powerful learning tools in terms of making traditional classroom processes more enjoyable and effective, drawing students' attention and increasing their motivation towards learning and developing their spatial and problem-solving skills. Educational computer games may be considered as a rising generation of environments to allow the new of generation students learn by having fun for achieving 21st century skills. Additionally, they have an important role in the psychomotor, cognitive and psychosocial development of learners. The person who wishes to develop digital games usually requires the use of programming languages and design tools that are difficult and time-consuming to learn, in order to make these games available to players. On the other hand, in addition to programming knowledge, different components of educational games including reward, motivation, feedback, interaction and so on must be considered from pedagogical viewpoint in the design process of digital games that will be used in the educational process. For this reason, the issue of constructing components underlying educational game design and programming skills with an effective pedagogy becomes critical when designing an educational game. There is a wide range of platforms that can be used to develop educational games. Many of these platforms are used in educational contexts in order to teach object-oriented programming skills; some of them are also helping to make better game design without the need for programming knowledge. In this study, it is aimed to design a digital game within the framework of "Spiral Educational Game Design Model" developed by Akgün et.al. (2011) to pursue an appropriate strategy for educational game development process. Within this context, this study includes game development process via game design engine named <e-adventure> according to Spiral Educational Game Design Model. By means of newly developed game, it is aimed to promote students’ computational thinking and programming logic as well as developing problem-solving skills. The study puts emphasis on the processes related to analysis, design, development, implementation, and evaluation aspects of the game.
Computer games are commonly used for entertainment purposes. However, with emerging technologies they have been appeared as powerful learning tools in terms of making traditional classroom processes more enjoyable and effective, drawing students' attention and increasing their motivation towards learning and developing their spatial and problem-solving skills. Educational computer games may be considered as a rising generation of environments to allow the new of generation students learn by having fun for achieving 21st century skills. Additionally, they have an important role in the psychomotor, cognitive and psychosocial development of learners. The person who wishes to develop digital games usually requires the use of programming languages and design tools that are difficult and time-consuming to learn, in order to make these games available to players. On the other hand, in addition to programming knowledge, different components of educational games including reward, motivation, feedback, interaction and so on must be considered from pedagogical viewpoint in the design process of digital games that will be used in the educational process. For this reason, the issue of constructing components underlying educational game design and programming skills with an effective pedagogy becomes critical when designing an educational game. There is a wide range of platforms that can be used to develop educational games. Many of these platforms are used in educational contexts in order to teach object-oriented programming skills; some of them are also helping to make better game design without the need for programming knowledge. In this study, it is aimed to design a digital game within the framework of "Spiral Educational Game Design Model" developed by Akgün et.al. (2011) to pursue an appropriate strategy for educational game development process. Within this context, this study includes game development process via game design engine named <e-adventure> according to Spiral Educational Game Design Model. By means of newly developed game, it is aimed to promote students’ computational thinking and programming logic as well as developing problem-solving skills. The study puts emphasis on the processes related to analysis, design, development, implementation, and evaluation aspects of the game.
Research Interests:
Akademik personele ait kişisel sayfaların statik olması ve programlama becerisi olmayan personelin bilgilerini güncelletmek için sürekli bir uzmana ihtiyaç duyması, akademik özgeçmiş formunun güncel olmasının önünde engel oluşturmaktadır.... more
Akademik personele ait kişisel sayfaların statik olması ve programlama becerisi olmayan personelin bilgilerini güncelletmek için sürekli bir uzmana ihtiyaç duyması, akademik özgeçmiş formunun güncel olmasının önünde engel oluşturmaktadır. Dinamik web sayfaları uygun bir şekilde tasarlandığında sayfalar, programlama becerisi olmayan bireyler tarafından da düzenlenebilmekte, geliştirilebilmekte ve güncellenebilmektedir. Bu çalışmanın amacı Hacettepe Üniversitesi Eğitim Fakültesi akademik personeli için geliştirilmesi planlanan Akademik Özgeçmiş Sistemine yönelik bir kâğıt prototip hazırlayarak, prototipin kullanılabilirlik sorunlarını ortaya koymaktır. Çalışma, otantik katılımcılar ve otantik görevlerle gerçekleştirilmiştir. Araştırmanın çalışma grubu Hacettepe Üniversitesi Eğitim Fakültesi’nde öğrenim gören ya da çalışan kişiler arasından rastgele seçilmiş olup, 1’i profesör, 2’si doçent, 1’i yardımcı doçent, 2’si doktor unvanlı, 8’i araştırma görevlisi ve 1’i uzman olmak üzere toplamda 15 kişiden oluşmaktadır. Uygulama öncesi kâğıt prototip katılımcılara tanıtılmış, ardından sisteme ilişkin 10 otantik görev verilip katılımcı kendini hazır hissettiğinde teste başlanarak kullanıcı katılımı ile değerlendirme yapılmıştır. Kullanıcı katılımlı değerlendirmede, alan/saha çalışmasına gidilmiş; sesli düşünme, işbirlikli değerlendirme, protokol analizi, gözlemsel teknikler ve görüşme sorgu tekniği gibi yöntemlere başvurularak nitel ve nicel veriler toplanmıştır. Çalışma sonucunda elde edilen veriler analiz edilerek otantik katılımcıların sistemle olan etkileşimleri değerlendirilmiş, kullanılabilirlik sorunları belirlenerek çözümüne yönelik öneriler sunulmuştur.
That personal academic staff pages are static and staff with little computing skill constantly needs an expert prevents academic Curriculum Vitae form from being up-to-date. If designed properly, dynamic web-sites can also be organized, developed and upgraded by staff with little computing skill. The aim of this study is to identify usability problems by designing a paper prototype about Academic Curriculum Vitae System that would be developed for academic staff at Faculty of Education at Hacettepe University. The study was conducted with authentic participants and authentic tasks. The participants were randomly selected from academic staff or students at Faculty of Education at Hacettepe University, and they count 15 in total, with being 1 Professor, 2 Associate Professors, 1 Assistant Professor, 2 lecturers with PhD degree, 8 research assistants and 1 specialist. Before the study was conducted, paper prototype was introduced to the participants. The evaluation was made by assigning them with 10 authentic tasks, and they were asked to start when they were ready. Field study was adopted in participant evaluation. Both qualitative and quantitative data were gathered via think-aloud, collaborative evaluation, protocol analysis, observation techniques and interviews. The obtained data were analyzed to evaluate the interaction between authentic participants and the system, and to provide solutions to usability problems.
That personal academic staff pages are static and staff with little computing skill constantly needs an expert prevents academic Curriculum Vitae form from being up-to-date. If designed properly, dynamic web-sites can also be organized, developed and upgraded by staff with little computing skill. The aim of this study is to identify usability problems by designing a paper prototype about Academic Curriculum Vitae System that would be developed for academic staff at Faculty of Education at Hacettepe University. The study was conducted with authentic participants and authentic tasks. The participants were randomly selected from academic staff or students at Faculty of Education at Hacettepe University, and they count 15 in total, with being 1 Professor, 2 Associate Professors, 1 Assistant Professor, 2 lecturers with PhD degree, 8 research assistants and 1 specialist. Before the study was conducted, paper prototype was introduced to the participants. The evaluation was made by assigning them with 10 authentic tasks, and they were asked to start when they were ready. Field study was adopted in participant evaluation. Both qualitative and quantitative data were gathered via think-aloud, collaborative evaluation, protocol analysis, observation techniques and interviews. The obtained data were analyzed to evaluate the interaction between authentic participants and the system, and to provide solutions to usability problems.
In this study, the evaluation process of the usability of a web media used for educational purposes is discussed. In 3 different undergraduate courses, the learners have evaluated the social network creating media called as GROU.PS used... more
In this study, the evaluation process of the usability of a web media used for educational purposes is discussed. In 3 different undergraduate courses, the learners have evaluated the social network creating media called as GROU.PS used for supporting these courses. During the semester, the social network of each course has been used by the course instructor and by the students taking the course regularly for sharing the source files, carrying out the online discussions, and making the announcement related to the course. The usability of the media has been evaluated by eye-tracking, observation and think-aloud methods in the first stage. The usability problems were determined upon examination of the reports prepared by the users related to the usability of the media in the Human-Computer Interaction course. In the usability tests carried out in the first stage, the determination of the usability problems was not possible due to the familiarity of the users to the system. The method used in the second stage was successful for uncovering a portion of the usability problems present in the system. In this evaluation carried out with actual users, the training of usability personnel within the scope of the course has provided positive contribution.
Bu çalışmada Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde yüz yüze yürütülen lisansüstü derslerinden “İnsan-Bilgisayar Etkileşimi” dersinin uzaktan eğitim yolu ile verilebilir hale getirilmesi... more
Bu çalışmada Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde yüz yüze yürütülen lisansüstü derslerinden “İnsan-Bilgisayar Etkileşimi” dersinin uzaktan eğitim yolu ile verilebilir hale getirilmesi amaçlanmıştır. Dersin tasarım sürecinde kolay takip edilebilir bir yapı sağlamak amacıyla ADDIE öğretim tasarım modelinin adımları izlenmiştir. Bu amaçla karma öğrenme yöntemi ile hazırlanan dersin analiz, tasarım, geliştirme, uygulama ve değerlendirme aşamalarında yapılan çalışmalar anlatılmıştır. Çalışmada, geleneksel yöntemle verilen bir dersin uzaktan eğitim sürecine dönüştürülmesinde zaman ve kaynak kaybı yaşamamak için öğretim tasarımcısının dersi veren öğretim üyesi ile birlikte süreci yönetmesi ve ders tasarım sürecinin her aşamasında öğretim üyesinin onayının önemli olduğu ortaya çıkmıştır. Öğretim elemanının görüşleri ve ihtiyaçları dersin yürütüleceği uzaktan eğitim ortamının ve eş zamanlı görüntülü etkileşim aracının özelliklerinin belirlenmesinde de etkili olmuştur. Ayrıca öğretim elemanlarıyla yapılan düzenlemeler sonucunda fark edilemeyen sorunların giderilmesinde kullanılabilirlik çalışmalarında yer alan katılımcıların geri dönütleri, sistemin etkililiğinin sağlanması için önemlidir.
The aim of this study is to convert a face to face course offered by Department of Computer Education and Instructional Technology at Hacettepe University into distance education. ADDIE instructional design model was used to establish class format structure that can be followed easily. Course analysis, design, development, implementation and evaluation stages were mentioned, which had been prepared for blended learning,. This study showed that instructional designer should study with lecturer of course to save time and use resources in process of converting face to face course to distance education efficiently. Opinions and needs of lecturer was also important to be determined for features of learning management system and video conference programmes. In addition, feedbacks of the participants in usability studies were as important as lecturer to ensure an effective system.
The aim of this study is to convert a face to face course offered by Department of Computer Education and Instructional Technology at Hacettepe University into distance education. ADDIE instructional design model was used to establish class format structure that can be followed easily. Course analysis, design, development, implementation and evaluation stages were mentioned, which had been prepared for blended learning,. This study showed that instructional designer should study with lecturer of course to save time and use resources in process of converting face to face course to distance education efficiently. Opinions and needs of lecturer was also important to be determined for features of learning management system and video conference programmes. In addition, feedbacks of the participants in usability studies were as important as lecturer to ensure an effective system.
Uzaktan Eğitim, mektuplaşma ile basit yazışmalar olarak başlamış, gelişen teknolojilerle beraber internet üzerinden kullanılabilen çok çeşitli araçları içeren toplumun benimsediği yeni iletişim biçimleriyle devam etmektedir. Günümüzde... more
Uzaktan Eğitim, mektuplaşma ile basit yazışmalar olarak başlamış, gelişen teknolojilerle beraber internet üzerinden kullanılabilen çok çeşitli araçları içeren toplumun benimsediği yeni iletişim biçimleriyle devam etmektedir. Günümüzde geleneksel ortamlarda ders veren kuruluşların dahi verdikleri derslerin bir kısmını ya da tamamını uzaktan eğitime dönüştürme eğilimi içerisine girdikleri görülmektedir. Bununla birlikte internet tabanlı bir öğretim tasarımının nasıl yapılacağı ve internet üzerinden öğretimin nasıl gerçekleştirileceği üzerinde durulması gereken önemli konular olarak karşımıza çıkmaktadır. Birçok öğretim elemanına yerleşik derslerini çevrimiçi ortama aktarma görevi verilmekte, fakat öğretim elemanları aradıkları yönlendirme ve desteği bulamamaktadırlar. Bu yüzden ortaya uygun pedagojiyle harmanlanmamış, etkileşimden uzak elektronik içerikler çıkmaktadır. Bu çalışmada yerleşik bir dersin çevrimiçi ortama aktarılma süreci, bu süreçte ortaya çıkan sorunlar ve bu sorunların aşılması için izlenen yöntemler ele alınarak, derslerini çevrimiçi ortama taşımayı düşünen öğretim elemanlarına yol göstermesi için tasarım sürecindeki otantik deneyimler paylaşılacaktır.
Distance education started with correspondence education, and now with the development of new technologies it moves towards the education with new forms of communication, which are available through the Internet. Today, even organizations which deliver their teaching in traditional environment have a tendency to convert all or some of their courses to distance education. Thus, we now face important questions such as how to design internet-based instructional design and how to perform teaching, both of which must be closely examined. Many instructors are given the task of transferring their existing courses to online enviroment but they cannot find expedient support and guidance. As a consequence, electronic contents that are not blending with proper pedagogies and that are far away from interactions have emerged. In this study, transfer process of an existing course to online enviroment, problems emerged in this process and the methods followed to overcome these difficulties have been discussed and the authentic experiences gained in this process are shared to provide guidance to instructors who wish to transfer their courses to online environment.
Distance education started with correspondence education, and now with the development of new technologies it moves towards the education with new forms of communication, which are available through the Internet. Today, even organizations which deliver their teaching in traditional environment have a tendency to convert all or some of their courses to distance education. Thus, we now face important questions such as how to design internet-based instructional design and how to perform teaching, both of which must be closely examined. Many instructors are given the task of transferring their existing courses to online enviroment but they cannot find expedient support and guidance. As a consequence, electronic contents that are not blending with proper pedagogies and that are far away from interactions have emerged. In this study, transfer process of an existing course to online enviroment, problems emerged in this process and the methods followed to overcome these difficulties have been discussed and the authentic experiences gained in this process are shared to provide guidance to instructors who wish to transfer their courses to online environment.
Bu oturumda teknoloji-zengin öğrenme ortamlarının FATİH Projesindeki (Fırsatları Arttırma Teknolojiyi İyileştirme Hareketi Projesi) yeri bir ilköğretim okulunda uygulanan bir proje üzerinden tartışılacaktır. Ankara ilinin Elmadağ... more
Bu oturumda teknoloji-zengin öğrenme ortamlarının FATİH Projesindeki (Fırsatları Arttırma Teknolojiyi İyileştirme Hareketi Projesi) yeri bir ilköğretim okulunda uygulanan bir proje üzerinden tartışılacaktır. Ankara ilinin Elmadağ ilçesinde bir İlköğretim okulunda yapılan çalışma nitel araştırma yöntemlerinden durum çalışması olarak desenlenmiş olup çalışmada 7. sınıf öğrencilerinden oluşan 23 kişilik katılımcı grubu yer almıştır. Çalışmada Fatih Projesi hakkında çeşitli kaynaklardan elde edilen bilgiler değerlendirilerek, bu proje ile düzenlenecek sınıflarda teknoloji-zengin öğrenme ortamı kullanılarak yapılacak olan bir uygulamanın mümkün olup olmadığı tartışılmıştır.
In this session, it will be discussed the place of technology-rich learning environments in Fatih Project through a project implemented in a primary school. The research method was qualitative case study. The research was conducted with the user group consisting of 23 participants from 7th grade students in an elementary school in Elmadağ, Ankara. In the study by evaluating the information about Fatih Project from various sources, it was discussed if it is possible implementing technology-rich learning environments in the classes that will organize with this project.
In this session, it will be discussed the place of technology-rich learning environments in Fatih Project through a project implemented in a primary school. The research method was qualitative case study. The research was conducted with the user group consisting of 23 participants from 7th grade students in an elementary school in Elmadağ, Ankara. In the study by evaluating the information about Fatih Project from various sources, it was discussed if it is possible implementing technology-rich learning environments in the classes that will organize with this project.
Bilişim teknolojilerinin kullanım alanları hızla artmaktadır. Bu artış kullanıcı sayısının artışını da beraberinde getirmektedir. Bu yüzden bu teknolojileri kullanan hedef kitlenin ihtiyaçlarının en verimli şekilde karşılanması önem... more
Bilişim teknolojilerinin kullanım alanları hızla artmaktadır. Bu artış kullanıcı sayısının artışını da beraberinde getirmektedir. Bu yüzden bu teknolojileri kullanan hedef kitlenin ihtiyaçlarının en verimli şekilde karşılanması önem kazanmıştır. Geliştirilen sistemlerin değerlendirilmesi kullanılabilirlik testleri ile yapılmaktadır. Bu çalışmada, göz hareketlerini izleme yöntemi kullanılarak 3-boyutlu ortamların kullanılabilirlik çalışmasının yapılması amaçlanmıştır. Bu amaçla Hacettepe Üniversitesi Beytepe Yerleşkesi’ndeki kütüphane için Active Worlds ortamında tasarlanmış olan “3-Boyutlu Kütüphane Oryantasyonu” sistemi incelenmiştir. Araştırmada göz hareketlerinin izlenmesi ODTÜ İnsan-Bilgisayar Etkileşim Laboratuarı’ndaki göz izleme cihazı ile yapılmıştır. Göz izleme uygulamasına 3 kişi katılmış, ancak bir kullanıcının verilerinde gözünü ekrana odaklamadaki uygunsuzluk nedeniyle bu kişinin verileri değerlendirme dışı bırakılmıştır. Göz izleyicisi ile uygulamada kullanıcıların görev tamamlama esnasında ekranda nereye ne kadar odaklandıkları, uygulama süresinde dikkatini çeken, dikkatini çekmesi beklenen ancak çekmeyen öğeler ortaya konulmuştur. Veriler Tobii Studio (ver. 1.3.14) programı ile analiz edilmiştir. Araştırma bulgularına göre 3-boyutlu sanal ortamlarda göz-izleme teknolojisinin hangi özelliklerinin kullanıldığı belirtilmiş ve gelecek çalışmalar için önerilere yer verilmiştir.
The usage area of Information Technology is increasing rapidly. Along with this increase, the number of users are also. So, these users’ fulfilment of needs as effectively are important. Evaluation of developed systems with usability testing is done. The purpose of this study, usability study is to do with using eye tracking method in 3d environment. For this purpose, 3d library environment orientation system in Beytepe campus at Hacettepe University was designed with Active Worlds. Eye tracking systems of the Human-Computer Interaction laboratories in METU is used. The user group consisted of 3 participants, but 1 participant’s data for unqualified of eye tracking motion is out. It was revealed that how and where they are focus on the screen, items which are pay attention or not during task completion. Data is analyzed with Tobii Studio. According to the findings, 3d virtual environments using eye-tracking technology, which features have been stated and giving suggestions for future studies.
The usage area of Information Technology is increasing rapidly. Along with this increase, the number of users are also. So, these users’ fulfilment of needs as effectively are important. Evaluation of developed systems with usability testing is done. The purpose of this study, usability study is to do with using eye tracking method in 3d environment. For this purpose, 3d library environment orientation system in Beytepe campus at Hacettepe University was designed with Active Worlds. Eye tracking systems of the Human-Computer Interaction laboratories in METU is used. The user group consisted of 3 participants, but 1 participant’s data for unqualified of eye tracking motion is out. It was revealed that how and where they are focus on the screen, items which are pay attention or not during task completion. Data is analyzed with Tobii Studio. According to the findings, 3d virtual environments using eye-tracking technology, which features have been stated and giving suggestions for future studies.
Eğitsel bilgisayar oyunlarına yönelik yapılan araştırmalar incelendiğinde araştırmaların oyun ortamlarında öğrenmenin nasıl gerçekleştiği ve oyunun oyuncu üzerindeki etkilerini inceler nitelikte olduğu görülmüştür. Eğitsel öğrenme ortamı... more
Eğitsel bilgisayar oyunlarına yönelik yapılan araştırmalar incelendiğinde araştırmaların oyun ortamlarında öğrenmenin nasıl gerçekleştiği ve oyunun oyuncu üzerindeki etkilerini inceler nitelikte olduğu görülmüştür. Eğitsel öğrenme ortamı ve oyun kavramlarını birleştiren eğitsel bilgisayar oyunları yapısı itibariyle her ne kadar diğer eğitsel ortamların tasarım süreciyle benzerlik gösterse de oyun ortamında etkili öğrenmenin gerçekleşebilmesi için farklı noktalarda yoğunlaşması gerekmekte; bu bağlamda eğitsel bilgisayar oyunlarına yönelik geliştirilmiş tasarım modellerine ihtiyaç duyulmaktadır. Çalışma kapsamında eğitsel bilgisayar oyunları tasarım sürecine yönelik olarak yapılan alanyazın taramasında varolan tasarım modelleri irdelenmiş, belirlenen etkili oyun tasarımı bileşenleri doğrultusunda alanyazına dayalı olarak bir eğitsel oyun tasarımı modeli önerilmiştir. Döngülerin omurgasını oluşturduğu model, tasarım aşamalarını süreç bazında incelemektedir.
Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on players. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific points for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design model is proposed based on literature in accordance with the specified components of effective educational computer games. The model, which is based on cycles, outlines the design stages in the design process.
Examination of studies on educational computer games shows us that most of them investigates the way of learning in game environments and the impact of the games on players. Since educational computer games combine educational learning environments and game concept, educational computer game design process have similarities with educational media design. In spite of the similarities, educational computer game design models should focus on specific points for providing effective learning in game environments. For this reason, game design models are needed for designing educational computer games. In this study, the existing literature was examined in the field of educational computer game design process and an educational computer game design model is proposed based on literature in accordance with the specified components of effective educational computer games. The model, which is based on cycles, outlines the design stages in the design process.
Eğitim ortamı, yalnızca geleneksel fiziki sınıf ortamlarını değil aynı zamanda İnternet üzerindeki sanal sınıf alanlarını da içerisine alarak genişlemektedir. Çoğu Yüksek Öğretim Kurumu çevrim-içi uzaktan eğitime büyük yatırımlar yapmakta... more
Eğitim ortamı, yalnızca geleneksel fiziki sınıf ortamlarını değil aynı zamanda İnternet üzerindeki sanal sınıf alanlarını da içerisine alarak genişlemektedir. Çoğu Yüksek Öğretim Kurumu çevrim-içi uzaktan eğitime büyük yatırımlar yapmakta ve web-temelli öğrenme programları geliştirmektedir. Ek olarak artan sayıda şirket, çalışanlarını eğitmek için web-tabanlı öğrenme sistemlerini benimsemektedir. Bununla birlikte, öğrencilerin sınıf deneyimini, akademik tartışmaları ve doğal sosyal etkileşim fırsatlarını kaçırması uzaktan eğitim sistemlerine yöneltilen eleştirilerin başında gelmektedir. Eşzamanlı sanal sınıf araçları, çevrim-içi ortamda karşılıklı olarak iki ya da daha fazla kullanıcı arasında eşzamanlı görüntü, ses ve veri iletişimini sağlayabilen araçlardır. Bu yönüyle eşzamanlı sanal sınıf araçları öğrenenlere çok yönlü iletişim fırsatlarının yanı sıra öğrencilerin birlikte çalışabilecekleri işbirlikçi bir ortam sunarak uzaktan eğitim sistemlerine yöneltilen eleştirileri azaltabilmektedir. Bu çalışmada, web-tabanlı uzaktan eğitim yoluyla verilen derslerin sanal ortamdaki yüz yüze bileşeni olarak da adlandırılan eşzamanlı sanal sınıf araçları işbirliği, etkileşim, ders içeriklerinin sunumu ve teknolojik alt yapı açısından karşılaştırılmaktadır.
Formal learning environment is expanding to include not only the conventional physical classroom environment, but also virtual classroom spaces on the Internet. Most institutions of higher education are making large investments in online distance education and developing web-based learning programs. In addition, an increasing number of companies are adopting web-based learning systems to train their employees. However the heads of critics on distance learning systems are missing out on the classroom experience, the academic sparring and natural social networking interaction opportunities. Synchronous virtual classroom tools can provide simultaneous video, audio and data communications between two or more users mutually in online media. This aspect of the virtual classroom tools can offer opportunities for learners to multi-directional communicate as well as a collaborative media to work together so they minimize critics directed to distance learning systems. In this study, synchronous virtual classroom tools, also called as a component of face to face of courses given through web-based distance education, are compared in terms of collaboration, interaction, presentation of course content and infrastructure.
Formal learning environment is expanding to include not only the conventional physical classroom environment, but also virtual classroom spaces on the Internet. Most institutions of higher education are making large investments in online distance education and developing web-based learning programs. In addition, an increasing number of companies are adopting web-based learning systems to train their employees. However the heads of critics on distance learning systems are missing out on the classroom experience, the academic sparring and natural social networking interaction opportunities. Synchronous virtual classroom tools can provide simultaneous video, audio and data communications between two or more users mutually in online media. This aspect of the virtual classroom tools can offer opportunities for learners to multi-directional communicate as well as a collaborative media to work together so they minimize critics directed to distance learning systems. In this study, synchronous virtual classroom tools, also called as a component of face to face of courses given through web-based distance education, are compared in terms of collaboration, interaction, presentation of course content and infrastructure.
The purpose of this study is to determine usability problems of a university departmental web site by authentic users and authentic tasks and also to suggest solutions to these problems. The study group consisted of 9 participants... more
The purpose of this study is to determine usability problems of a university departmental web site by authentic users and authentic tasks and also to suggest solutions to these problems.
The study group consisted of 9 participants including 4 undergraduate students and 5 academicians (4 research assistants who are graduate students and one instructor). Study is designed by recording the process of authentic task performance of authentic users in departmental web site and analyzing these records. Seven participants’ task performance processes were recorded on computer by Captivate program as a video feed including mouse clicks and timeline. In addition, two participants’ task performance processes and eye movements during this process were recorded by an eye tracking machine. In the data analysis, recordings from task process were analyzed and the issues for which users had difficulties with, the issues which users hesitated while performing, the time spent on each task, repeated tasks, successful and unsuccessful tasks were discovered comparatively with observer notes. Also eye tracking data were analyzed according to number of fixation and fixation length data on area of interest regions. Usability problems are determined based on the findings, and solutions to these problems are suggested.
The study group consisted of 9 participants including 4 undergraduate students and 5 academicians (4 research assistants who are graduate students and one instructor). Study is designed by recording the process of authentic task performance of authentic users in departmental web site and analyzing these records. Seven participants’ task performance processes were recorded on computer by Captivate program as a video feed including mouse clicks and timeline. In addition, two participants’ task performance processes and eye movements during this process were recorded by an eye tracking machine. In the data analysis, recordings from task process were analyzed and the issues for which users had difficulties with, the issues which users hesitated while performing, the time spent on each task, repeated tasks, successful and unsuccessful tasks were discovered comparatively with observer notes. Also eye tracking data were analyzed according to number of fixation and fixation length data on area of interest regions. Usability problems are determined based on the findings, and solutions to these problems are suggested.
This study is about the challenges and the barriers that might emerge during the use of technology, specifically games, in classroom settings as supportive materials for classroom activities. In this respect, three case studies were... more
This study is about the challenges and the barriers that might emerge during the use of technology, specifically games, in classroom settings as supportive materials for classroom activities. In this respect, three case studies were conducted; qualitative data were collected and analyzed. The game like learning environment used in these studies was Quest Atlantis. The results are summarized under four headings: 1- technical issues, 2- Turkish educational system, 3- teacher related issues, and 4- student related issues. The results of the study may be used by teachers, school administrators or other researchers.
Bu çalışmanın amacı 3-boyutlu çok-kullanıcılı sanal ortamları oryantasyon amacı ile kullanan üniversiteye yeni başlayan öğrencilerin uygulamaya ilişkin görüşlerini ortaya koymaktır. Bu amaçla bir sanal oryantasyon ortamı Active Worlds... more
Bu çalışmanın amacı 3-boyutlu çok-kullanıcılı sanal ortamları oryantasyon amacı ile kullanan üniversiteye yeni başlayan öğrencilerin uygulamaya ilişkin görüşlerini ortaya koymaktır. Bu amaçla bir sanal oryantasyon ortamı Active Worlds çok-kullanıcılı sanal ortamı altyapısı üzerinde, alan yazındaki çeşitli oryantasyon ilkeleri gözetilerek geliştirilen sanal ortamda öğrenciler oryantasyona tabi tutularak uygulamaya ilişkin görüşleri alınmıştır. Çalışmaya, Hacettepe Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü‘ne (BÖTE) 2009-2010 öğretim yılında başlayan öğrencilerden 25‘i katılmıştır. Öğrenciler Active Worlds ortamında geliştirilen Hacettepe Üniversitesi BÖTE‘nin tasarlandığı sanal dünyada 20 dakika süreyle dolaşmışlar ve uygulamaya dair görüşleri açık-uçlu bir soru ile alınmıştır. Öğrenciler sanal oryantasyon uygulamasını beğendiklerini ve bu oryantasyon sayesinde yeni bilgiler öğrendiklerini aktarmışlardır.
The purpose of this study is to examine freshmen university students‘ opinions about 3D virtual orientation implementation. For this purpose, students navigated in a virtual orientation environment developed on the Active Worlds multi-user virtual environment by taking into account various orientation principles found in the literature. Students‘ opinions were collected through an open-ended question. There were 25 students in the study, who were enrolled in 2009-2010 academic year to Computer Education and Instructional Technology Department at Education Faculty of Hacettepe University in Ankara, Turkey. Students indicated that they liked the virtual orientation and felt that they were oriented to the department through this intervention.
The purpose of this study is to examine freshmen university students‘ opinions about 3D virtual orientation implementation. For this purpose, students navigated in a virtual orientation environment developed on the Active Worlds multi-user virtual environment by taking into account various orientation principles found in the literature. Students‘ opinions were collected through an open-ended question. There were 25 students in the study, who were enrolled in 2009-2010 academic year to Computer Education and Instructional Technology Department at Education Faculty of Hacettepe University in Ankara, Turkey. Students indicated that they liked the virtual orientation and felt that they were oriented to the department through this intervention.
Bu çalışmanın amacı bir bölüm web sitesini ele alarak kullanılabilirliğinin değerlendirilmesi ve mevcut kullanılabilirlik sorunlarının belirlenerek bunların çözümüne yönelik öneriler getirilmesidir. Araştırmanın çalışma grubu bölümün... more
Bu çalışmanın amacı bir bölüm web sitesini ele alarak kullanılabilirliğinin değerlendirilmesi ve mevcut kullanılabilirlik sorunlarının belirlenerek bunların çözümüne yönelik öneriler getirilmesidir. Araştırmanın çalışma grubu bölümün lisans düzeyindeki 3 öğrencisi ve yine bölümde lisansüstü öğrenim gören ve/veya çalışan 3‘ü araştırma görevlisi biri öğretim üyesi olan 4 akademisyen olmak üzere toplamda 7 kişiden oluşmuştur. Çalışma otantik kullanıcı kitlesi ile web sitesinde otantik görevlerin gerçekleştirilmesi sürecinin kaydedilerek analiz edilmesi şeklinde desenlenmiştir. Verilerin analizinde görev sürecine ilişkin kayıtlar incelenmiş, gözlemcilerin notları ile karşılaştırmalı olarak katılımcıların görevlerde zorlandığı noktalar, tereddütte kaldığı noktalar, her bir görevde harcanan süre, tekrar edilen görevler, başarı ile tamamlanan görevler ve başarısızlıkla sonuçlanan görevler gruplar altında toplanarak tasnif edilmiştir. Elde edilen bulgulardan hem öğrenci hem de akademisyen grubu için kullanılabilirlik sorunları belirlenerek bunların çözümüne yönelik öneriler getirilmiştir.
The purpose of this study was to evaluate the usability and usability problems of a university departmental web site and also to suggest solutions to these problems, by using authentic users and authentic tasks. The study group was consisted of 7 participants including 3 undergraduate students and 4 academicians, 3 of whom were research assistants/graduate students, and one of whom was an instructor. Study was designed by recording the process of authentic task performance of authentic users in the department web site and by analyzing these records. In the data analysis, recordings from the task performances were analyzed and the issues for which users had difficulties with, the issues which users hesitated with while performing, the time spent on each task, repeated tasks, successful tasks and unsuccessful tasks were discovered comparatively with the observer notes. Usability problems were determined and solutions to these problems were suggested.
The purpose of this study was to evaluate the usability and usability problems of a university departmental web site and also to suggest solutions to these problems, by using authentic users and authentic tasks. The study group was consisted of 7 participants including 3 undergraduate students and 4 academicians, 3 of whom were research assistants/graduate students, and one of whom was an instructor. Study was designed by recording the process of authentic task performance of authentic users in the department web site and by analyzing these records. In the data analysis, recordings from the task performances were analyzed and the issues for which users had difficulties with, the issues which users hesitated with while performing, the time spent on each task, repeated tasks, successful tasks and unsuccessful tasks were discovered comparatively with the observer notes. Usability problems were determined and solutions to these problems were suggested.
Bu çalışmada teknoloji-zengin bir öğrenme ortamında öğrencilerin bireysel öğrenmelerinin sınıf dinamiğine etkileri incelenmiştir. Nitel araştırma yöntemlerinden durum çalışması olarak desenlenen çalışmada Ankara ili Elmadağ ilçesindeki... more
Bu çalışmada teknoloji-zengin bir öğrenme ortamında öğrencilerin bireysel öğrenmelerinin sınıf dinamiğine etkileri incelenmiştir. Nitel araştırma yöntemlerinden durum çalışması olarak desenlenen çalışmada Ankara ili Elmadağ ilçesindeki bir ilköğretim okulunda 5. sınıf öğrencilerinden seçilen 6 kişilik katılımcı grubu kullanılmıştır. Çalışma grubuyla ders dışı etkinlik olarak ikinci dönemin başında başlanan uygulamalar on altı haftalık süre boyunca devam etmiştir. Uygulanan teknoloji-zengin öğrenme ortamı büyük ölçüde öğrencinin bireysel öğrenmesine izin vermekte, öğrencinin kendi hızında ilerlemesine katkı sağlamaktadır. Bulgular bu öğrenme ortamının bu özelliğinin sınıf dinamiklerini, öğretmenin dersi yürütmesini ve öğrenci motivasyonunu etkilediğini ortaya koymuştur.
In this study, the effects of students’ individual learning to classroom dynamics in a technology-rich individual learning environment are examined. The research method was qualitative case study. The research was conducted with the user group consisting of 6 participants from 5th grade students in an elementary school in Elmadağ, Ankara. The implementation was conducted as an extracurricular activity at the beginning of the second term, and took sixteen weeks. Technology-rich learning environment allows for a student‘s individual learning and contributes to progress in students’ own pace. Findings indicated that these features of the learning environment affected classroom dynamics, teacher‘s implementation of the lesson and students’ motivation.
In this study, the effects of students’ individual learning to classroom dynamics in a technology-rich individual learning environment are examined. The research method was qualitative case study. The research was conducted with the user group consisting of 6 participants from 5th grade students in an elementary school in Elmadağ, Ankara. The implementation was conducted as an extracurricular activity at the beginning of the second term, and took sixteen weeks. Technology-rich learning environment allows for a student‘s individual learning and contributes to progress in students’ own pace. Findings indicated that these features of the learning environment affected classroom dynamics, teacher‘s implementation of the lesson and students’ motivation.
Çok hızlı bir değişim ve gelişim gösteren bilgisayar ve internet teknolojileri hayatın her alanında olduğu gibi eğitim alanında da etkisini göstermektedir. Bilgisayar ve internet teknolojilerinin uygulama alanlarından birisi bilgisayar... more
Çok hızlı bir değişim ve gelişim gösteren bilgisayar ve internet teknolojileri hayatın her alanında olduğu gibi eğitim alanında da etkisini göstermektedir. Bilgisayar ve internet teknolojilerinin uygulama alanlarından birisi bilgisayar oyunlarıdır. Bilgisayarların donanım ve yazılım olarak hızlı gelişimine paralel olarak bilgisayar oyunları da hızlı bir gelişim göstermekte olup insanlar tarafından eğlenme amaçlı kullanımı hızla artmıştır. Bilgisayar oyunları bireylere eğlence amaçlı vakit geçirtirken kendileri için önemli olan bilgileri öğrenebilecekleri ortamlar sunabilir. Özellikle okul çağındaki çocukların çok hoşlandıkları ve sıkılmadan oynadıkları bilgisayar oyunlarının eğitimde kullanılması üzerinde durulması gereken önemli bir konudur. Bilgisayar oyunlarının eğitim ortamlarında kullanılması konusundaki çalışmalarda genellikle bilgisayar oyunlarının eğitsel açıdan eğitim ortamlarına nasıl etkili ve uygun bir şekilde bütünleştirileceği konusuna kavramsal olarak odaklanılmaktadır. Bu çalışmada, eğitsel bilgisayar oyunlarının eğitim ortamlarına entegrasyonu konusunda literatürdeki uygulamalı araştırmalar analiz edilerek mevcut pratiğin dört boyut altında toplandığı bulunmuştur. Pedagojik boyut, teknik altyapı boyutu, öğretmen ve öğrenci boyutu ve paydaş boyutu bu dört boyutu oluşturmaktadır.
Computer and internet technologies, which are very fastly changing and improving, are affecting education like any other domains of everyday life. One of the application areas of the computer and internet technologies is computer games. Use of computer games for entertainment has recently increased. While computer games offer enjoyable time for people, they may also provide an environment where people could learn. The use of computer games in education is an important issue that must be emphasized, especially for school-age children who like them so much. In studies related to the use of computer games in educational environments, it is usually conceptually focused on how computer games would be integrated into educational environments effectively and correctly. In this work, we analyzed the practical research about the integration of educational computer games in educational environments and found that the current practice is grouped under four dimensions. These four-dimensions consist of pedagogical dimension, technical infrastructure dimension, teacher-student dimension and partner dimension.
Computer and internet technologies, which are very fastly changing and improving, are affecting education like any other domains of everyday life. One of the application areas of the computer and internet technologies is computer games. Use of computer games for entertainment has recently increased. While computer games offer enjoyable time for people, they may also provide an environment where people could learn. The use of computer games in education is an important issue that must be emphasized, especially for school-age children who like them so much. In studies related to the use of computer games in educational environments, it is usually conceptually focused on how computer games would be integrated into educational environments effectively and correctly. In this work, we analyzed the practical research about the integration of educational computer games in educational environments and found that the current practice is grouped under four dimensions. These four-dimensions consist of pedagogical dimension, technical infrastructure dimension, teacher-student dimension and partner dimension.
Bu çalışmanın amacı uzamsal yeteneğin geliştirilmesine yönelik 3-Boyutlu bir sanal simülasyon programı geliştirmektir. Bu amaçla 6 matematik öğretmeni ve uzmanlarla görüşmeler yapılmış ve birim küpler yardımıyla üç-boyutlu cisimlerin... more
Bu çalışmanın amacı uzamsal yeteneğin geliştirilmesine yönelik 3-Boyutlu bir sanal simülasyon programı geliştirmektir. Bu amaçla 6 matematik öğretmeni ve uzmanlarla görüşmeler yapılmış ve birim küpler yardımıyla üç-boyutlu cisimlerin zihinde canlandırılması, farklı açılardan görünümleri ve döndürülmeleri, cisimlerin tamamının ya da bir parçasının hareket ettirilmesi, bu cisimlerin manipülasyon öncesi ve sonrası durumlarının izometrik kağıda çizimleri, izometrik çizimleri verilen nesnelerin birim küpler yardımıyla oluşturulması aşamalarını içeren etkinlikler hazırlanmıştır. Daha sonra iki okulda toplam 58 (26 kız, 32 erkek) beşinci sınıf öğrencisi ile geliştirilen programın etkililiği ön-test ve son-testler ile sınanmıştır. Sınama sürecinde öğrencilere uzamsal görselleştirme ve zihinde döndürme ölçekleri uygulanmıştır. Toplanan verilerin ortalama puanlarına bakılmış ve eşleştirilmiş örneklem t-testi analizi yapılmıştır. Sonuç olarak, geliştirilen programın hem uzamsal görselleştirme hem de zihinsel döndürme yeteneklerinde gelişme sağladığı görülmüştür.
Bu çalışma öğretmen adaylarının bilgisayar oyunu oynama alışkanlıklarını ve tercihlerini belirlemek amacı ile yapılmıştır. Bu amaçla Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünden 46 öğrenci çalışmaya... more
Bu çalışma öğretmen adaylarının bilgisayar oyunu oynama alışkanlıklarını ve tercihlerini belirlemek amacı ile yapılmıştır. Bu amaçla Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünden 46 öğrenci çalışmaya katılmıştır. Veri toplamak amacı ile Durdu, Hotomaroğlu ve Çağıltay (2004) tarafından geliştirilen anket kullanılmıştır. Sonuçlara göre katılımcıların yaklaşık üçte ikisi bilgisayar oyunu oynamakta olup kitlenin tamamına yakını bu oyunları evde oynamaktadır. Oyun oynayanların tamamına yakını erkek, oyun oynamayanların ise beşte dördü kızdır. Eğlenmek, stres atmak ve zeka geliştirmek oyun oynama nedenlerinin başında gelmektedir. Oyun onayanların en çok oynadığı 3 oyunun %27’si futbol, %21’i strateji/rol oynama, %18’i araba yarışı, %14’ü savaş/FPS, %8’i platform ve kalan %11’i de flash, MMORPG, simülasyon ve korku kategorisine girmektedir. Öğretmen adaylarının %72’si bilgisayar oyunlarını zararsız bulduğunu, %90’ı ise bilgisayar oyunlarının eğitim amaçlı kullanılabileceğini belirtmiştir. Çalışma Türkiye’de bu çizgide 2004-2009 yılları arasında yapılan çalışmalara katkıda bulunması ve bu çalışmalardaki bulguları destekleyerek kolektif temaları sağlamlaştırması açısından önemlidir.
This study was conducted to find out the computer game playing characteristics and preferences of teacher candidates. Towards this purpose, 46 student from Computer Education and Instructional Technology Department at Hacettepe University participated in the study. Data were collected by a survey instrument developed by Durdu, Hotamaroğlu, and Çağıltay (2004). Results showed that two thirds of the participants played computer games while most of this crowd played games at home. Majority of the participants playing games were boys while eighty percent of the participants not playing games were girls. Fun, relieving stress, and improving intelligence were the common reasons to play computer games. When the 3 most-played computer games were analyzed, 27% were soccer games, 21% were strategy/role playing games, 18% were car racing games, 14% were war/FPS games, 8% were board games, and the remaining 11% were flash-based, MMORPG, simulation, and horror games. 72% of teacher candidates found computer games as not harmful, while 90% of them thought computer games could be used for educational purposes. The study is important in that it contributes to this line of research done in Turkey between the years 2004-2009 and it supports the findings of these studies.
This study was conducted to find out the computer game playing characteristics and preferences of teacher candidates. Towards this purpose, 46 student from Computer Education and Instructional Technology Department at Hacettepe University participated in the study. Data were collected by a survey instrument developed by Durdu, Hotamaroğlu, and Çağıltay (2004). Results showed that two thirds of the participants played computer games while most of this crowd played games at home. Majority of the participants playing games were boys while eighty percent of the participants not playing games were girls. Fun, relieving stress, and improving intelligence were the common reasons to play computer games. When the 3 most-played computer games were analyzed, 27% were soccer games, 21% were strategy/role playing games, 18% were car racing games, 14% were war/FPS games, 8% were board games, and the remaining 11% were flash-based, MMORPG, simulation, and horror games. 72% of teacher candidates found computer games as not harmful, while 90% of them thought computer games could be used for educational purposes. The study is important in that it contributes to this line of research done in Turkey between the years 2004-2009 and it supports the findings of these studies.
Kullanılabilirlik çalışmaları yazılım tasarımı ve yazılım geliştirme çalışmalarında oldukça önemlidir. Böylece web sitelerini değerlendirme süreçleri de daha etkili bir hale gelmiştir. Bu çalışmada Hacettepe Üniversitesi Kütüphane web... more
Kullanılabilirlik çalışmaları yazılım tasarımı ve yazılım geliştirme çalışmalarında oldukça önemlidir. Böylece web sitelerini değerlendirme süreçleri de daha etkili bir hale gelmiştir. Bu çalışmada Hacettepe Üniversitesi Kütüphane web sitesinin kullanılabilirlik sorunlarının ortaya çıkarılması amaçlanmıştır. Nitel araştırma yöntemlerinden durum çalışması olarak desenlenen çalışmada lisans, lisansüstü öğrencileri ve akademik personelden oluşan 9 katılımcı yer almıştır. Katılımcılarla kütüphane web sitesinde gerçekleştirmeleri gereken 9 adet görevden oluşan kullanılabilirlik testi yapılmıştır. Kullanılabilirlik testi sonunda katılımcılarla yapılan görüşmede kütüphane web sitesi ile ilgili görüşleri alınmıştır. Ayrıca katılımcıların demografik bilgileri de toplanmıştır. Veriler analiz edilerek kullanılabilirlik sorunları ortaya koyulmuş ve bu sorunlara çözüm önerileri üretilmiştir. Çalışma sonucunun var olan kütüphane web sitesinin ve benzer üniversite kütüphaneleri web sitelerinin geliştirilmesi için site tasarımından sorumlu olan kişilere yol göstermesi ve yeni bir kullanılabilirlik çalışması yapılması açısından önemli olabileceği söylenebilir.
Usability studies are important for design and development of software. Evaluation of web sites can be implemented by using usability tests. In this study, the usability test of Hacettepe University Library web site is undertaken. The research method of this study was qualitative case study. For this purpose, the user group consisted of 9 participants including undergraduate students, graduate students and academic personnel. 9 tasks were prepared to provide effective use of the library web site. The results may be useful for two aspects: in terms of improving the library web site and in terms of making a new usability test for the improved version of the site.
Usability studies are important for design and development of software. Evaluation of web sites can be implemented by using usability tests. In this study, the usability test of Hacettepe University Library web site is undertaken. The research method of this study was qualitative case study. For this purpose, the user group consisted of 9 participants including undergraduate students, graduate students and academic personnel. 9 tasks were prepared to provide effective use of the library web site. The results may be useful for two aspects: in terms of improving the library web site and in terms of making a new usability test for the improved version of the site.
Öğrencilerin yeni ortamlarına ve yeni durumlarına uyum süreçlerine yardımcı olabilmek için oryantasyon hizmeti devreye girmektedir. Günümüzde oryantasyon hizmeti kapsamında 3-boyutlu ortamların kullanılması gibi farklı etkinlikler... more
Öğrencilerin yeni ortamlarına ve yeni durumlarına uyum süreçlerine yardımcı olabilmek için oryantasyon hizmeti devreye girmektedir. Günümüzde oryantasyon hizmeti kapsamında 3-boyutlu ortamların kullanılması gibi farklı etkinlikler yapılmaktadır. Bu çalışmada, üniversite birinci sınıf öğrencilerine yönelik üç-boyutlu bir oryantasyon ortamı kullanılmış ve bu ortamdaki yönergelerin etkililiği araştırılmıştır. Bu amaçla, fiziksel yerleşimi üç-boyutlu ortama aktarılan Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümü oryantasyon ortamı üzerinde çalışılmıştır. Çalışmanın amacına uygunluğunun sağlanması bakımından katılımcıların kullanılan gerçek ortamı daha önce görmemiş olmalarına özen gösterilmiştir. Araştırma grubu, 2008-2009 öğretim yılında iki üniversitenin farklı bölümlerinden seçilen toplam 7 öğrenciden oluşmuştur. Uygulama, katılımcılara araştırmacılar tarafından sunulan kontrollü bir ortamda yapılmıştır. “Kullanıcı tanıtım formu” ve “görev formu” ile elde edilen verilerle uygulama sonunda katılımcıların bilgileri, görev tamamlama süreleri ve yönerge kullanma durumları karşılaştırılarak bir değerlendirme yapılmıştır.
In order to help students orient themselves to new environments and situations, orientation services are used. In today’s world, in terms of orientation, several different activities such as use of 3D environments are available. In this study, a 3D orientation program, which targets freshman students, was used, and the effectiveness of the use of directions in this environment was investigated. To this end, the orientation environment of Hacettepe University, Department of Computer Education and Instructional Technology (CEIT), whose physical layout was transferred into a three-dimensional environment, was used. In order to provide appropriateness to the aim of the study, it was taken into account that the users have not seen the real environment before. The research group consists of a total of 7 students who were selected among different departments of two universities in the academic year of 2008–2009. The application was implemented with the participants in a controlled environment, which was arranged by the researchers. The evaluation was done through a comparison of the data such as user information, time of task completion and the use of directions obtained from “Participant Identification Form” and “Task Form”.
In order to help students orient themselves to new environments and situations, orientation services are used. In today’s world, in terms of orientation, several different activities such as use of 3D environments are available. In this study, a 3D orientation program, which targets freshman students, was used, and the effectiveness of the use of directions in this environment was investigated. To this end, the orientation environment of Hacettepe University, Department of Computer Education and Instructional Technology (CEIT), whose physical layout was transferred into a three-dimensional environment, was used. In order to provide appropriateness to the aim of the study, it was taken into account that the users have not seen the real environment before. The research group consists of a total of 7 students who were selected among different departments of two universities in the academic year of 2008–2009. The application was implemented with the participants in a controlled environment, which was arranged by the researchers. The evaluation was done through a comparison of the data such as user information, time of task completion and the use of directions obtained from “Participant Identification Form” and “Task Form”.
Gelişen bilişim teknolojilerinin en önemlilerinden olan internet teknolojilerinin hayatımızın her alanını etkilemesi ve hayatımızda hızla yer alması diğer pek çok kurum gibi üniversitelerinde çeşitli hizmetlerini internet üzerinden... more
Gelişen bilişim teknolojilerinin en önemlilerinden olan internet teknolojilerinin hayatımızın her alanını etkilemesi ve hayatımızda hızla yer alması diğer pek çok kurum gibi üniversitelerinde çeşitli hizmetlerini internet üzerinden sunmasını zorunlu kılmıştır. İnternet üzerinden sunulan uygulamalarda karşılaşılan en büyük sorun ise web sitelerinin kullanılabilirliği olmuştur. Üniversitelerde en çok kullanılan web sitelerinden olan, web siteleri içinde öğrencilerin en çok kullandığı ve ihtiyaç duyduğu site olarak düşünülen öğrenci işleri daire başkanlığı sitesinin önemi oldukça fazladır.
Bu araştırmanın amacı Hacettepe Üniversitesi Öğrenci İşleri Daire Başkanlığı (HÜÖİDB) web sitesinin öğrencilerin kullanımı açısından kullanılabilirliği incelemektir. Bu amaçla, araştırmacılar tarafından öğrencilerin her zaman kullanma durumunda kalacakları otantik görevler belirlenmiştir. Veriler araştırmacılar tarafından hazırlanan veri toplama araçları yoluyla toplanmıştır. Otantik kullanıcılarla otantik ortamlarda gerçekleştirilen uygulamalar sonucunda web sitesinin kullanılabilirlik problemleri ortaya konulmuştur.
Internet which is one of the most important information technologies, affects every side of our lifes and take place rapidly in our lifes. Like other institutions, universities are using internet technologies and every university has a website. By the help of their own web sites, universities inform their old and new students, staffs, academicians, alumni and the different parts of public in a short time. The purpose of this study is to investigate, usability of HÜÖ_DB web site according to students. For this aim, authentic tasks were determined by researchers. These tasks are usually used by students. Data collecting instruments were developed by the reseacher. After the application with authentic users in authentic environment, potential problems about usability of the web site are revealed.
Bu araştırmanın amacı Hacettepe Üniversitesi Öğrenci İşleri Daire Başkanlığı (HÜÖİDB) web sitesinin öğrencilerin kullanımı açısından kullanılabilirliği incelemektir. Bu amaçla, araştırmacılar tarafından öğrencilerin her zaman kullanma durumunda kalacakları otantik görevler belirlenmiştir. Veriler araştırmacılar tarafından hazırlanan veri toplama araçları yoluyla toplanmıştır. Otantik kullanıcılarla otantik ortamlarda gerçekleştirilen uygulamalar sonucunda web sitesinin kullanılabilirlik problemleri ortaya konulmuştur.
Internet which is one of the most important information technologies, affects every side of our lifes and take place rapidly in our lifes. Like other institutions, universities are using internet technologies and every university has a website. By the help of their own web sites, universities inform their old and new students, staffs, academicians, alumni and the different parts of public in a short time. The purpose of this study is to investigate, usability of HÜÖ_DB web site according to students. For this aim, authentic tasks were determined by researchers. These tasks are usually used by students. Data collecting instruments were developed by the reseacher. After the application with authentic users in authentic environment, potential problems about usability of the web site are revealed.
Üniversitelerde ders dönemi başlamadan verilen oryantasyon hizmetleri öğrencilerin yeni başlayacağı okula, üniversiteye çabuk uyum sağlaması açısından öğrencilerin üniversite yaşamındaki ihtiyaçlarına cevap vermelidir. Oryantasyon... more
Üniversitelerde ders dönemi başlamadan verilen oryantasyon hizmetleri öğrencilerin yeni başlayacağı okula, üniversiteye çabuk uyum sağlaması açısından öğrencilerin üniversite yaşamındaki ihtiyaçlarına cevap vermelidir. Oryantasyon hizmetinin amacı, öğrencileri yeni bir ortama, yeni bir duruma alıştırmaktır. Ülkemizde az sayıda üniversite tarafından sağlanan oryantasyon hizmetleri öğrencilere zaman ve mekan bağımsızlığı tanımadığı için oryantasyon hizmetlerinin verilmesinde yeni açılımlara ihtiyaç olduğu görülmüştür. Bu çalışmada Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü (BÖTE), Active Worlds sanal ortamında 3-boyutlu modellenerek, okula yeni başlayacak öğrencilerin bölüme alışmasını sağlamak amacıyla geliştirilmiştir.
The orientation services that are provided to students before starting to academic term, must satisfy students needs about university life for quick adaptation to new school or university. The main purpose of the orientation services is to familiarize individuals to a new situation or environment. Because orientation services, limited numbers in our country, are not independent from time and place, a need for evolution has been revealed out. From this point, in this study Hacettepe Univesity, Computer Education and Instructional Technology (CEIT) Department has been 3D modelled in virtual Active Worlds to adapt new students to their department.
The orientation services that are provided to students before starting to academic term, must satisfy students needs about university life for quick adaptation to new school or university. The main purpose of the orientation services is to familiarize individuals to a new situation or environment. Because orientation services, limited numbers in our country, are not independent from time and place, a need for evolution has been revealed out. From this point, in this study Hacettepe Univesity, Computer Education and Instructional Technology (CEIT) Department has been 3D modelled in virtual Active Worlds to adapt new students to their department.
Bu çalışmada, Hacettepe Üniversitesi Beytepe Yerleşkesi’ndeki kütüphane için Active Worlds (AW) ortamında tasarlanmış olan “3 Boyutlu Kütüphane Oryantasyonu” sisteminin kullanılabilirliği araştırılmıştır. Hacettepe Üniversitesi Bilgisayar... more
Bu çalışmada, Hacettepe Üniversitesi Beytepe Yerleşkesi’ndeki kütüphane için Active Worlds (AW) ortamında tasarlanmış olan “3 Boyutlu Kütüphane Oryantasyonu” sisteminin kullanılabilirliği araştırılmıştır. Hacettepe Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü’nde öğrenimlerini sürdüren öğrencilerden Beytepe Kütüphanesini hiç tanımayan veya çok az tanıyan 9 kişinin bu ortam hakkındaki görüşleri alınmıştır. Çalışmada veri toplamak için kullanıcılar 3 boyutlu kütüphane ortamındaki görevleri yerine getirirken (daha önce düzenlenmiş olan gözlem formları kullanılarak) gözlemlenmiş, uygulama sonunda ise kullanıcılardan kullanılabilirlik anketini doldurmaları istenmiştir. Elde edilen verilerin analizi, kullanıcıların 3 boyutlu ortamın Beytepe Kütüphanesi’ni yeterince tanıttığı görüşünde olduklarını, bununla birlikte gerçek ortamı daha önce görmüş olan kullanıcıların ortamdaki nesneleri gerçeğinden biraz uzak bulduklarını ortaya koymuştur.
In this study, the usability of the “3 Dimensional Library Orientation” system, which is designed in the Active Worlds (AW) environment for the library of Hacettepe University in Beytepe Campus, is investigated. Nine students from the department of Computer Education and Instructional Technology who have had no or little prior information about the library gave their opinions about this new environment. For data collection, users were initially observed while they were examining the environment (by using the observation form which was prepared before) and later users were asked to fill in a usability survey about this new environment. As result of data analysis, it was found that while users agreed upon that the 3D environment has introduced Beytepe Library adequately, some of the users who previously experienced the real environment, indicated that the objects were not representing their originals.
In this study, the usability of the “3 Dimensional Library Orientation” system, which is designed in the Active Worlds (AW) environment for the library of Hacettepe University in Beytepe Campus, is investigated. Nine students from the department of Computer Education and Instructional Technology who have had no or little prior information about the library gave their opinions about this new environment. For data collection, users were initially observed while they were examining the environment (by using the observation form which was prepared before) and later users were asked to fill in a usability survey about this new environment. As result of data analysis, it was found that while users agreed upon that the 3D environment has introduced Beytepe Library adequately, some of the users who previously experienced the real environment, indicated that the objects were not representing their originals.
Bu çalışma kapsamında Hacettepe Üniversitesi BÖTE Bölümü’nde kullanılmakta olan “Altyapı Problem ve İhtiyaç Kayıt Sistemi” (APİKS) prototipinin geliştirilerek daha dinamik ve kullanışlı bir şekilde tasarlanması amaçlanmıştır. Bu bağlamda... more
Bu çalışma kapsamında Hacettepe Üniversitesi BÖTE Bölümü’nde kullanılmakta olan “Altyapı Problem ve İhtiyaç Kayıt Sistemi” (APİKS) prototipinin geliştirilerek daha dinamik ve kullanışlı bir şekilde tasarlanması amaçlanmıştır. Bu bağlamda geliştirilen yeni APİKS, bilgi yönetimi amacıyla kullanılacak bir Elektronik Performans Destek Sistemi (EPDS) olarak düşünülmüş ve gerek taşıması gereken özellikleri, gerekse tasarım süreci bu doğrultuda ele alınmış, tasarım İnternet-tabanlı EPDS modeline uygun olarak yapılmıştır.
This study aims to design an improved version of Infrastructure Problem and Requirement Record System (IPRRS), which is being used by CEIT (Computer Education and Instructional Technology) Department at Hacettepe University, to make it more dynamic and useful. In this context, proposed new IPRSS is conceptualized as an Electronic Performance Support System (EPSS) to use for knowledge management. Both the characteristics of the system and the design process have been handled in alignment with the Web-based EPSS model.
This study aims to design an improved version of Infrastructure Problem and Requirement Record System (IPRRS), which is being used by CEIT (Computer Education and Instructional Technology) Department at Hacettepe University, to make it more dynamic and useful. In this context, proposed new IPRSS is conceptualized as an Electronic Performance Support System (EPSS) to use for knowledge management. Both the characteristics of the system and the design process have been handled in alignment with the Web-based EPSS model.
Son yıllarda yapılan çalışmalar, eğitsel bilgisayar oyunlarının öğrencilerin motivasyonunu artırdığını göstermektedir. Bu çalışmada bilgisayarın donanım parçaları konusunda alıştırma ve uygulama imkânı veren eğitsel bir bilgisayar oyunu,... more
Son yıllarda yapılan çalışmalar, eğitsel bilgisayar oyunlarının öğrencilerin motivasyonunu artırdığını göstermektedir. Bu çalışmada bilgisayarın donanım parçaları konusunda alıştırma ve uygulama imkânı veren eğitsel bir bilgisayar oyunu, Bilişim Teknolojileri dersi kapsamında uygulanmış ve eğitsel bilgisayar oyunlarının öğrenci ve öğretmende üzerindeki etkileri araştırılmıştır. Çalışma Ankara’da merkezde bulunan bir ilköğretim okulunun ve Aksaray’ da kasabada bulunan bir ilköğretim okulunun 5. sınıf öğrencileri ile yapılmıştır. Yapılan analizler sonucunda eğitsel bilgisayar oyunlarıyla desteklenmiş derslerin uygulamaya katılan öğrenciler ve öğretmenler tarafından çok fazla sevildiği ve öğrenmeleri üzerinde etkili olduğu saptanmıştır. Uygulama sürecine katılan öğrenciler ve öğretmenler, süreçten memnun kaldıklarını belirtmişlerdir. Ankara ve Aksaray illeri arasındaki uygulama sonuçları karşılaştırılmıştır. Eğitsel bilgisayar oyunlarının okullarda yaygınlaşması sürecinde bir takım önerilerde bulunulmuştur.
Recent years’ studies show that educational computer games increase the student’s motivation. In this study an educational computer game which allows to practice about computer hardware is applied within Informatics Technologies course and the impacts of this game on students and teachers were researched. The research is applied to fifth class primary education students in Ankara and a town of Aksaray. The analysis showed that the courses supported by the educational computer games are liked by the students and teachers. Also the analysis showed that the educational computer games are effective on students’ learning. Teachers and students who attended the implementation indicated that they were pleased with the process. The results of implementation between Ankara and Aksaray were compared. Some suggestions were given about the process of educational games’ diffusion at schools.
Recent years’ studies show that educational computer games increase the student’s motivation. In this study an educational computer game which allows to practice about computer hardware is applied within Informatics Technologies course and the impacts of this game on students and teachers were researched. The research is applied to fifth class primary education students in Ankara and a town of Aksaray. The analysis showed that the courses supported by the educational computer games are liked by the students and teachers. Also the analysis showed that the educational computer games are effective on students’ learning. Teachers and students who attended the implementation indicated that they were pleased with the process. The results of implementation between Ankara and Aksaray were compared. Some suggestions were given about the process of educational games’ diffusion at schools.
Oryantasyon bireylerin yeni bir duruma ya da ortama uyum sağlaması olarak tanımlanabilir. Oryantasyon geleneksel olarak kurumlarca yapılandırılmış fiziksel etkinlikler üzerinden yürütülmekle birlikte bilgi işleme ortamlarında son yıllarda... more
Oryantasyon bireylerin yeni bir duruma ya da ortama uyum sağlaması olarak tanımlanabilir. Oryantasyon geleneksel olarak kurumlarca yapılandırılmış fiziksel etkinlikler üzerinden yürütülmekle birlikte bilgi işleme ortamlarında son yıllarda ortaya çıkan Çok-Kullanıcılı Sanal Ortamlar (Multi-User Virtual Environments, MUVEs) oryantasyon amaçlı olarak kullanılabilir. Ankaradaki özel bir kolejdeki ortamlarla Hacettepe Üniversitesindeki ortamların oryantasyonunu sağlamak üzere çok-kullanıcılı sanal ortamlar tasarlanmıştır. Bu çalışma kapsamında ilgili oryantasyon ortamlarının tasarım süreci konusunda bilgi verilmiştir. Verilen bilgiler oryantasyon ortamlarından birisi olan Hacettepe Üniversitesi sağlık merkezine ait oryantasyon ortamı bağlamında örneklendirilmiştir.
Orientation may be described as individuals’ adaptation to a new context or environment. Orientation activities have traditionally been implemented in real-world physical contexts. However, Multi-User Virtual Environments (MUVEs) have potential towards this purpose. Multi-User Virtual Environments have been designed for orientation purposes at a private college and at a university setting. In this study, the design process is described. The description is conceptualized by providing information about one of the cases.
Orientation may be described as individuals’ adaptation to a new context or environment. Orientation activities have traditionally been implemented in real-world physical contexts. However, Multi-User Virtual Environments (MUVEs) have potential towards this purpose. Multi-User Virtual Environments have been designed for orientation purposes at a private college and at a university setting. In this study, the design process is described. The description is conceptualized by providing information about one of the cases.
Bu çalışmada problem-tabanlı öğrenme yaklaşımı ile hazırlanan sınıf ortamında, öğrencilerin ilgili yaklaşım ile ilgili görüşlerinin belirlenmesi ve bu yaklaşım ile öğretmen adaylarının görme ve işitme engelli bireylere karşı farkındalık... more
Bu çalışmada problem-tabanlı öğrenme yaklaşımı ile hazırlanan sınıf ortamında, öğrencilerin ilgili yaklaşım ile ilgili görüşlerinin belirlenmesi ve bu yaklaşım ile öğretmen adaylarının görme ve işitme engelli bireylere karşı farkındalık bilincinin arttırılması amaçlanmıştır. Araştırmanın çalışma grubunu Hacettepe Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Sınıf Öğretmenliği Anabilim Dalı ikinci sınıfında bilgisayara giriş dersini alan 50 öğrenci oluşturmaktadır. Öğrencilerin süreçte karşılaştığı sorunları belirlemek amacıyla açık uçlu sorulardan oluşan anket ile veriler toplanmış, verilerin analizinde betimsel istatistik yöntemi kullanılmıştır. Araştırma sonucunda öğrencilerin derse yönelik algıları iki boyutta sınıflandırılmıştır. Olumlu yönler etkileşim, erişim, öz-güven, öz-farkındalık, kalıcılık, kendini ifade etme ve eğlenceli ders; olumsuz yönler ise donanım, zaman, kaynaklar ve yöntem olarak belirlenmiştir.
The purpose of this study was to identify opinions of teacher candidates towards a problem-based learning environment in which the focus was increasing awareness of teacher candidates towards visually and audioally impaired people.
The purpose of this study was to identify opinions of teacher candidates towards a problem-based learning environment in which the focus was increasing awareness of teacher candidates towards visually and audioally impaired people.
Bu çalışmada eğitim sistemlerinin genel sorunlarına değinilmekte, bilgisayar oyunları ya da video oyunlarında bulunan karakteristiklerin bu sorunların giderilmesine yönelik çözümler sağlayabileceği belirtilmektedir. Örnek bir durum olarak... more
Bu çalışmada eğitim sistemlerinin genel sorunlarına değinilmekte, bilgisayar oyunları ya da video oyunlarında bulunan karakteristiklerin bu sorunların giderilmesine yönelik çözümler sağlayabileceği belirtilmektedir. Örnek bir durum olarak Quest Atlantis projesi tanıtılmakta ve video oyunlarının eğitimde kullanılması durumunda ortaya çıkabilecek sıkıntılara değinilmektedir.
Bu çalışmanın amacı Hacettepe Üniversitesi BÖTE Bölümü Bilgi İşlem Sorun ve İhtiyaç İletme Sistemi için uygulanan kullanılabilirlik testi sonucunda ortaya çıkan problemleri tespit ederek, geliştirilen etkileşimli sistemin kullanımında... more
Bu çalışmanın amacı Hacettepe Üniversitesi BÖTE Bölümü Bilgi İşlem Sorun ve İhtiyaç İletme Sistemi için uygulanan kullanılabilirlik testi sonucunda ortaya çıkan problemleri tespit ederek, geliştirilen etkileşimli sistemin kullanımında kullanıcıyı engelleyen tasarım unsurlarını belirlemektir. Bu doğrultuda bir kullanılabilirlik test planı hazırlanarak geliştirilmiş ve etkileşimli sistemi gelecekte kullanması muhtemel kişiler olan Hacettepe BÖTE bölümü öğrencileri arasından rasgele seçilen 8 katılımcıya bilgisayar laboratuvarında ve İnsan-Bilgisayar Etkileşimi laboratuvarında uygulanmıştır. Çalışma ile kullanılabilirlik testi sonucunda elde edilen deneyim ve tecrübelerden yola çıkılarak, bir etkileşimli sistem geliştirme sürecinin evrelerinin, bir etkileşimli sistemin tasarım boyutlarının ve yapılan kullanılabilirlik testi sonucunda hataların tanımlanması ve kullanım zorluklarının belirlenmesi hedeflenmiştir.
The purpose of this study was to identify the problems through usability testing on a system called as “Information Technology Problem and Needs Submission System.” A usability test protocol was developed and 8 authentic participants from the CEIT department at Hacettepe University participated in the test both in an authentic context and at a Human-Computer Interaction Laboratory. Furthermore, experiences and trials obtained from the usability test, phases of an interactive system development process, dimensions of interactive systems design and difficulties of usage were described.
The purpose of this study was to identify the problems through usability testing on a system called as “Information Technology Problem and Needs Submission System.” A usability test protocol was developed and 8 authentic participants from the CEIT department at Hacettepe University participated in the test both in an authentic context and at a Human-Computer Interaction Laboratory. Furthermore, experiences and trials obtained from the usability test, phases of an interactive system development process, dimensions of interactive systems design and difficulties of usage were described.
Bu çalısmada Ankara’daki büyük bir arastırma üniversitesindeki BÖTE (Bilgisayar ve Ögretim Teknolojileri Egitimi) bölümünde 2006 Güz döneminde verilen “Okul Deneyimi II” dersinde Web günlüklerinin kullanılması ele alınmaktadır. Okul... more
Bu çalısmada Ankara’daki büyük bir arastırma üniversitesindeki BÖTE (Bilgisayar ve Ögretim Teknolojileri Egitimi) bölümünde 2006 Güz döneminde verilen “Okul Deneyimi II” dersinde Web günlüklerinin kullanılması ele alınmaktadır. Okul Deneyimi II dersi, ögretmen adaylarının ögrenme-ögretme süreci içinde bir uygulama okulunda agırlıklı olarak gözlem ve ek olarak ögretmenlik uygulaması yapması için planlanmıs bir derstir. Bu ders kapsamında aday ögretmenler uygulama okulunda dönem boyunca yasadıkları deneyimleri Web günlüklerine aktarmıslardır. Web günlügünün derste kullanılması için takip edilen pedagojik yaklasımlar, Web günlügü kullanımının dersteki ve ögrenciler üzerindeki etkileri ve uygulama sorunları bu çalısmada ele alınan konular arasındadır.
This study examines blog use in “School Experience II” course given during the 2006 Fall semester in a Computer Education and Instructional Technology (CEIT) Department at a major research university in Ankara. “School Experience II” is a course in which teacher candidates observe teaching and learning activities in a real world classroom context. In this course teacher candidates documented their experience through a Weblog. This study reports the pedagogical approaches followed to integrate Weblog into the course, the impact of Weblogs on students and the course, and difficulties encountered.
This study examines blog use in “School Experience II” course given during the 2006 Fall semester in a Computer Education and Instructional Technology (CEIT) Department at a major research university in Ankara. “School Experience II” is a course in which teacher candidates observe teaching and learning activities in a real world classroom context. In this course teacher candidates documented their experience through a Weblog. This study reports the pedagogical approaches followed to integrate Weblog into the course, the impact of Weblogs on students and the course, and difficulties encountered.
Bu araştırmada Quest Atlantis (QA, http://www.QuestAtlantis.org) oyun ortamının gerek teknik gerekse pedagojik yapısına paralel olarak fonksiyonlar konusunun öğrenilmesine yönelik bir bilgisayar oyunu ortamı tasarlanmıştır. Quest Atlantis... more
Bu araştırmada Quest Atlantis (QA, http://www.QuestAtlantis.org) oyun ortamının gerek teknik gerekse pedagojik yapısına paralel olarak fonksiyonlar konusunun öğrenilmesine yönelik bir bilgisayar oyunu ortamı tasarlanmıştır. Quest Atlantis ortamındaki eğitsel faaliyetler öğrenci merkezli pedagojik bir temel üzerine oturtulmuştur. Bu pedagojik temelin özünde deneyime dayalı etkinliklerin yapılması, bu etkinlikler yapılırken sorgulamaya önem verilmesi ve öğrencilerin faaliyetleri değerlendirilirken portfolyolarının kullanılması yeralır. Quest Atlantis ortamındaki eğitsel etkinlikler fen bilgisi, coğrafya, tarih, sosyal bilgiler, teknoloji, sağlık, sanat, ekonomi ve müzik gibi geniş bir konu alanını kapsamasına rağmen bugüne kadar matematik alanı ile ilgili içerik yeralmamıştır. Araştırmacılar matematikle ilgili kavramların ve içeriğin böyle bir 3-boyutlu çok-kullanıcılı bir oyun ortamında öğrenilmesinin etkililiğini ve uygulanmasındaki hususları görmek üzere fonksiyonlar konusunu seçmişlerdir. Bu ortamın etkililiğini görmek için ortam 4 kullanıcı tarafından bir laboratuvarda kullanılmış, kullanım sırasında öğrenenler gözlemlenmiştir. Bu ortamda öğrenen kişilerle ayrıca görüşmeler de yapılmıştır. Bildiri olarak sunulan bu makale kapsamında Quest Atlantis eğitsel oyunu ile ilgili bilgiler, fonsiyonların öğrenilmesi için kullanılan ortamın tasarım süreci, bu ortamın kullanılmasında yaşanan tecrübeler ve araştırmacıların yansımaları yeralmaktadır.
The purpose of this study was to identify motivational elements for an online multiplayer educational computer game. Design ethnography with naturalistic interpretations has been used as a research method. After the data analysis by using... more
The purpose of this study was to identify motivational elements for an online multiplayer educational computer game. Design ethnography with naturalistic interpretations has been used as a research method. After the data analysis by using the constant comparison method of grounded theory, thirteen categories emerged for the kids as the motivational elements to play this game: identity presentation, social interaction, playing, learning, ownership and control, fantasy, immersive context, curiosity, creativity, achievement, rewards, uniqueness, and context of support.
One of the most recent technological revolutions is Internet, which provides an opportunity for teachers and students to explore information and to learn at school, at home, or in the community. Since vast amount of information is... more
One of the most recent technological revolutions is Internet, which provides an opportunity for teachers and students to explore information and to learn at school, at home, or in the community. Since vast amount of information is available on Internet, it will be an inevitable resource for teachers and students in developing countries as in developed countries. In this study, gender differences in middle school students’ attitudes toward educational uses of Internet and the Internet usage in Turkey were investigated.
This presentation describes the design and development of an Internet-Based Electronic Performance Support System called the Systemic Change EPSS. The Systemic Change EPSS provides systemic change facilitators with the information, tools,... more
This presentation describes the design and development of an Internet-Based Electronic Performance Support System called the Systemic Change EPSS. The Systemic Change EPSS provides systemic change facilitators with the information, tools, and resources they need, and accessibility to other facilitators who are dealing with systemic change effort. This presentation outlines design issues for Internet-based EPSSs and strategies for developing such systems. Based on the formative research experience, we propose a design model for Internet based EPSSs.
We present an Internet-based Electronic Performance Support System (EPSS) called the Systemic Change EPSS. Systemic change facilitators can use this system to access the tools, resources, and information they need in the systemic change... more
We present an Internet-based Electronic Performance Support System (EPSS) called the Systemic Change EPSS. Systemic change facilitators can use this system to access the tools, resources, and information they need in the systemic change process. A general outline of the Systemic Change EPSS is introduced. Components of the Systemic Change EPSS and their interconnections are also explained, along with field test and usability test data.
In this manuscript we describe our “empowerment design” work. Instead of simply building an artifact to help an individual accomplish a particular task, the focus of empowerment design work is to develop socio-technical structures that... more
In this manuscript we describe our “empowerment design” work. Instead of simply building an artifact to help an individual accomplish a particular task, the focus of empowerment design work is to develop socio-technical structures that empower individuals and societies more generally. Essentially, empowerment design is designing with heart. It is a complex work that involves bringing together multiple and even opposing agendas, acknowledging different voices, and even working through unintended consequences and confusing struggles that have no one clear answer. Here, we describe an empowerment design initiative that overtly attempts to transform a culture and empower those it serves by way of a technology-rich educational innovation called Quest Atlantis. While the project is currently situated in various informal and formal learning environments, much of the data in this account is focused on our collaboration with a local Boys and Girls Club that serves disadvantaged children. However, empowerment design requires going beyond the initial site of innovation, and therefore we also bring in data based on our work with teachers and additional sites so as to communicate the complete cycle of empowerment design.
In this study instructor support problems related to the Web-Based Instruction (WBI) were identified after examining their experiences. It was found that the instructors need support in the area of hardware, software, design of the... more
In this study instructor support problems related to the Web-Based Instruction (WBI) were identified after examining their experiences. It was found that the instructors need support in the area of hardware, software, design of the course, and handling student requests. In addition to this, it was also found that web-based course instructors will benefit from the knowledge management support, peer support, support for cooperation with school technology services, and web-based related research support. At the end, we propose a model for a support center for web-based course instructors.
Evaluation is needed to justify the existence of online courses and to provide feedback on the performance of them. In this study, Kirkpatrick's 4-level evaluation model is proposed as a framework for the evaluation of online courses. The... more
Evaluation is needed to justify the existence of online courses and to provide feedback on the performance of them. In this study, Kirkpatrick's 4-level evaluation model is proposed as a framework for the evaluation of online courses. The model and procedures are explained for collecting and analyzing data at each of the four levels for the ultimate purpose of the evaluation of online courses.
One of the implications of the information age is the massive information load. To keep up with the skills and knowledge of the information age, teachers can support each other and learn collaboratively in an online learning community. In... more
One of the implications of the information age is the massive information load. To keep up with the skills and knowledge of the information age, teachers can support each other and learn collaboratively in an online learning community. In this paper, we introduce such a community in which every teacher can learn from other teachers. We introduce the ICQ active list, the Internet tool we used for creating the online learning community.
One of the important characteristics of the Web-based courses is that they utilize different Internet tools to close the gap between the instructor and the learner. Although many different Internet tools can be used today to close this... more
One of the important characteristics of the Web-based courses is that they utilize different Internet tools to close the gap between the instructor and the learner. Although many different Internet tools can be used today to close this gap, there are a number of problems with the existing tools. In this paper, we introduce ICQ Active List, which has the characteristics of many Internet tools that can be used in place of all those tools to eliminate the problems. We also touch to the issue of creating an online community, which is very important in Web-based courses, and describe the principles we followed to create such a community. Most of the principles and the experience can be used to create learning communities in Web-based courses.
This paper reports research in progress. It presents information in the literature on converting traditional courses into Web-Based format. The paper is divided into four parts. The first part makes an introduction to Distance Education... more
This paper reports research in progress. It presents information in the literature on converting traditional courses into Web-Based format. The paper is divided into four parts. The first part makes an introduction to Distance Education (DE) and Web-Based Instruction (WBI) which combines features from both face-to-face classroom instruction and DE. The second part discusses current Instructional Design (ID) models for WBI. In the third part, findings from the literature on converting existing courses into Web-based format are discussed. This part includes information in the following categories: How to start the conversion to the WBI, student and instructor support, design issues, interaction among people, and assessment. In the last part, a model proposing an orderly process for converting courses into Web-Based format will be explained.
In this study instructor and student problems related to the Web-Based Instruction (WBI) were identified after examining their experiences. Interviewing technique was used to collect data. Semi-structured interview questions were asked in... more
In this study instructor and student problems related to the Web-Based Instruction (WBI) were identified after examining their experiences. Interviewing technique was used to collect data. Semi-structured interview questions were asked in order to identify problems related to the design, technology, support, management, student-centered learning, communication, and time from the perspectives of students and instructors. Instructors’ problems were found in the area of support, communication with students, providing feedback, and handling the number of students. Students’ problems were found in the area of learning new tools, communication with classmates and instructors, and social aspects of learning. Results indicated that meeting at least once face-to-face before the course and providing environment for an effective communication were important parameters for formalizing the interaction between students and instructors and also among the students. In addition to this, it is also found that fostering dialog, participation, and interaction, formative assessment of assignments, increasing students’ motivation, giving importance to student differences in learning, using active learning techniques, and designing effective web sites will increase the success of the WBI.
The usability test team attempted to identify design problems that limit the ability of instructors at the Indiana University to use data entry forms on the School of Education Web site. The forms permit instructors to publish information... more
The usability test team attempted to identify design problems that limit the ability of instructors at the Indiana University to use data entry forms on the School of Education Web site. The forms permit instructors to publish information about themselves and about courses they teach on the School of Education web site. We asked faculty and graduate student instructors to perform typical tasks with the web forms under observation. We requested that the participants describe what they were thinking and feeling as they attempted to perform the task. From these observations, we identified several key design problems that prevented or frustrated the participants. We also recommended solutions to eliminate these problems.