Volume 8 - Issue 3

July 2020

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A Web Based System Design for Creating Content in Adaptive Educational Hypermedia and Its Usability

Yıldız Özaydın Aydoğdu Nursel Yalçın
Pages: 1-24

Adaptive educational hypermedia is an environment that offers an individualized learning environment according to the characteristics, knowledge and purpose of the students. In general, adaptive educational hypermedia, a user model is created based on user characteristics and adaptations are made in terms of text, content or presentation according to the created user model. Different contents according to the user model are shown as much as user model creation in adaptive educational hypermedia. The development of applications that allow the creation of adaptive content according to the features specified in the user model has great importance in ensuring the use of adaptive educational hypermedia in different contexts. The purpose of this research is to develop a web-based application for creating content in adaptive educational hypermedia and to examine the usability of the developed application. In order to examine the usability of the application developed in the scope of the study, a field expert opinion form was developed and opinions were asked about the usability of the application from 7 different field experts. As the result of the opinions, it has been seen that the application developed has a high usability level. In addition, based on domain expert recommendations, system revisions were made and the system was published at www.adaptivecontentdevelopment.com.

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An Investigation of Online Gaming Addiction Level Among University Students in Terms of Emotional Schemas, Agentic Personality, and Various Variables

Pages: 25-40

The aim of this study is to examine online game addiction level among university students in terms of emotional schemas, agentic personality, and various variables (i.e. gender, type of game played, and accommodation). The sample group consists of 380 university students studying in İzmir province and playing online games during the school year of 2017 and 2018. The data have been collected through multiple tools that are Online Game Addiction Scale for University Students, Multi-measure Agentic Personality Scale, Leahy Emotional Schema Scale, and Personal Information Questionnaire. The data were analyzed by correlation analysis, t-test, one-way analysis of variance, and regression analysis in accordance with the hypothesis of the study. The result of regression analysis indicated that emotional schemas of uncontrollability, demand for rationality, rumination, dissimilarity, denial of emotions, validation, seeing emotions as dangerous, acceptance of feelings, consensus, and guilt predicted addiction significantly, whereas, emotional schemas of weakness against emotions and duration did not predict such an outcome. Additionally, as a result of the t-test, it was found that online gaming addiction levels differed significantly according to gender and that males had higher levels of online game addiction than females. Lastly, one-way analysis of variance resulted in finding the level of online gaming addiction significantly differed based on the type of game played, but it did not differ significantly based on where students lived.

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Designing a Computer Programming Environment for Gifted Students: A Case Study

Ali Kürşat ERÜMİT Sakine ÖNGÖZ Dilara Arzugül AKSOY
Pages: 41-58

The aim of this study was to design, implement and evaluate the programming process for gifted students and offer suggestions to teachers and researchers. For this purpose, 5 gifted students were provided programming activities for ten weeks. Scratch was used in the programming training process. The qualitative data was collected by observation, interviews and written forms. The results showed that students' interests and needs should be taken into consideration in programming teaching plans. The duration of the lessons should be kept flexible and the programming activities should be project-based. The study revealed that game programming increases the attendance and motivation of the gifted students. In future research, programming instruction can be repeated by making necessary corrections and researched in different dimensions such as motivation, academic achievement and self-efficacy.

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Evaluation of 2017 Information Technology and Software Course Curriculum According to Teachers’ Views: The Case of Eskişehir

Gülten Feryal GÜNDÜZ Elif Buğra KUZU DEMİR
Pages: 59-83

The purpose of the study designed with the concurrent transformative design of the mixed method is to evaluate the 2017 secondary school ITS course curriculum based on the Provus’ Discrepancy model approach. The participants consists of 39 ITS teachers who have worked in 2018-2019 academic year in public secondary schools in central districts of Eskişehir. The quantitative data were collected with "2017 ITS Curriculum Evaluation Teacher Scale", while the qualitative data were collected through a semi-structured interview form. Findings reveal that teachers’ opinions about the curriculum in general and input, process and product stages are generally positive. The least positively mentioned opinions about the input stage are that the course materials were up-to-date and the learning activities are suitable for students with different learning styles. Teachers state that the most difference between the standards and the performance regarding process stage is the time allocated to the teaching of all units, while in the product stage, the most negatively mentioned opinions are about the competencies identified in the framework of the Turkish National Qualifications. The most positive opinions regarding input stage are that the curriculum's acquisitions are related to the subject area, in accordance with class level and clear and comprehensible; process stage is that the methods and techniques ensure the active participation of students; and product stage is that the basic skills and competencies mostly related to the use of IT. Findings also reveal that teachers' opinions do not differ according to their gender, department of graduation and participation of VIT

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Examining Preservice Teachers’ TPACK-21 Efficacies with Clustering Analysis in Terms of Certain Variables

Pages: 84-99

The purpose of this study was to determine the differences between preservice teachers’ 21st century techno-pedagogical content knowledge (TPACK-21). The study group included 254 preservice teachers from the departments of Science Teaching and Mathematics Teaching at a state university in Turkey. In order to determine the preservice teachers’ strong and weak points in terms of TPACK-21 and to reveal the differences between them in terms of their gender, computer use efficacies and Internet use frequencies, the clustering analysis method was used. For the purpose of confirming the evident difference between the TPACK-21 variables, one-way ANOVA was applied, and the effect sizes were determined (η2). It was found that for all the variables, there were significant differences between the clusters. Also, Bonferroni post hoc analysis conducted for the confirmation of the clusters revealed significant differences between the clusters for each factor influential on the students’ TPACK-21 perceptions.

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The Effect of Exergame Education on Balance in Children

Abdurrahman DEMIR Manolya AKIN
Pages: 100-107

The purpose of this study was to investigate the effects of exergame training which can be conducted on stable floor; at school with smart board and at home with TV screen, on students’ balance improvement. 53 students with age average of 10,25±0.504 were voluntarily participated to this research. In this experimental research, pretest-posttest with control group model was used as a testing model. Participant students were divided into exergame group and control group by using random sampling method. While balance training with ‘nintendo wii’ game console was applied to exergame group three days a week during eight weeks, control group didn’t take any application. For both of the groups, pretest-posttest was evaluated through static balance measurement with ‘balance error scoring system (BESS)’ and dynamic balance with ‘techno-body measuring device’. Furthermore, development level between these two groups was observed. Pretest results comparison was conducted with unpaired t-test. In the analysis of development level between groups, for pretest-posttest values repetitive measurement, two-way anova analysis was used. In pretest measurements, It was not observed any difference between control and exargames applied groups dynamic and static balance ability (p>,05).By the way, in static and dynamic posttest measurement, It was observed significant differences between groups in favor of exergame group (p<,05). In this study, It was considered that balance training with exergame dramatically improves both static and dynamic balance abilities. As a result, It can be suggested that exergame should be used for improving the balance in children as an alternative training method both in the schools and houses.

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