Çocuk-Bilgisayar Etkileşiminde İç Motivasyon: Bir Kapsam İncelemesi

Abstract

Çocuk-bilgisayar etkileşimi araştırma alanında çocukların öğrenme süreçlerini destekleyen tasarımlara yer verilmektedir. İç motivasyon, çocukların teknoloji ile etkileşimlerini ve öğrenme süreçlerini etkileyebilecek önemli bir unsurdur. Ancak, teknolojinin çocukların öğrenme süreçlerindeki iç motivasyonu ile olan ilişkisi henüz yeterince irdelenmemiştir. Bu makalede, çocuk-bilgisayar etkileşimi araştırmalarında iç motivasyonun nasıl tanımlandığı, ölçüldüğü ve değerlendirildiği araştırılmaktadır. Bu amaçla çocuk-bilgisayar etkileşimi alanında önde gelen yayın mecraları olan ACM Digital Library ve the International Journal of Child-Computer Interaction’da kapsam incelemesi gerçekleştirilmiştir. Sonuç olarak başlık, özet ve anahtar kelimeleri içinde “iç motivasyon” kelime kökü yer alan 27 yayın derlememize dahil edilmiştir. Bu yayınları incelememiz sonucunda iç motivasyonun öğrenene özgü/ öğrenenin doğasında olan bir özellik olarak tanımlandığı ve psikoloji alanındaki Öz-belirleme kuramındaki özelliklerle ilişkilendirildiği görülmüştür. Derlemede yer alan çalışmaların yaklaşık yarısının (15 çalışma) deneysel bir yöntem ve nicel bir araştırma yaklaşımı kullandığı bulunmuştur. Kalan çalışmalar çok çeşitlidir; vaka çalışmaları, gözlem, derinlemesine mülakatlar, anket araştırmaları, kullanıcı deneyimi araştırmaları, saha çalışmaları ve ikincil veri analizi gibi yöntemler kullanıldığı görülmüştür. Bu yöntemlerle birlikte nitel, nicel ve karmaşık-yöntemler olmak üzere farklı araştırma yaklaşımları kullanılmıştır. Deneysel araştırmaların büyük çoğunluğu iç motivasyon ile öğrenme arasındaki ilişkiyi vurgulasa da sadece altı araştırma çocukların öğrenme ve bilgi edinmesinde iç motivasyonun doğrudan bir etkisi olup olmadığını ölçmüştür, bu da tüm derlemin sadece %20’sini oluşturmaktadır. Makalede, bu bulguların etkileri, teknoloji tasarımı, çocuk-bilgisayar etkileşimi araştırmaları ve farklı ortamlarda çocukların öğrenmelerini destekleyici yöntemler bulma konuları kapsamında tartışılmaktadır. Bu incelemenin temel katkısı, iç motivasyonun değerlendirmesinde gelecekte kullanılabilecek yöntemler ile ilgili öneriler sunmasıdır. Buna bağlı olarak, çocukların öğrenme sürecinde iç motivasyonlarını destekleme amacıyla geliştirilen teknoloji tasarımlarına yönelik araştırmalara ışık tutacak çözüm yolları tartışılmaktadır.

Keywords

• Çocuk-bilgisayar etkileşimi
• iç motivasyon
• teknoloji tasarımı
• öğrenme

Ethical Statement

Derleme çalışması olduğu için Etik Kurul değerlendirmesinden muaftır.

Intrinsic Motivation in Child-Computer Interaction: A Scoping Review

Abstract

Child-computer interaction research focuses on the design of technologies that support the learning processes of children. Intrinsic motivation is an important factor that influences children's interactions with technology and their learning processes. However, the relationship between technology and children’s intrinsic motivation in learning processes has not yet been sufficiently examined. In this review, we examine how intrinsic motivation is defined and measured in relation to learning and technology design in the child-computer interaction (CCI) research field. For this purpose, we conducted a scoping review in the leading venues of CCI research: the International Journal of ChildComputer Interaction and the ACM Digital Library. This eventually resulted in 27 publications that used the word stem ‘intrinsic motiv*’ in the title, abstract, and keywords. Our analysis revealed that intrinsic motivation is commonly defined as an inherent characteristic of the learner and is associated with the characteristics outlined in SelfDetermination Theory in the field of psychology. Approximately half of these studies (15 studies) used experimental methodology and a quantitative research approach. The remaining studies were highly varied and included case studies, observations, interviews and surveys, user studies, field trials, and secondary data analysis using qualitative, quantitative, or mixed-method research approaches. Although most of the experimental studies highlighted the link between intrinsic motivation and learning, only six studies measured whether there is an increase in children’s learning outcomes, constituting only 20% of the entire corpus. We discuss the implications of these findings for technology design, CCI research, and finding ways to improve children’s learning in different contexts. The main contribution of this scoping review is to provide suggestions for future research about methods of assessing intrinsic motivation in children’s learning. Accordingly, future directions that will shed light on the research on technology designs developed to support children’s intrinsic motivation in the learning process are discussed.

Keywords

• Child-computer interaction
• intrinsic motivation
• technology design
• learning

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