Turkish Adaptation of Motivation Scale for Instructional Podcast Material
Examining Teachers' Views on the use of Artificial Intelligence (AI) in Education
Students' Perceptions towards Mobile Learning and its Influence on Students' Learning Achievement
Effectiveness of Blended Learning Approach in Learning Chemistry at the Tertiary Level
How can Universities & Colleges Stand High in World Ranking?
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Factors Affecting the Academic Performance of College Students
Social Learning Theory in the Age of Social Media: Implications for Educational Practitioners
The Relationship between Smartphone use and Academic Performance in a Sample of Tertiary Students in Singapore: A Cross-Sectional Study
Adopting Free and Open Source Software(FOSS) in Education
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
This study examines the effect of modality and redundancy in an Augmented Reality (AR) based language learning environment for teaching vocabulary in a foreign language. The study aims to determine the effectiveness of the redundancy and modality principles, examine the relationship between cognitive load, satisfaction, anxiety, willingness, and achievement, identify predictors of achievement, and understand how students perceive AR-based vocabulary learning in three different presentation modes (animation + narration + text, animation + narration, and animation + text). The study used a pre- and post-test control group quasi-experimental design, with 97 Turkish-speaking undergraduate students from the Faculty of Education at a state university participating. The study participants were divided into three groups and practiced using the same AR-based flashcards in three different modalities (animation + narration + text, animation + narration, and animation + text). After completing a short distractive task during the practice session, the participants were given an achievement test. The analysis of the data revealed that while the group that used animation + narration outscored the other two groups, the difference was only significant between the animation + text group and the animation + narration group, which supported the modality principle. However, there was no significant difference between the animation + narration + text group and the animation + narration group, which did not support the redundancy principle. The study also included qualitative data from a focus group interview to support the quantitative findings. The conclusion of the study is that the principles of CTML (Cognitive Theory of Multimedia Learning) should be reconsidered in relation to the use of AR technology in instructional settings.
This study aimed to define the concepts and learning objectives related to the polygons sub-learning area of the 7 - grade mathematics course as ontology-based and to develop a measurement tool based on this ontology within the framework of competency ontology. In this study, we determined and included the learning objectives in the ontology alongside the concepts and prerequisites. The most crucial difference that distinguishes this study from others is that it is objectively oriented. Throughout the study, we followed ontology development processes that met the system's requirements based on the ontology development. In this context, we saw that the ontology developed answered the intended competency questions. We think this study will make very important contributions in terms of bringing a different perspective to measurement and assessment in mathematics education.
The purpose of this research was to determine the opinions of hearing-impaired students about the digital teaching material prepared for subtraction, which requires decimal breaking. To achieve this goal, a digital teaching material that includes decimal breaking operations was developed. The case study method, a qualitative research method, was used to determine the opinions about the developed material. Four secondary school students, two primary school students, one secondary school mathematics teacher, and one primary school mathematics teacher participated in the study during the 2020-2021 academic years. Documents, interview forms, system records, observations, and video recordings were used as data collection tools to contribute to the research. The data obtained from the data collection tools were analyzed using the techniques commonly used in qualitative research, including content analysis and descriptive statistics. The results of the research showed that the developed digital teaching material has a positive impact on students' learning, the absence of distracting elements on the material reduces students' distraction, and students showed interest and success in using the material. The teachers' opinions supported the students' opinions and once again demonstrated the effectiveness of the digital teaching material in the education of hearing-impaired students.
The concept of "21st century skills" has entered our lives in the recent past and has been used to describe the skills that our children should be equipped with while preparing them for the future world. Coding skill, in this regard, is seen as a new 21st century skill that is assumed to be a part of logical reasoning. The main purpose of the present research is to examine the use of coding-based interventions in learning environments from various perspectives and reveal their effects on student attitudes in detail with a research synthesis based on the mixed-meta method. Primarily, a quantitative metaanalysis was used to determine the effects of coding-based practises on student attitudes. Another process that will enrich the content reached in the study and add a qualitative dimension to it is the meta-thematic analysis stage. As a result of the meta-analysis, the effect size reached is moderate (g = 0.555), and the effect of the related practises on the learners' attitude scores is positive. As a result of the meta-thematic analysis carried out in order to further consolidate the findings of the meta-analysis, five major themes emerged: the effect of coding-based instruction on the cognitive dimension, its effect on the affective dimension, its contribution to 21st century skills, its contribution to personal and professional development, and difficulties encountered in coding-based instruction.
There is limited research on the effectiveness of aural versus audiovisual input in incidental second language vocabulary learning (IVL). The current study aims to determine which mode of input, viewing or listening, is more conducive to IVL, and if the level of visual aid for the words leads to a significant difference in word gains. English Language Teaching majors (N=58) were randomly assigned to either watch animated educational videos or listen to the audio of the same videos. Both groups were given a pretest and posttest of meaning recognition and recall. The results suggest that both modes of input are equally effective for vocabulary learning and that the role of visual aids may not be as significant as previously thought. The study also found that prior vocabulary knowledge level positively correlated with vocabulary gains in the viewing group, but not in the listening group. The results are discussed in reference to the multimedia, temporal contiguity, and coherence principles of the cognitive theory of multimedia learning and the dual-coding theory.
