Research Article
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Examining of the experiences of students about interaction types used in digital materials

Year 2018, , 240 - 254, 31.08.2018
https://doi.org/10.17679/inuefd.344957

Abstract

The use of digital
materials is very popular in educational areas. Students have also considered
digital materials used in educational areas are useful in terms of supporting
effective learning. Recently, interaction has been added to improve effect of
these materials. Interaction in digital materials can be defined as an element
that enables the learners to control the material used and helps to activate
the cognitive processes.
It is seen that
interactive videos are effective about learning and engagement than videos in
many studies. In this study, it is aimed to examine the experiences and
cognitive processes of students about interaction types used in digital
materials according to interaction types. Case study from qualitative research
methods was used in this study. The sample of research consists of 36 students
at Medical Faculty in Ataturk University. Students were asked to use
interactive material during research process. Interaction Types Evaluation
Questionnaire was conducted to evaluate interaction types. The experiences
about usage and benefits of interaction types were also obtained from the
students with the help of think-aloud protocol. The data obtained from questionnaire
were subjected to descriptive analysis, the data obtained from the think-aloud
protocol were subjected to content analysis. Consequently, it has been found
that the interaction types in interactive materials are beneficial for decision
making and remembrance. It is come out that navigating interaction type is
liked by students mostly. Dialoguing interaction type has seemed to be
beneficial for acting mental processes of students. 

References

  • Adair, J. (2000). Karar verme ve problem çözme. Çev.: Nurdan.
  • Albanese, M. (2005). Coming to a medical school near you: full motion video medical education. Medical education, 39(11), 1081-1082. Bynum, A. B., Cranford, C. O., Irwin, C. A., & Denny, G. S. (2002). Participant satisfaction with a school telehealth education program using interactive compressed video delivery methods in rural Arkansas. Journal of School Health, 72(6), 235-242.
  • Cardoso, A., & Santos, T. (2014). An interactive video to demonstrate the main features of the pendulum. Paper presented at the Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on.
  • Chen, C.-M., & Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
  • Choi, E. (2014). Second Language Learning Through Drama: Practical Techniques and ApplicationsJoe Winston (Ed.). New York, NY: Routledge, 2012. TESOL Journal, 5(4), 792-795.
  • Cooper, J. B., Barron, D., Blum, R., Davison, J. K., Feinstein, D., Halasz, J., . . . Russell, R. (2000). Video teleconferencing with realistic simulation for medical education. Journal of clinical anesthesia, 12(3), 256-261.
  • Coştu, B., Karataş, F. Ö., & Ayas, A. (2003). KAVRAM ÖĞRETİMİNDE ÇALIŞMA YAPRAKLARININ. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 33-48.
  • Çiçekoğlu, D. (2003). The effects of direct and integrated instruction of cognitive and metacognitive reading strategies at awareness-raising level on reading proficiency and strategy use. MIDDLE EAST TECHNICAL UNIVERSITY. Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model. Computers in Human Behavior, 26(5), 1024-1033.
  • Dominguez-Noriega, S., Agudo, J. E., & Santamaria, H. S. (2012). Supporting mobile learning through interactive video: ViMoLe. Paper presented at the Computers in Education (SIIE), 2012 International Symposium on.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metotlarına Giriş: Nitel. Nicel ve Eleştirel Kuram Metodolojileri, Anı Yayıncılık, Ankara.
  • Fuentes, J., Bakare, M., Munir, K., Aguayo, P., Gaddour, N., & Öner, Ö. (2014). Autism spectrum disorder. Rey JM.
  • Hughes, T. F., Flatt, J. D., Fu, B., Butters, M. A., Chang, C. C. H., & Ganguli, M. (2014). Interactive video gaming compared with health education in older adults with mild cognitive impairment: a feasibility study. International journal of geriatric psychiatry, 29(9), 890-898.
  • Katz, M. L., Heaner, S., Reiter, P., van Putten, J., Murray, L., McDougle, L., . . . Slater, M. (2009). Development of an educational video to improve patient knowledge and communication with their healthcare providers about colorectal cancer screening. American Journal of Health Education, 40(4), 220-228.
  • Kennedy, G. E. (2004). Promoting cognition in multimedia interactivity research. Journal of Interactive Learning Research, 15(1), 43.
  • Kolås, L. (2015). Application of interactive videos in education. Paper presented at the Information Technology Based Higher Education and Training (ITHET), 2015 International Conference on.
  • Korkmaz, B. (2010). Otizm: Klinik ve nörobiyolojik özellikleri, erken tanı, tedavi ve bazı güncel gelişmeler. Turkish Pediatrics Archive/Turk Pediatri Arsivi, 45.
  • Lohrmann, D. K. (2011). Thinking of a change: health education for the 2020 generation. American Journal of Health Education, 42(5), 258-269.
  • McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry: Pearson Higher Ed.
  • Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.
  • Nelles, L. J., Smith, C. M., Lax, L. R., & Russell, L. (2011). Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program. Canadian Journal for the Scholarship of Teaching and Learning, 2(1), 8.
  • Ocak, G. (2004). İlköğretim okulu 5. sınıf öğrencilerinin okuma anlama düzeyine videonun etkisi. İlköğretim Online, 3(2).
  • Petan, S., Mocofan, M., & Vasiu, R. (2014). Enhancing learning in massive open online courses through interactive video. Paper presented at the The International Scientific Conference eLearning and Software for Education.
  • Rhoads, S., & Smith, B. (2012). Delta Interactive Solution to Collaborate Over Video for Education and Resources for Maternal Child Health. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 41(s1), S60-S60.
  • Schreiber, B. E., Fukuta, J., & Gordon, F. (2010). Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial. BMC medical education, 10(1), 68.
  • Schutz, L. E., & McNamara, E. A. (2011). Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn? International Journal of Special Education, 26(1), 64-69.
  • Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293-305.
  • Stewart, S. R., & Gonzalez, L. S. (2006). Instruction in professional issues using a cooperative learning, case study approach. Communication Disorders Quarterly, 27(3), 159-172.
  • Taslibeyaz, E., Dursun, O. B., & Karaman, S. (2016). Interactive video usage on autism spectrum disorder training in medical education. Interactive Learning Environments, 1-10.
  • Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., . . . Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444.
  • Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. (1994). The think aloud method: A practical guide to modelling cognitive processes (Vol. 2): Academic Press London.
  • Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Seçkin Yayıncılık, Ankara. ISBN, 975(02), 007.
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.

Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri

Year 2018, , 240 - 254, 31.08.2018
https://doi.org/10.17679/inuefd.344957

Abstract

Tüm eğitim alanlarında dijital materyallerin
kullanılması oldukça popülerdir. Öğrenciler de bu alanlarda kullanılan dijital
materyallerin etkili öğrenmeyi destekleme açısından faydalı olduğunu
düşünmektedirler. Son zamanlarda bu materyallere, etkiyi artırmak amacıyla
etkileşim özelliği eklenmektedir. Dijital materyallerdeki etkileşim, kullanılan
materyal ile ilgili kullanıcıya kontrol şansı veren ve kullanıcıların bilişsel
süreçlerini aktifleştirmelerine yardım eden bir bileşen olarak
tanımlanmaktadır. Etkileşimli videolar ile ilgili çalışmalara bakıldığında, bu
videoların, öğrenme ve ilgi çekme açısından etkileşimiz olanlara nazaran daha
etkili olduğu görülmektedir.
Bu çalışmada ise öğrencilerin dijital materyallerde
kullanılan etkileşim türlerine yönelik bilişsel süreçlerinin ve deneyimlerinin incelenmesi
amaçlanmıştır. Araştırmada, nitel araştırma yöntemlerinden durum çalışmasına
yer verilmiştir. Araştırmanın çalışma grubunu, Atatürk Üniversitesi Tıp
Fakültesi’nde öğrenim gören 36 öğrenci oluşturmaktadır. Araştırma sürecinde
öğrencilerden, etkileşimli bir materyali kullanmaları istenmiş ve onlara materyaldeki
etkileşim türleri ile ilgili etkileşim türlerini değerlendirme anketi uygulanmıştır.
Ayrıca öğrencilerden bu etkileşim türlerinin kullanım ve faydalarına yönelik
görüşler, sesli düşünme protokolü yardımıyla alınmıştır. Elde edilen anket
sonuçları betimsel analize tabi tutulmuştur. Sesli düşünme protokolünden elde
edilen veriler ise içerik analizine tabi tutulmuştur. Sonuç olarak; etkileşimli
videolarda yer alan etkileşim türlerinin karar verme, akılda kalıcılığı sağlama
konularında fayda sağladığı görülmüştür. Ayrıca videolarda en çok yönlendirme
etkileşiminin beğenildiği ortaya çıkmıştır. Diyalog kurma etkileşiminin ise
zihinsel süreçleri harekete geçirdiği için faydalı bulunduğu görülmüştür. 

References

  • Adair, J. (2000). Karar verme ve problem çözme. Çev.: Nurdan.
  • Albanese, M. (2005). Coming to a medical school near you: full motion video medical education. Medical education, 39(11), 1081-1082. Bynum, A. B., Cranford, C. O., Irwin, C. A., & Denny, G. S. (2002). Participant satisfaction with a school telehealth education program using interactive compressed video delivery methods in rural Arkansas. Journal of School Health, 72(6), 235-242.
  • Cardoso, A., & Santos, T. (2014). An interactive video to demonstrate the main features of the pendulum. Paper presented at the Remote Engineering and Virtual Instrumentation (REV), 2014 11th International Conference on.
  • Chen, C.-M., & Wu, C.-H. (2015). Effects of different video lecture types on sustained attention, emotion, cognitive load, and learning performance. Computers & Education, 80, 108-121.
  • Choi, E. (2014). Second Language Learning Through Drama: Practical Techniques and ApplicationsJoe Winston (Ed.). New York, NY: Routledge, 2012. TESOL Journal, 5(4), 792-795.
  • Cooper, J. B., Barron, D., Blum, R., Davison, J. K., Feinstein, D., Halasz, J., . . . Russell, R. (2000). Video teleconferencing with realistic simulation for medical education. Journal of clinical anesthesia, 12(3), 256-261.
  • Coştu, B., Karataş, F. Ö., & Ayas, A. (2003). KAVRAM ÖĞRETİMİNDE ÇALIŞMA YAPRAKLARININ. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14(14), 33-48.
  • Çiçekoğlu, D. (2003). The effects of direct and integrated instruction of cognitive and metacognitive reading strategies at awareness-raising level on reading proficiency and strategy use. MIDDLE EAST TECHNICAL UNIVERSITY. Domagk, S., Schwartz, R. N., & Plass, J. L. (2010). Interactivity in multimedia learning: An integrated model. Computers in Human Behavior, 26(5), 1024-1033.
  • Dominguez-Noriega, S., Agudo, J. E., & Santamaria, H. S. (2012). Supporting mobile learning through interactive video: ViMoLe. Paper presented at the Computers in Education (SIIE), 2012 International Symposium on.
  • Ekiz, D. (2003). Eğitimde Araştırma Yöntem ve Metotlarına Giriş: Nitel. Nicel ve Eleştirel Kuram Metodolojileri, Anı Yayıncılık, Ankara.
  • Fuentes, J., Bakare, M., Munir, K., Aguayo, P., Gaddour, N., & Öner, Ö. (2014). Autism spectrum disorder. Rey JM.
  • Hughes, T. F., Flatt, J. D., Fu, B., Butters, M. A., Chang, C. C. H., & Ganguli, M. (2014). Interactive video gaming compared with health education in older adults with mild cognitive impairment: a feasibility study. International journal of geriatric psychiatry, 29(9), 890-898.
  • Katz, M. L., Heaner, S., Reiter, P., van Putten, J., Murray, L., McDougle, L., . . . Slater, M. (2009). Development of an educational video to improve patient knowledge and communication with their healthcare providers about colorectal cancer screening. American Journal of Health Education, 40(4), 220-228.
  • Kennedy, G. E. (2004). Promoting cognition in multimedia interactivity research. Journal of Interactive Learning Research, 15(1), 43.
  • Kolås, L. (2015). Application of interactive videos in education. Paper presented at the Information Technology Based Higher Education and Training (ITHET), 2015 International Conference on.
  • Korkmaz, B. (2010). Otizm: Klinik ve nörobiyolojik özellikleri, erken tanı, tedavi ve bazı güncel gelişmeler. Turkish Pediatrics Archive/Turk Pediatri Arsivi, 45.
  • Lohrmann, D. K. (2011). Thinking of a change: health education for the 2020 generation. American Journal of Health Education, 42(5), 258-269.
  • McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry: Pearson Higher Ed.
  • Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.
  • Nelles, L. J., Smith, C. M., Lax, L. R., & Russell, L. (2011). Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program. Canadian Journal for the Scholarship of Teaching and Learning, 2(1), 8.
  • Ocak, G. (2004). İlköğretim okulu 5. sınıf öğrencilerinin okuma anlama düzeyine videonun etkisi. İlköğretim Online, 3(2).
  • Petan, S., Mocofan, M., & Vasiu, R. (2014). Enhancing learning in massive open online courses through interactive video. Paper presented at the The International Scientific Conference eLearning and Software for Education.
  • Rhoads, S., & Smith, B. (2012). Delta Interactive Solution to Collaborate Over Video for Education and Resources for Maternal Child Health. Journal of Obstetric, Gynecologic, & Neonatal Nursing, 41(s1), S60-S60.
  • Schreiber, B. E., Fukuta, J., & Gordon, F. (2010). Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial. BMC medical education, 10(1), 68.
  • Schutz, L. E., & McNamara, E. A. (2011). Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn? International Journal of Special Education, 26(1), 64-69.
  • Schwan, S., & Riempp, R. (2004). The cognitive benefits of interactive videos: Learning to tie nautical knots. Learning and Instruction, 14(3), 293-305.
  • Stewart, S. R., & Gonzalez, L. S. (2006). Instruction in professional issues using a cooperative learning, case study approach. Communication Disorders Quarterly, 27(3), 159-172.
  • Taslibeyaz, E., Dursun, O. B., & Karaman, S. (2016). Interactive video usage on autism spectrum disorder training in medical education. Interactive Learning Environments, 1-10.
  • Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., . . . Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444.
  • Van Someren, M. W., Barnard, Y. F., & Sandberg, J. A. (1994). The think aloud method: A practical guide to modelling cognitive processes (Vol. 2): Academic Press London.
  • Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315-1323.
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, Seçkin Yayıncılık, Ankara. ISBN, 975(02), 007.
  • Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & management, 43(1), 15-27.
There are 33 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Elif Taşlıbeyaz

Onur Burak Dursun

Selçuk Karaman This is me

Publication Date August 31, 2018
Published in Issue Year 2018

Cite

APA Taşlıbeyaz, E., Dursun, O. B., & Karaman, S. (2018). Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 240-254. https://doi.org/10.17679/inuefd.344957
AMA Taşlıbeyaz E, Dursun OB, Karaman S. Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri. INUEFD. August 2018;19(2):240-254. doi:10.17679/inuefd.344957
Chicago Taşlıbeyaz, Elif, Onur Burak Dursun, and Selçuk Karaman. “Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19, no. 2 (August 2018): 240-54. https://doi.org/10.17679/inuefd.344957.
EndNote Taşlıbeyaz E, Dursun OB, Karaman S (August 1, 2018) Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19 2 240–254.
IEEE E. Taşlıbeyaz, O. B. Dursun, and S. Karaman, “Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri”, INUEFD, vol. 19, no. 2, pp. 240–254, 2018, doi: 10.17679/inuefd.344957.
ISNAD Taşlıbeyaz, Elif et al. “Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 19/2 (August 2018), 240-254. https://doi.org/10.17679/inuefd.344957.
JAMA Taşlıbeyaz E, Dursun OB, Karaman S. Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri. INUEFD. 2018;19:240–254.
MLA Taşlıbeyaz, Elif et al. “Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 19, no. 2, 2018, pp. 240-54, doi:10.17679/inuefd.344957.
Vancouver Taşlıbeyaz E, Dursun OB, Karaman S. Dijital Materyallerde Kullanılan Etkileşimlerin Türlerine Yönelik Öğrenci Deneyimleri. INUEFD. 2018;19(2):240-54.

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