UYARLANABİLİR MOTİVASYON STRATEJİLERİ KULLANMANIN ÖĞRENCİ MOTİVASYONU VE BAŞARISINA ETKİSİ

Yıl 2020, Cilt: 10 Sayı: 2, 549 - 576, 31.07.2020

Funda Erdoğdu

https://doi.org/10.17943/etku.717512

Cited By: 3

Öz

Araştırmanın amacı, uyarlanabilir motivasyon stratejileri kullanmanın öğrencilerin motivasyonlarına ve başarılarına etkisini incelemektir. Araştırma öntest-sontest kontrol gruplu deneysel (2x2 faktöriyel) desende gerçekleştirilmiştir. Araştırmanın bağımlı değişkenleri başarı ve motivasyon; bağımsız değişkenleri ise uyarlanabilir motivasyon stratejilerinin kullanıldığı ve kullanılmadığı ortamlardır. Deney grubunda bulunan öğrencilere sunulan motivasyon stratejileri bilişsel stil özellikleri dikkate alınarak uyarlanmıştır. Deneysel işlemler süresince her hafta ders sonunda öğrencilerin motivasyon ölçümü yapılmıştır. Sonraki hafta deney grubunda bulunan her bir öğrencinin motivasyon durumu dikkate alınarak gereksinim duyduğu motivasyon stratejisi/stratejileri belirlenmiş ve uygulanmıştır. Uyarlanabilir motivasyon stratejilerinin kullanıldığı ortamda öğrenen öğrencilerin deneysel işlem sonrasında motivasyon ve başarı puanlarının motivasyon stratejilerinin uyarlanmadan kullanıldığı gruba göre manidar düzeyde yüksek olduğu, deneysel işlem öncesinden sonrasına, iki grubun motivasyon puanlarındaki değişimlerin uyarlanabilir stratejiler kullanılan grup lehine manidar düzeyde yüksek olduğu, buna karşılık başarı puanları arasındaki farkın manidar olmadığı tespit edilmiştir. Bu araştırmada, uyarlanabilir motivasyon stratejileri kullanmanın öğrencilerin motivasyonunu artırmada etkili bir araç olduğu ancak başarılarını artırmada etkili olmadığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Uyarlanabilir motivasyon stratejileri, bilişsel stil, motivasyon, başarı

Kaynakça

• Acar, S. (2009). Web destekli performans tabanlı öğrenmede ARCS motivasyon stratejilerinin öğrencilerin başarılarına, öğrenmenin kalıcılığına, motivasyonlarına ve tutumlarına etkisi. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
• Aslan, B.G. (2010). E-Öğrenme İçin Öğrenci Modellemesine Yönelik Bir Orta Katman Yapının Gerçekleştirilmesi. Doktora Tezi. Ege Üniversitesi, İzmir.
• Astleitner, J. & Keller, J.M. (1995). A Model for Motivationally Adaptive Computer-Assisted Instruction. Journal of Research on Computing in Education, 27 (3), 270-28.
• Bolliger, D.U., Supanakorn, S & Boggs, C. (2010). Impact of podcasting on student motivation in the online learning environment. Computers&Education. 55, 714-722.
• Brusilovsky, P., Sosnovsky, S. & Yudelson, M. (2009). Addictive links: the motivational value of adaptive link annotation. New Review of Hypermedia and Multimedia, 15(1), 97-118.
• Brusilovsky P. (2001). Adaptive hypermedia. User Modeling and User Adapted Interaction, 11(1–2), 87-110.
• Brusilovsky, P. (1998). Methods and Techniques of Adaptive Hypermedia. Adaptive Hypertext and Hypermedia P. Brusilovsky, A. Kobsa and J. Vassileva (Editors), Boston: Kluwer Academic Publishers. 1-44.
• Brusilovsky, P ve Eklund, J. (1998) A Study of User Model Based Link Annotation in Educational Hypermedia. Journal of Universal Computer Science. 4(4). 429-448.
• Brusilovsky, P. & Pesin, L. (1998) Adaptive navigation support in educational hypermedia: An evaluation of the ISIS-Tutor. Journal of Computing and Information Technology. 6 (1), 27-38.
• Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
• Cabada, R. Z., Estrada, M. L. B. ve Garcia, C. A. R. (2011). EDUCA: A web 2.0 authoring tool for developing adaptive and intelligent tutoring systems using a Kohonen network. Expert Systems with Applications, 38(8), 9522–9529.
• Çakan, M. (2003). Psychometric data on the Group Embedded Figures Test for Turkish undergraduate students. Perceptual and Motor Skills, 96, 993-1004. Del Soldato, T. and du Boulay, B. 1995. Implementation of motivational tactics in tutoring systems. Journal of Artificial Intelligence in Education, 6(4): 337-378.
• de Vicente, A., & Pain, H., (2002). Informing the detection of the students’ motivational state: An empirical study. In: S.A. Cerri, G. Gouardères, & F. Paraguaçu (Eds.), Proceedings of the International Conference on Intelligent Tutoring Systems, 933-943. Berlin: Springer.
• Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586-596.
• Gibson, G. M., Herbert, M. A., P., S. J., & Mayhew, J. C. (1998, March 10-14). Designing a collaborative multimedia course: Culture and school success. Paper presented at the 9th International Conference of the Society for Information Technology & Teacher Education, Washington, DC.
• Gürol, M., Demirli, C. (2006). E-Portfolio Sürecinde Öğrenci Motivasyonu, VI. Uluslararası Eğitim Teknolojileri Konferansı, Doğu Akdeniz Üniversitesi, Gazimağusa, KKTC, 19-21 Nisan, 2006.
• Huang, W.H., Huang, W.Y. & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers&Education. 55, 789-797.
• Huang, W., Huang, W., Diefes-Dux, H. & Imbrie, P. K. (2006). A preliminary validation of Attention, Relevance, Confidence and Satisfaction model-based Instructional Material Motivational Survey in a computer-based tutorial setting. British Journal of Educational Technology. 37(2), 243-259.
• Kaplan, C., Fenwick, J., and Chen, J. (1993). Adaptive hypertext navigation based on user goals and context. User Modeling and User-Adapted Interaction. 3(3), 193-220.
• Keller, J.M. (2010). Motivational design for learning and performance: the ARCS model approach. New York : Springer.
• Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175-185.
• Keller, J. M. (2006). Development of two measures of learner motivation. Unpublished manuscript. Florida State University. [http://olpcorps.wikispaces.com/file/view/ARCSMEA+Partial+Draft+060222.doc] Ocak 2011 tarihinde erişilmiştir.
• Keller, J.M. (1999a). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for teaching and Learning. 78, 39-47.
• Keller, J. M. (1999b). Motivation in cyber learning environments. Educational Technology International, 1(1), 7-30.
• Keller, J.M. & Suzuki, K. (1988). Use of the ARCS motivational model in courseware design. In D.H. Jonassen (Ed.), Instructional designs for microcomputer courseware, 401-434. Hillsdale, NJ: Erlbaum.
• Keller, J.M. (1987a). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.
• Keller, J. M. (1987b). Strategies for stimulating the motivation to learn. Performance and Instruction, 26(8), 1-7. Kopp, T. (1982). Designing the boredom out of instruction, NSPI Journal, 23-27.
• Latham, A. M., Crockett, K. A., McLean, D. A., Edmonds, B. ve O’Shea, K. (2010). Oscar: an intelligent conversational agent tutor to estimate learning styles. In Proceedings of the IEEE world congress on computational intelligence 2010, 2533–2540, Barcelona, Spain.
• Lim, H.D. (2007). Cross Cultural Differences in Online Learning. Educational Media International. 41(2). 163-175. Lo J.J., Chan Y.C, Yeh S.W., (2012) Designing an adaptive web-based learning system based on students’ cognitive styles identified online. Computers & Education, 58 209-222.
• Monterrat, B., Lavoué, É & George, S. (2012). Motivation for Learning Adaptive Gamification for Web-based Learning Environments. 6th International Conference on Computer Supported Education. [hal.archives-ouvertes.fr]
• Muir, D.J. (2001). Adapting Online Education to Different Learning Styles. National Educational Computing Conference, “Building on the Future”. July 25-27, 2001—Chicago, IL.
• Mustafa, Y.E.A. & Sharif, S.M. (2011). An approach to Adaptive ELearning Hypermedia System Based on Learning Styles (AEHS-LS): Implementation and Evaluation. International Journal of Library and Information Science. 3(1), 15-28.
• Naime-Diefenbach, B. (1991). Validation of attention and confidence as independent components of the ARCS motivational model. Own, Z. (2006). The Application of an Adaptive, Web-based Learning Environment on Oxidationreduction Reactions, International Journal of Science and Mathematics Education, 4 (1), 73-96.
• Özçelik, D.A. (1992). Ölçme ve değerlendirme. Ankara: ÖSYM.
• Park, O., & Lee, J. (2004). Adaptive instructional systems. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. (651-685). Mahwah, NJ: Lawrence Erlbaum.
• Psycharis, S. (2007). Designing Adaptive Learning Environment according to cognitive styles and its influence on students’ achievement and beliefs for Physics. Conference IMCL2007, April 18 -20, Amman, Jordan.
• Rezabek, R. H. (1994). Utilizing intrinsic motivation in the design of instruction. Proceedings of Selected Research and Development Presentations at the 1994 National Communications and Technology. 16th Nashville, TN. February 16-20.
• Rodgers, D. L., & Withrow-Thorton, B. J. (2005). The effect of instructional media on learner motivation. International Journal of Instructional Media, 32(4), 333-340.
• Sangineto, E., Capuano, N., Gaeta, M. ve Micarelli, A. (2008). Adaptive course generation through learning styles representation. Universal Access in the Information Society, 7(1), 1–23.
• Shellnut, B., Knowlton, A. & Savage, T. (1999). Applying the ARCS Model to the Design and Development of Computer-Based Modules for Manufacturing Engineering Courses. Educational Technology Research & Development, 47(2), 1042-1629.
• Shellnut, B. (1996). John Keller: a motivating influence in the field of instructional systems design. [http://peoplelearn.homestead.com/Keller.Bio.pdf] 17 Temmuz 2011 tarihinde erişilmiştir.
• Small, R. (1997). Motivation in Instructional Design. ERIC Clearinghouse on Information & Technology, ED409895.
• Somyürek, S. (2008). Uyarlanabilir Eğitsel Web Ortamlarının Öğrencilerin Başarısına ve Gezinmesine Etkisi. Doktora Tezi. Gazi Üniversitesi. Eğitim Bilimleri Enstitüsü.
• Song H.S & Keller, J.M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology Research & Development. 49 (2), 5-22.
• Song, S.H. & Keller, J.M. (1999). The ARCS model for developing motivationally adaptive computer-assisted instruction. Paper presented at the national convention of the Association for Educational Communications and Technology, Houston, TX.
• Song, S.H. (1998). The effects of motivationally adaptive computer-assisted instruction developed through the ARCS model. ProQuest Dissertations and Theses Global.
• Somyürek, S ve Yalın, H.İ. (2007). Bilgisayar Destekli Eğitim Yazılımlarında Kullanılan Ön Örgütleyicilerin Alan Bağımlı Ve Alan Bağımsız Öğrencilerin Başarılarına Etkisi. Türk Eğitim Bilimleri Dergisi, 5(4), 587-607.
• Specht, M. & A. Kobsa. (1999) Interaction of domain expertise and interface design in adaptive educational hypermedia. Proceedings of the Second Workshop on Adaptive Systems and User Modeling on the World Wide Web, 89-93. Banff, Canada.
• Suzuki, K., & Keller, J. M. (1996). Creation and Cross Cultural Validation of an ARCS Motivational Design Matrix. Paper presented at the Annual Meeting of Japanese Association for Educational Technology, Kanazawa, Japan.
• Tekin, H. (2007). Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınevi.
• Triantafillou, E., Pomportsis, A., Demetriadis, S. & Georgiadou, E. (2004) The value of adaptivity based on cognitive style: an empirical study. British Journal of Educational Technology. 35 (1), 95-106.
• Tseng, J. C. R., Chu, H-C., Hwang, G-J., & Tsai,C-C. (2007). Development of an adaptive learning system with two sources of personalization information. Computers & Education.
• Visser, L. (1998) The development of motivational communication in distance education support. Report for the Educational Technology Department.
• Visser, L., Plomp, T., Amirault, R. J. & Kuiper, W. (2002). Motivating Students at a Distance: The Case of an International Audience. [http://www.learndev.org/dl/ETR&D2002-LyaEtAl-FinalDraft.pdf] 10 Mart 2012 tarihinde erişilmiştir.
• Wang,Y. and Liao, H.C.(2011). Adaptive learning for ESL based on computatio. British Journal of Educational Technology, 42(1), 66-87.
• Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field-independent cognitive styles and their educational implications. Reviews of Educational Research, 47, 1-64.
• Vafa, S. (1999, February 28-March 9). Web-based Instruction and Motivation: Some Useful Guidelines for Educators. Paper presented at the 10th International Conference of the Society for Information Technology & Teacher Education, San Antonio, TX.