Malaysian Online Journal of Educational Technology https://mojet.net/index.php/mojet <p>Malaysian Online Journal of Educational Technology (MOJET) is an online international electronic publication addressing the current issues in the field of education &amp; educational technology. MOJET serves as a forum of researchers, staff and students to raise issues across disciplinary boundaries and facilitate exchange of views in the field of educational technology.</p> <p><strong>Publication Frequency:</strong> Quarterly / every three months / 4 issues per year (January, April, July, October). Possible articles should be reviewed anonymously by members of an editorial board.</p> <p>The reviewing process usually takes 4 to 6 months.</p> <p><strong><span style="color: #000000;">Publication Fee:</span> </strong>There is no publication fee for the manuscripts published in MOJET. As the publication language of the journal is in English, the authors of the manuscripts that have accepted to publish must have proofreading after all editorial, and peer review processes have been completed.</p> <p><span class="VIiyi" lang="en">If the articles are accepted in accordance with a quality publication policy, the companies that are accepted as proofreading service will be notified to the authors.</span></p> <p>MOJET utilizes the LOCKSS system to create a distributed archiving system among participating libraries and permits those libraries to create permanent archives of the journal for purposes of preservation and restoration.</p> Bilge Publishing en-US Malaysian Online Journal of Educational Technology 2289-2990 The Investigation of the Factors Affecting the Secondary School Students’ Project Based Virtual Learning Qualifications by Structural Equation Modelling https://mojet.net/index.php/mojet/article/view/394 <p>This study aims to determine the predictive effect of attitudes toward digital technologies, gender, grade level, and internet usage time on project based virtual learning qualifications (PBVLQ) of secondary school students. The research design is a predictive correlational study. The sample of the research was 703 6th, 7th and 8th grade students in a small town in the southeastern region of Anatolia in Turkey which was selected with the convenience sampling method. In order to collect data, Project Based Virtual Learning Qualifications Scale, and Digital Technology Attitude Scale were used. The data were analyzed by structural equation modeling. According to the results, it was determined that students' attitudes towards digital technology significantly predicted PBVLQ in large effect. In addition, according to other results, it was determined that gender and internet usage time directly predicted the attitude toward digital technology, and indirectly predicted project-based learning virtual qualifications through attitude towards digital technology. In line with the data obtained from the research, it can be suggested to provide learning environments that will increase the attitudes of secondary school students toward digital technology and to increase the PBVLQ.</p> Yusuf Yılmaz Esra Açıkgül Fırat Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 1 13 10.52380/mojet.2023.11.1.394 The Relation Between Web 2.0 Rapid Content Development Self-Efficiency and Professional Burnout of Special Education Teachers https://mojet.net/index.php/mojet/article/view/403 <p>This research was carried out specifically to address the question of the relation between Web 2.0 rapid content development self-efficacy belief (W2RCDSB) level and professional burnout level of special education teachers. 90 special education teachers participated in the research. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale" and "Maslach Burnout Inventory" were used to obtain the data. Descriptive statistics, t-test, ANOVA and Pearson correlation analyzes were used in the interpretation of this research, which was designed in the correlational model. The results of the research show that special education teachers have a moderate level of W2RCDSB and they feel professional burnout at a normal level. However, the characteristics of teachers such as gender, age, graduated program and professional seniority do not make a significant difference on the dependent variables. Also it is realized that level of professional burnout decreases as the W2RCDSB level of teachers increases.</p> Saime Arslan Müzeyyen Bulut Özek Yalın Kılıç Türel Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 14 24 10.52380/mojet.2023.11.1.403 The effects of Augmented Reality applications on the academic achievement and motivation of secondary school students https://mojet.net/index.php/mojet/article/view/425 <p>This research aims to reveal the effects of using augmented reality applications on seventh-grade secondary school students' academic achievement and motivation and to identify students’ views on augmented reality applications. For this purpose, the augmented reality application called “CellAR” has been developed for the “Cell and Cell Division” unit. The study used pre-test - post-test control group quasi-experimental design research method and general survey model. During the research, the experimental group students used the CellAR augmented reality learning application developed by the researcher in addition to the regular course materials (textbooks, e-books, printed materials, videos, visuals, etc.). In contrast, the students in the control group used only the regular course materials. An academic achievement test, motivation scale, and opinion questionnaire for augmented reality application were used to collect data. T-test for independent samples, single-factor analysis of covariance (ANCOVA), and descriptive statistics were used. According to the results, the academic achievement and motivation of the students in the experimental group using augmented reality application were significantly higher than the students in the control group. According to descriptive results, the students thought that the augmented reality application helped them learn the subjects, facilitated the concretization of abstract concepts, and provided active learning experiences. Similarly, the students found the augmented reality application interesting and stated that it increased their creativity and motivation.</p> Seçil Özeren Ercan Top Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 25 40 10.52380/mojet.2023.11.1.425 Perceptions of Classroom Teachers on the Concept of 'Technology' and the Effect of Schools' Technological Infrastructure on the Educational Process: A Qualitative Study https://mojet.net/index.php/mojet/article/view/455 <p>The aim of this research is to determine the perceptions of classroom teachers about the concept of technology and the effect of the technological infrastructure of the schools on the education process. For this purpose, interviews were held with 88 primary teachers working in primary schools affiliated to Elazığ and Diyarbakir Provincial National Education in the 2021-2022 academic year. For this purpose, the study was based on the phenomenology pattern, which is included in qualitative studies. While forming the study group of the research, cluster sampling method was preferred in line with the purpose of the research. In this study, in which the phenomenology design, which is one of the qualitative research methods, was used, the study group was formed with the cluster sampling method. The data obtained from the study group were collected with a semi-structured interview form developed by the researcher. The obtained data were analyzed by subjecting them to content analysis. The findings were tabulated and brought to a high level of clarity. As a result of the analysis of the data obtained, it was concluded that the definitions of the majority of the primary teachers regarding the concept of technology were partially correct. It has been determined that 82 of the teachers who make a partially correct definition of technology actively use technology in daily life. According to the data obtained from the primary teachers, it was concluded that the technology used to support education in the education-teaching process is in a close relationship with education. In addition, according to the opinions of the classroom teachers in their opinions, technology contributes positively to the education process. To the question of how adequate the technology, which has a high impact on the education process, is in the infrastructure of the schools, nearly half of the primary teachers stated that the technological infrastructure of their schools is sufficient, while another majority stated that the technological infrastructure is at a medium level. According to the data obtained from the opinion’s primary teachers, it has been concluded that the technological infrastructure of the schools is close to the desired level.</p> Erdal Zengin Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 41 58 10.52380/mojet.2023.11.1.455 A Scale Development Study for Socio-Technical Pedagogical Usability of Mobile Applications https://mojet.net/index.php/mojet/article/view/469 <p>This study aims to develop a measurement tool to determine the socio-technical pedagogical usability of mobile applications that can be used in an educational context. The study group consists of a total of 1012 students who are studying at a higher education institution in Turkey in the fall semester of the 2021-2022 academic year. A draft scale of 24 items was prepared by the researcher following a literature review. After taking expert opinions within the scope of content validity studies, it was reduced to 20 items. While performing the data analysis, firstly exploratory factor analysis was applied on the first data set (N=604). Confirmatory factor analysis was performed on the second data set (N=408). Within the scope of validity and reliability studies of the scale, content and construct validity were examined and internal consistency coefficient, item-total correlation analysis, composite reliability, and average variance extracted analyses were performed. As a result of the exploratory factor analysis, the final scale consisting of 17 items and three dimensions was obtained. The total variance explained was 74.75 % and the Cronbach's Alpha reliability coefficient for the whole scale was .946. The model fit indices obtained as a result of CFA were found as: χ²/df=2.870&lt;3, NFI=.951, CFI=.968, TLI=.961, GFI=.915, AGFI=.885, RMSEA=.068, which verified the resulting structure. In line with the data obtained, it was concluded that the socio-technical pedagogical usability scale is a valid and reliable measurement tool with three factors and 17 items. Thanks to the developed scale, the socio-technical pedagogical usability of mobile applications and software that can be used in education processes can be revealed.</p> Erdi Okan Yılmaz Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 59 76 10.52380/mojet.2023.11.1.469 Academic Procrastination of University Students: The Role of Problematic Internet Use, Self-Regulated Online Learning, And Academic Self-Efficacy https://mojet.net/index.php/mojet/article/view/459 <p>To understand the relationship between problematic internet use and academic procrastination, this study constructs a parallel mediation model to examine the impact of university students’ problematic internet usage on their academic procrastination and the mediation effect of academic self-efficacy and self-regulated online learning. A total of 498 students in Turkey were surveyed using the Internet Addiction Scale-Short Version, the Academic Self-Efficacy Scale, the Academic Procrastination Scale, and the Self-Regulated Online Learning Scale. The correlation analysis demonstrated that problematic internet usage was positively correlated with academic procrastination. However, academic self-efficacy and self-regulated online learning were negatively correlated with academic procrastination and problematic internet usage. Further, the parallel mediation analysis showed that internet addiction has a direct predictive effect on students’ academic procrastination and an indirect predictive effect via academic self-efficacy and self-regulated online learning. Specifically, academic self-efficacy and self-regulated online learning were found to be partial mediators and play a buffering role between problematic internet use and academic procrastination.</p> Kübra Karakaya Özyer Fatma Altınsoy Copyright (c) 2023 Malaysian Online Journal of Educational Technology https://creativecommons.org/licenses/by-nc-nd/4.0 2023-01-24 2023-01-24 11 1 77 93 10.52380/mojet.2023.11.1.459