Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümühttps://hdl.handle.net/11655/512024-03-28T22:20:18Z2024-03-28T22:20:18ZOYUNLAŞTIRMADA HİKAYE KULLANIMI İLE OYUNCU TÜRÜNÜN BAĞLILIK VE İNGİLİZCE AKADEMİK YAZMADAKİ ROLÜDemirel, Emrehttps://hdl.handle.net/11655/346992024-02-19T08:12:18Z2024-01-18T00:00:00ZOYUNLAŞTIRMADA HİKAYE KULLANIMI İLE OYUNCU TÜRÜNÜN BAĞLILIK VE İNGİLİZCE AKADEMİK YAZMADAKİ ROLÜ
Demirel, Emre
Research examines the positive impact of gamification on engagement and academic performance and its impact on different game elements. However, there is little research investigating the impact of the use of stories. Research also highlights the influence of player types in the learning environment. This study investigates the impact of story element and player types on students' engagement and academic writing performance in a gamified environment. Using a quasi-experimental research method, 83 university students from four different English academic writing classes in a foundation university were assigned to experimental and control groups. Both groups were presented with the same gamified content throughout the application, except for the story element. The academic performance of each group was measured with a pretest and a post test. Students were also given engagement and player type scales. According to the findings, the story element in the experimental group did not significantly affect students' engagement. There was a significant effect of the use of the story on students' average performance, but there was no significant interaction with pre and posttest performance regarding the effect of player types on engagement by groups, socializer player type had a significant effect on cognitive engagement; killer type had a significant effect on affective engagement with the instructor; and killer and socializer type had significant effects on behavioral engagement only in the experimental group. The effects of different player types on performance in the experimental and control groups were not significant. The findings were discussed in line with the related literature.
2024-01-18T00:00:00ZE-Öğrenme Ortamlarında Öğrenme Analitiklerine Dayalı Yardım Arama Panelinin TasarımıTerzi Müftüoğlu, Cennethttps://hdl.handle.net/11655/344492024-01-15T08:46:07Z2023-01-01T00:00:00ZE-Öğrenme Ortamlarında Öğrenme Analitiklerine Dayalı Yardım Arama Panelinin Tasarımı
Terzi Müftüoğlu, Cennet
The aim of this research is to design a help-seeking panel based on learning analytics in e-learning environments. The research was designed according to the developmental research approach. The ADDIE model was used as the process model and the panel development process was carried out in five stages: analysis, design, development, implementation and evaluation. In the analysis process, a focus group interview was conducted with 21 undergraduate students to determine the expectations of the learners within the scope of the help-seeking dashboard. The implementation process was carried out with 302 students enrolled in undergraduate programmes at different universities and 5 lecturers who teach the courses of these students. In the evaluation process, the data of 89 students were included in the analysis in order to discover the behavioural patterns and learner profiles of the learners in the help-seeking dashboard experience. Self-report data collection tools were used to determine learners' help seeking tendencies and achievement orientations. Learners' help-seeking tendencies were analysed as instrumental help-seeking, executive help-seeking and avoidance help-seeking. As achievement orientations, learning/mastery-approach orientation and performance-approach orientation were included in the study. Six different learning experiences were empirically defined in the help-seeking dashboard. Configural frequency analysis was used to examine the relationship between learning experiences and learner characteristics and 46 learner profiles were identified. As a result, it was seen that learners with instrumental help-seeking and learning approach tendency have high interaction with all learning experiences and effective learning experiences can be modelled through this learner profiles.
2023-01-01T00:00:00ZOyunlaştırılmış E-Değerlendirme Ortamlarında Öğrencilerin Yardım Arama DavranışlarıErcan, Sinemhttps://hdl.handle.net/11655/344472024-01-15T08:39:58Z2023-01-01T00:00:00ZOyunlaştırılmış E-Değerlendirme Ortamlarında Öğrencilerin Yardım Arama Davranışları
Ercan, Sinem
The development of technology has affected learning processes. Assessment systems used for improving or increasing learning have been reshaped with the development of technology and needs. Along with the developing evaluation systems, evaluation systems shaped around different purposes have taken their place in the studies. An instructional design is made to improve learning and increase student performance. Then students are included in a learning process. Students may encounter many difficulties in the learning processes they are involved in. They may apply for help to cope with these difficulties. Three types of help-seeking behaviour are mentioned in the literature. These are; a. executive b. instrumental and c. avoidance of help seeking. While instrumental help-seeking is limited to help the learner solve the problem, executive help-seeking focuses on solving the problem directly. In this study, the relationship between help-seeking behaviours and students' psycho-educational characteristics was examined. An e-assessment system with multiple-choice questions compatible with the 5th grade mathematics course outcomes in the curriculum was designed for the students. In the system, gamified help-seeking options were presented at the point where students had difficulty. There are four different help seeking options: 50% Chance, Ask the Audience, You Answer (executive help seeking) and Hint (instrumental help seeking). The relationship between students' help-seeking options and their prior knowledge levels, goal orientations and motivation components was analysed. In line with the findings of the study, while there was a significant relationship between prior knowledge levels and help seeking, the relationship between students' motivation towards mathematics course and goal orientations in mathematics course learning and types of help seeking formed a pattern different from the literature. The resulting pattern is explained by evaluating it together with the students' opinions.
2023-01-01T00:00:00ZTersine Mentorluk Sürecinde Teknoloji Mentorlarına Yönelik Hazırlanan Çevrimiçi Eğitimin Etkililiğinin İncelenmesiŞen, Uğur Umuthttps://hdl.handle.net/11655/340792023-11-01T07:59:04Z2023-01-01T00:00:00ZTersine Mentorluk Sürecinde Teknoloji Mentorlarına Yönelik Hazırlanan Çevrimiçi Eğitimin Etkililiğinin İncelenmesi
Şen, Uğur Umut
Abstract
Nowadays, educational environments are also affected by the rapid changes in information and technology and the use of technology in learning-teaching processes is becoming increasingly widespread. In this respect, it is important to develop the technology-related competencies of all instructors for the effective use of technology at higher education level. Hacettepe University Center for Sustainable Teaching and Learning (STL) implements the "Technology Mentoring for Lecturers" program to improve the technological skills of the lecturers working at the university and to support them to use technology effectively in their courses. In this program, successful students of IT departments are paired with lecturers who need training in technology, and mentor-mentee pairs are expected to work regularly on technology-related activities for 5 weeks. Although the participant opinions about the Technology Mentoring Program in the past were positive, it was observed that the students who applied to be mentors in the program needed a mentoring training to prepare them for the process. In this study, TME was designed for students who wanted to mentor in TMP and the effectiveness of this training was examined. This study was designed with quantitative and qualitative research methods. The research group consisted of students taking the Technology Planning and Applications course at Hacettepe University, Department of ITTE. Pre-test-post-test and semi-structured interview forms were used as data collection tools. The results revealed that TME had a statistically significant positive effect on students' mentor competencies. The opinions of the mentors show that TME contributes to their mentoring skills and thus they are effective in the process. According to the opinions of the mentees, the fact that the mentors communicate effectively, are enthusiastic, systematic and planned revealed that the mentors are sufficient in their mentoring skills.
Keywords: mentoring, technology mentoring, reverse mentoring, mentor training.
2023-01-01T00:00:00Z