Research Article
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Design and Development of an Interactive Video Player for Supporting Formative Assessment in Online Learning

Year 2023, Volume: 14 Issue: Özel Sayı, 320 - 331, 21.10.2023
https://doi.org/10.21031/epod.1286077

Abstract

In this study, the aim was to design a video player with embedded quizzes to enhance students' interactions with video learning materials and enable them to derive maximum benefit from these materials. The developed tool is integrated into the Moodle learning management system and presents questions from a question bank to students at predetermined time intervals set by the instructor. Additionally, it records interactions between the student and embedded quizzes, such as the number of attempts and the number of correct or incorrect answers. Furthermore, students' video interactions, encompassing actions like play, pause, and seek, are also stored in the database. The tool allows instructors to export 15 features related to students' videos and embedded quiz interactions. Consequently, students can assess their comprehension of the content they are viewing and receive immediate feedback, while instructors can access summary reports for all students. This enables them to find out how many students have watched the videos and their responses to the questions before or after the class. This paper explains the development process of the tool and presents findings from a pilot study utilizing the tool. The results of the pilot study revealed that students' video-watching behaviors in interactive videos differed from those in non-interactive videos. An interactive video player that allows embedding quiz questions to support formative assessment in online learning environments, can be advantageous for researchers, instructors, and learners.

References

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  • Atapattu, T., & Falkner, K. (2018). Impact of Lecturer's Discourse for Student Video Interactions: Video Learning Analytics Case Study of MOOCs. Journal of Learning Analytics, 5(3), 182-197. https://doi.org/10.18608/jla.2018.53.12
  • Bakla, A., & Mehdiyev, E. (2022). A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning. E-Learning and Digital Media, 19(5), 495-514. https://doi.org/10.1177/20427530221107789
  • Barana, A., Conte, A., Fissore, C., Marchisio, M., & Rabellino, S. (2019). Learning analytics to improve formative assessment strategies. JE-LKS. Journal of e-learning and knowledge society, 15(3), 75-88.
  • Barut Tugtekin, E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners' motivation in distance Education. Educ Inf Technol (Dordr), 27(3), 3247-3276. https://doi.org/10.1007/s10639-021-10735-5
  • Belarbi, N., Chafiq, N., Talbi, M., Namir, A., & Benlahmar, H. (2019, 2019//). A Recommender System for Videos Suggestion in a SPOC: A Proposed Personalized Learning Method. Big Data and Smart Digital Environment, Cham.
  • Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science education, 85(5), 536-553.
  • Brinton, C. G., Buccapatnam, S., Chiang, M., & Poor, H. V. (2016). Mining MOOC Clickstreams: Video-Watching Behavior vs. In-Video Quiz Performance. IEEE Transactions on Signal Processing, 64(14), 3677-3692. https://doi.org/10.1109/Tsp.2016.2546228
  • Chatti, M. A., Marinov, M., Sabov, O., Laksono, R., Sofyan, Z., Fahmy Yousef, A. M., & Schroeder, U. (2016). Video annotation and analytics in CourseMapper. Smart Learning Environments, 3(1), 10. https://doi.org/10.1186/s40561-016-0035-1
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  • Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1), 294-311. https://doi.org/10.19173/irrodl.v19i1.2920
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  • Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58(1), 386-396. https://doi.org/10.1016/j.compedu.2011.08.025
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  • Dohms, M. C., Collares, C. F., & Tiberio, I. C. (2020). Video-based feedback using real consultations for a formative assessment in communication skills. BMC Med Educ, 20(1), 57. https://doi.org/10.1186/s12909-020-1955-6
  • Evi‐Colombo, A., Cattaneo, A., & Bétrancourt, M. (2022). Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo [Article]. JOURNAL OF COMPUTER ASSISTED LEARNING, 39(2), 501-516. https://doi.org/10.1111/jcal.12758
  • Fatima, S. S., Ghias, K., Jabeen, K., & Sabzwari, S. (2019). Enhancing Cognitive Engagement of Pre-clinical Undergraduate Medical Students via Video Cases and Interactive Quizzes in Problem-based Learning. Cureus, 11(1), e3832. https://doi.org/10.7759/cureus.3832
  • Gartmeier, M., Pfurtscheller, T., Hapfelmeier, A., Grunewald, M., Hausler, J., Seidel, T., & Berberat, P. O. (2019). Teacher questions and student responses in case-based learning: outcomes of a video study in medical education [Article]. BMC Med Educ, 19(1), 455. https://doi.org/10.1186/s12909-019-1895-1
  • Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course. International Review of Research in Open and Distributed Learning, 16(1), 260-283. <Go to ISI>://WOS:000357189200014
  • Ifenthaler, D., Schumacher, C., & Kuzilek, J. (2023). Investigating students' use of self-assessments in higher education using learning analytics. JOURNAL OF COMPUTER ASSISTED LEARNING, 39(1), 255-268. https://doi.org/10.1111/jcal.12744
  • Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks inonline lecture videos Proceedings of the first ACM conference on Learning @ scale conference, Atlanta, Georgia, USA. https://doi.org/10.1145/2556325.2566237
  • Kulasegaram, K., & Rangachari, P. K. (2018). Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education, 42(1), 5-14. https://doi.org/10.1152/advan.00122.2017
  • Lacey, K., & Wall, J. G. (2020). Video-based learning to enhance teaching of practical microbiology. FEMS Microbiology Letters, 368(2). https://doi.org/10.1093/femsle/fnaa203
  • Liao, C. H., & Wu, J. Y. (2023). Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance. Computers & Education, 197, N.PAG-N.PAG. https://doi.org/10.1016/j.compedu.2023.104754
  • Liu, Z., Yin, H., Cui, W., Xu, B., & Zhang, M. (2021). How to reflect more effectively in online video learning: Balancing processes and outcomes [Article]. British Journal of Educational Technology, 53(1), 114-129. https://doi.org/10.1111/bjet.13155
  • Mirriahi, N., Jovanovic, J., Lim, L. A., & Lodge, J. M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Etr&D-Educational Technology Research and Development, 69(5), 2571-2588. https://doi.org/10.1007/s11423-021-10041-4
  • Mohammadhassan, N., & Mitrovic, A. (2022). Investigating the Effectiveness of Visual Learning Analytics in Active Video Watching (Vol. 13355). Springer International Publishing. https://doi.org/10.1007/978-3-031-11644-5_11
  • Montayre, J., & Sparks, T. (2018). As I haven’t seen a T-cell, video-streaming helps: Nursing students’ preference towards online learning materials for biosciences. Collegian, 25(5), 487-492. https://doi.org/https://doi.org/10.1016/j.colegn.2017.12.001
  • Mubarak, A. A., Cao, H., Zhang, W., & Zhang, W. (2020). Visual analytics of video‐clickstream data and prediction of learners' performance using deep learning models in MOOCs' courses. Computer Applications in Engineering Education, 29(4), 710-732. https://doi.org/10.1002/cae.22328
  • Nicol, D., & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice. C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. &
  • Smith, B.(2004) Enhancing student learning though effective formative feedback, York, The Higher Education Academy.
  • Park, E. E. (2022). Expanding Reference through Cognitive Theory of Multimedia Learning Videos. The Journal of Academic Librarianship, 48(3), 102522. https://doi.org/https://doi.org/10.1016/j.acalib.2022.102522
  • Rice, P., Beeson, P., & Blackmore-Wright, J. (2019). Evaluating the Impact of a Quiz Question within an Educational Video. TechTrends, 63(5), 522-532. https://doi.org/10.1007/s11528-019-00374-6
  • Rodríguez‐Martínez, J. A., González‐Calero, J. A., del Olmo‐Muñoz, J., Arnau, D., & Tirado‐Olivares, S. (2023). Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions. British Journal of Educational Technology, 54(1), 76-97.
  • Rose, E., Claudius, I., Tabatabai, R., Kearl, L., Behar, S., & Jhun, P. (2016). The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions. J Emerg Med, 51(3), 284-291 e281. https://doi.org/10.1016/j.jemermed.2016.05.033
  • Sablić, M., Mirosavljević, A., & Škugor, A. (2020). Video-Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), 1061-1077. https://doi.org/10.1007/s10758-020-09455-5
  • Seo, K., Dodson, S., Harandi, N. M., Roberson, N., Fels, S., & Roll, I. (2021). Active learning with online video: The impact of learning context on engagement [Article]. Computers & Education, 165. https://doi.org/10.1016/j.compedu.2021.104132
  • Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students' conceptions—The potential of learning analytics. British Journal of Educational Technology, 54(1), 58-75.
  • Tripodi, N. (2018). First-year osteopathic students' use and perceptions of complementary video-based learning. International Journal of Osteopathic Medicine, 30, 35-43. https://doi.org/10.1016/j.ijosm.2018.09.004
  • Üstün, A. B., Karaoğlan-Yılmaz, F. G., & Yılmaz, R. (2021). Investigating the role of accepting learning management system on students’ engagement and sense of community in blended learning. Education and information technologies, 26(4), 4751-4769. https://doi.org/10.1007/s10639-021-10500-8
  • Üstün, A. B., & Tracey, M. W. (2021). An innovative way of designing blended learning through design-based research in higher education. Turkish Online Journal of Distance Education, 22(2), 126-146.
  • Üstün, A. B., Zhang, K., Karaoğlan-Yılmaz, F. G., & Yılmaz, R. (2022). Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education. Journal of Research on Technology in Education, 1-17. https://doi.org/10.1080/15391523.2022.2040401
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Year 2023, Volume: 14 Issue: Özel Sayı, 320 - 331, 21.10.2023
https://doi.org/10.21031/epod.1286077

Abstract

References

  • Ahmet, A., Gamze, K., Rustem, M., & Sezen, K. A. (2018). Is Video-Based Education an Effective Method in Surgical Education? A Systematic Review [Report]. J Surg Educ, 75(5), 1150-1158. https://doi.org/10.1016/j.jsurg.2018.01.014
  • Akçapınar, G., & Bayazıt, A. (2018). Investigating Video Viewing Behaviors of Students with Different Learning Approaches Using Video Analytics. Turkish Online Journal of Distance Education, 19(4), 116-125. https://doi.org/10.17718/tojde.471907
  • Atapattu, T., & Falkner, K. (2018). Impact of Lecturer's Discourse for Student Video Interactions: Video Learning Analytics Case Study of MOOCs. Journal of Learning Analytics, 5(3), 182-197. https://doi.org/10.18608/jla.2018.53.12
  • Bakla, A., & Mehdiyev, E. (2022). A qualitative study of teacher-created interactive videos versus YouTube videos in flipped learning. E-Learning and Digital Media, 19(5), 495-514. https://doi.org/10.1177/20427530221107789
  • Barana, A., Conte, A., Fissore, C., Marchisio, M., & Rabellino, S. (2019). Learning analytics to improve formative assessment strategies. JE-LKS. Journal of e-learning and knowledge society, 15(3), 75-88.
  • Barut Tugtekin, E., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners' motivation in distance Education. Educ Inf Technol (Dordr), 27(3), 3247-3276. https://doi.org/10.1007/s10639-021-10735-5
  • Belarbi, N., Chafiq, N., Talbi, M., Namir, A., & Benlahmar, H. (2019, 2019//). A Recommender System for Videos Suggestion in a SPOC: A Proposed Personalized Learning Method. Big Data and Smart Digital Environment, Cham.
  • Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science education, 85(5), 536-553.
  • Brinton, C. G., Buccapatnam, S., Chiang, M., & Poor, H. V. (2016). Mining MOOC Clickstreams: Video-Watching Behavior vs. In-Video Quiz Performance. IEEE Transactions on Signal Processing, 64(14), 3677-3692. https://doi.org/10.1109/Tsp.2016.2546228
  • Chatti, M. A., Marinov, M., Sabov, O., Laksono, R., Sofyan, Z., Fahmy Yousef, A. M., & Schroeder, U. (2016). Video annotation and analytics in CourseMapper. Smart Learning Environments, 3(1), 10. https://doi.org/10.1186/s40561-016-0035-1
  • Chen, G. W. (2020). A visual learning analytics (VLA) approach to video-based teacher professional development: Impact on teachers' beliefs, self-efficacy, and classroom talk practice [Article]. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103670
  • Choe, R. C., Scuric, Z., Eshkol, E., Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie, R. H. (2019). Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos. CBE Life Sci Educ, 18(4), ar55. https://doi.org/10.1187/cbe.18-08-0171
  • Chorianopoulos, K. (2018). A Taxonomy of Asynchronous Instructional Video Styles. International Review of Research in Open and Distributed Learning, 19(1), 294-311. https://doi.org/10.19173/irrodl.v19i1.2920
  • Clow, D. (2012). The learning analytics cycle: closing the loop effectively. Proceedings of the 2nd international conference on learning analytics and knowledge,
  • Coakley, A., Bailey, A., Tao, J., Liou, Y. L., Champlain, A., Ander, M., & Lake, E. (2020). Video education to improve clinical skills in the prevention of and response to vasovagal syncopal episodes. Int J Womens Dermatol, 6(3), 186-190. https://doi.org/10.1016/j.ijwd.2020.02.002
  • Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58(1), 386-396. https://doi.org/10.1016/j.compedu.2011.08.025
  • Cummins, S., Beresford, A. R., Davies, I., & Rice, A. (2016, April 25-26, 2016). Supporting Scalable Data Sharing in Online Education. Proceedings of the Third (2016) ACM Conference on Learning@ Scale, Scotland, Edinburgh, UK.
  • Dohms, M. C., Collares, C. F., & Tiberio, I. C. (2020). Video-based feedback using real consultations for a formative assessment in communication skills. BMC Med Educ, 20(1), 57. https://doi.org/10.1186/s12909-020-1955-6
  • Evi‐Colombo, A., Cattaneo, A., & Bétrancourt, M. (2022). Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo [Article]. JOURNAL OF COMPUTER ASSISTED LEARNING, 39(2), 501-516. https://doi.org/10.1111/jcal.12758
  • Fatima, S. S., Ghias, K., Jabeen, K., & Sabzwari, S. (2019). Enhancing Cognitive Engagement of Pre-clinical Undergraduate Medical Students via Video Cases and Interactive Quizzes in Problem-based Learning. Cureus, 11(1), e3832. https://doi.org/10.7759/cureus.3832
  • Gartmeier, M., Pfurtscheller, T., Hapfelmeier, A., Grunewald, M., Hausler, J., Seidel, T., & Berberat, P. O. (2019). Teacher questions and student responses in case-based learning: outcomes of a video study in medical education [Article]. BMC Med Educ, 19(1), 455. https://doi.org/10.1186/s12909-019-1895-1
  • Giannakos, M. N., Chorianopoulos, K., & Chrisochoides, N. (2015). Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course. International Review of Research in Open and Distributed Learning, 16(1), 260-283. <Go to ISI>://WOS:000357189200014
  • Ifenthaler, D., Schumacher, C., & Kuzilek, J. (2023). Investigating students' use of self-assessments in higher education using learning analytics. JOURNAL OF COMPUTER ASSISTED LEARNING, 39(1), 255-268. https://doi.org/10.1111/jcal.12744
  • Kim, J., Guo, P. J., Seaton, D. T., Mitros, P., Gajos, K. Z., & Miller, R. C. (2014). Understanding in-video dropouts and interaction peaks inonline lecture videos Proceedings of the first ACM conference on Learning @ scale conference, Atlanta, Georgia, USA. https://doi.org/10.1145/2556325.2566237
  • Kulasegaram, K., & Rangachari, P. K. (2018). Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education, 42(1), 5-14. https://doi.org/10.1152/advan.00122.2017
  • Lacey, K., & Wall, J. G. (2020). Video-based learning to enhance teaching of practical microbiology. FEMS Microbiology Letters, 368(2). https://doi.org/10.1093/femsle/fnaa203
  • Liao, C. H., & Wu, J. Y. (2023). Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance. Computers & Education, 197, N.PAG-N.PAG. https://doi.org/10.1016/j.compedu.2023.104754
  • Liu, Z., Yin, H., Cui, W., Xu, B., & Zhang, M. (2021). How to reflect more effectively in online video learning: Balancing processes and outcomes [Article]. British Journal of Educational Technology, 53(1), 114-129. https://doi.org/10.1111/bjet.13155
  • Mirriahi, N., Jovanovic, J., Lim, L. A., & Lodge, J. M. (2021). Two sides of the same coin: video annotations and in-video questions for active learning. Etr&D-Educational Technology Research and Development, 69(5), 2571-2588. https://doi.org/10.1007/s11423-021-10041-4
  • Mohammadhassan, N., & Mitrovic, A. (2022). Investigating the Effectiveness of Visual Learning Analytics in Active Video Watching (Vol. 13355). Springer International Publishing. https://doi.org/10.1007/978-3-031-11644-5_11
  • Montayre, J., & Sparks, T. (2018). As I haven’t seen a T-cell, video-streaming helps: Nursing students’ preference towards online learning materials for biosciences. Collegian, 25(5), 487-492. https://doi.org/https://doi.org/10.1016/j.colegn.2017.12.001
  • Mubarak, A. A., Cao, H., Zhang, W., & Zhang, W. (2020). Visual analytics of video‐clickstream data and prediction of learners' performance using deep learning models in MOOCs' courses. Computer Applications in Engineering Education, 29(4), 710-732. https://doi.org/10.1002/cae.22328
  • Nicol, D., & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: a theoretical model and seven principles of good feedback practice. C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. &
  • Smith, B.(2004) Enhancing student learning though effective formative feedback, York, The Higher Education Academy.
  • Park, E. E. (2022). Expanding Reference through Cognitive Theory of Multimedia Learning Videos. The Journal of Academic Librarianship, 48(3), 102522. https://doi.org/https://doi.org/10.1016/j.acalib.2022.102522
  • Rice, P., Beeson, P., & Blackmore-Wright, J. (2019). Evaluating the Impact of a Quiz Question within an Educational Video. TechTrends, 63(5), 522-532. https://doi.org/10.1007/s11528-019-00374-6
  • Rodríguez‐Martínez, J. A., González‐Calero, J. A., del Olmo‐Muñoz, J., Arnau, D., & Tirado‐Olivares, S. (2023). Building personalised homework from a learning analytics based formative assessment: Effect on fifth‐grade students' understanding of fractions. British Journal of Educational Technology, 54(1), 76-97.
  • Rose, E., Claudius, I., Tabatabai, R., Kearl, L., Behar, S., & Jhun, P. (2016). The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions. J Emerg Med, 51(3), 284-291 e281. https://doi.org/10.1016/j.jemermed.2016.05.033
  • Sablić, M., Mirosavljević, A., & Škugor, A. (2020). Video-Based Learning (VBL)—Past, Present and Future: an Overview of the Research Published from 2008 to 2019. Technology, Knowledge and Learning, 26(4), 1061-1077. https://doi.org/10.1007/s10758-020-09455-5
  • Seo, K., Dodson, S., Harandi, N. M., Roberson, N., Fels, S., & Roll, I. (2021). Active learning with online video: The impact of learning context on engagement [Article]. Computers & Education, 165. https://doi.org/10.1016/j.compedu.2021.104132
  • Stanja, J., Gritz, W., Krugel, J., Hoppe, A., & Dannemann, S. (2023). Formative assessment strategies for students' conceptions—The potential of learning analytics. British Journal of Educational Technology, 54(1), 58-75.
  • Tripodi, N. (2018). First-year osteopathic students' use and perceptions of complementary video-based learning. International Journal of Osteopathic Medicine, 30, 35-43. https://doi.org/10.1016/j.ijosm.2018.09.004
  • Üstün, A. B., Karaoğlan-Yılmaz, F. G., & Yılmaz, R. (2021). Investigating the role of accepting learning management system on students’ engagement and sense of community in blended learning. Education and information technologies, 26(4), 4751-4769. https://doi.org/10.1007/s10639-021-10500-8
  • Üstün, A. B., & Tracey, M. W. (2021). An innovative way of designing blended learning through design-based research in higher education. Turkish Online Journal of Distance Education, 22(2), 126-146.
  • Üstün, A. B., Zhang, K., Karaoğlan-Yılmaz, F. G., & Yılmaz, R. (2022). Learning analytics based feedback and recommendations in flipped classrooms: an experimental study in higher education. Journal of Research on Technology in Education, 1-17. https://doi.org/10.1080/15391523.2022.2040401
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There are 53 citations in total.

Details

Primary Language English
Subjects Testing, Assessment and Psychometrics (Other)
Journal Section Articles
Authors

Alper Bayazıt 0000-0003-4369-587X

Gökhan Akçapınar 0000-0002-0742-1612

Publication Date October 21, 2023
Acceptance Date September 10, 2023
Published in Issue Year 2023 Volume: 14 Issue: Özel Sayı

Cite

APA Bayazıt, A., & Akçapınar, G. (2023). Design and Development of an Interactive Video Player for Supporting Formative Assessment in Online Learning. Journal of Measurement and Evaluation in Education and Psychology, 14(Özel Sayı), 320-331. https://doi.org/10.21031/epod.1286077