meujfe Mersin Üniversitesi Eğitim Fakültesi Dergisi 1306-7850 Mersin University 10.17860/mersinefd.360724 Studies on Education Eğitim Üzerine Çalışmalar Sinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması How Signaling Principle Affects Learning: An Eye Tracking Study Dönmez Mehmet ORTA DOĞU TEKNİK ÜNİVERSİTESİ Doğan Sibel ORTA DOĞU TEKNİK ÜNİVERSİTESİ Baran Evrim ORTA DOĞU TEKNİK ÜNİVERSİTESİ 08 31 2018 14 2 700 713 12 04 2017 04 26 2018 Copyright © 2005, Mersin University Journal of the Faculty of Education 2005 Mersin University Journal of the Faculty of Education

Sinyalilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarakgörüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak,bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Buçalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketiverileriyle destekleyerek incelemektedir. Çalışmada, Bilgisayar ve ÖğretimTeknolojileri Eğitimi (BÖTE) bölümünden 34 öğrenci katılımcı olarak yeralmıştır ve katılımcılar kontrol ve deney grubuna rasgele atanmıştır. Deneygrubuna katılan öğrencilere önemli noktalar üzerinde vurgulamalar yapılaraksinyal ilkesi uygulanmış MS Power Point sunuları gösterilirken kontrol grubunaaynı sunuların üzerinde vurgulamalar yapılmamış hali gösterilmiştir. Veritoplama aşamasında katılımcılara ön test, son test ve hatırlama testiuygulanmıştır. Ayrıca, çalışma sırasında katılımcıların göz hareketleriverileri (sabitleme süresi, sabitleme sayısı ve ilk sabitleme süresi)kaydedilmiştir. Çalışma sonuçları incelendiğinde, deney grubundaki öğrencilerinson test ve hatırlama testi sonuçlarına göre kontrol grubundaki öğrencilerden dahayüksek puanlar aldıkları tespit edilmiştir ama iki grup arasında anlamlı birfarklılık bulunamamıştır. Göz izleme verilerinin analizine göre ise, sinyalilkesi kullanımı öğrencilerin dikkatini ilgili kelimelere yöneltmiş ve bilişselyükünü azaltmıştır. Dahası, başarı test sonuçlarından ve göz izlemeverilerinden elde edilen bulgular birbiriyle tutarlı sonuçlar ortayakoymuşlardır.

Studiesexamining the effects of signaling principle on learning mostly used datasources such as interviews, achievement tests and think aloud protocols. Thereis, however, limited research on the use of quantitative measures to promotefindings from interviews and think aloud procedures. This study aimed toinvestigate the effects of signaling principle on learning by supporting theresults with the eye movement data. Participants included 34 Information andCommunication Technology (ICT) pre-service teachers divided into experimentaland control groups randomly. Participants were presented with two types of MSPower Point presentations with and without highlighted clues as multimediamaterial. Participants’ pre-test, post-test, and retention test scores weremeasured. Participants’ gaze behavior (fixation duration, fixation counts andtime to first fixation) during the presentation of instructional material wasalso recorded. The results revealed that while the experimental group hadhigher scores than control group in the post- and retention tests, there was nosignificant difference between the two groups. The analysis of eye movementdata showed that signaling directed the attention of the students on relevantinformation and decreased students’ cognitive effort. Results revealed thatboth eye movement data and achievement scores were consistent with each other.

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