Web Tabanlı Eğitimde İnteraktif Videolar: Teknoloji Yeterlilikleri ve Dijital Okuryazarlık Düzeyleri

Year 2024, , 738 - 764, 25.07.2024

Cengiz Gündüzalp

https://doi.org/10.30831/akukeg.1390764

Abstract

Bu çalışmanın amacı, web tabanlı derslerde etkileşimli videoların kullanımının öğrencilerin teknoloji yeterlilikleri, dijital okuryazarlık düzeyleri ve bu yaklaşıma ilişkin algıları üzerindeki etkisini tespit etmektir. Bu amaca ulaşmak için çalışma, nicel araştırma yaklaşımının bir türü olan yarı deneysel desen kullanılarak gerçekleştirilmiştir. Araştırma grubu kolayda örnekleme yöntemi kullanılarak seçilmiştir. Veri toplama araçları yardımıyla toplanan nicel veriler bağımlı ve bağımsız örneklem t-testleri kullanılarak analiz edilmiştir. Nitel veriler ise içerik analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları, deney grubundaki öğrencilerin teknoloji yeterliliği ve dijital okuryazarlık ön test ve son test puanları arasında anlamlı bir fark olduğunu ortaya koymuştur. Ayrıca, bulgular grupların teknoloji yeterliliği ve dijital okuryazarlık puanları arasında anlamlı bir fark olduğunu ve deney grubunun daha üstün performans sergilediğini göstermiştir. Sonuçlar, web tabanlı derslerde etkileşimli video kullanımının öğrencilerin teknoloji yeterliliklerini ve dijital okuryazarlık düzeylerini artırabileceğini göstermiştir. Dolayısıyla çalışmanın bulgu ve sonuçları alana önemli bir katkı sağlayacaktır.

Keywords

Etkileşimli video, web-tabanlı öğretim, teknoloji yeterlilikleri, dijital okuryazarlık, etkileşim

Interactive Videos in Web-Based Education: Technology Proficiency and Digital Literacy Levels

Abstract

The purpose of this study is to determine the effects of using interactive video in web-based courses on students' technology proficiency and digital literacy levels as well as the students' perspectives on this. For this purpose, the study was conducted with quasi-experimental patterns, one of the quantitative research approaches. The quantitative data collected with data collection tools were analyzed with the dependent and independent samples t-tests, and the qualitative data were analyzed using content analysis. The study's findings revealed that there was a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Moreover, based on the study findings, it was seen that there was a significant difference favorable to the experimental group between the technology proficiency and digital literacy scores of the experimental and control groups. Study results showed that using interactive videos in web-based lessons can improve students' technology proficiency and digital literacy levels. This study will contribute to the literature in terms of the positive effects of using interactive video in web-based courses on students' technology proficiency and digital literacy levels as well as the students' perspectives on this.

Keywords

interactive video, web-based teaching, technology competencies, digital literacy, interactive

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