Çoklu Ortamla Öğrenme Materyallerinin Tasarımında Duygusal Unsurların İncelenmesine Yönelik Nitel Bir Çalışma

Year 2019, , 112 - 140, 30.01.2019

Ali Haydar Bülbül , Abdullah Kuzu

https://doi.org/10.17569/tojqi.507560

Cited By: 1

Abstract

Alanyazın duygusal süreçlerin biliş, motivasyon, ilgi ve öğrenme
üzerinde etkili olduğunu; bu bağlamda duyguların eğitsel etkinliklerde önemli
bir rol oynadığını göstermektedir. Çoklu ortamla öğrenme materyallerinin
duygusal tasarımı ise eğitim alanyazınında görece yeni bir konu olarak
karşımıza çıkmaktadır. Duygusal tasarımın öğrenme üzerindeki etkisini inceleyen
birkaç çalışma olsa da çoklu ortamla öğrenme uygulamalarının öğrenenleri
öğrenme süreçlerine duygusal bağlamda dahil edecek şekilde nasıl tasarlanması
gerektiğine ilişkin alanyazında kuramsal bir boşluk bulunmaktadır. Bu
doğrultuda, bu çalışmanın amacı; bir çoklu ortamla öğrenme materyali olarak
animasyonların duygusal tasarımında göz önünde bulundurulması gereken unsurları
belirlemektir. Bu doğrultuda, temel nitel araştırma yaklaşımı benimsenmiş ve bu
bağlamda, iki aşamalı bir süreç yürütülmüştür. Araştırmanın ilk aşamasında,
animasyon alanında uzman beş öğretim üyesi ile yarı-yapılandırılmış görüşmeler
gerçekleştirilmiştir. Animasyonların duygusal bağlamda tasarlanmasında farklı
bakış açılarını görebilmek için farklı ilgi alanları olan uzmanlara ulaşılması
hedeflenmiştir. Yarı-yapılandırılmış görüşmelerden elde edilen veriler
tümevarımsal olarak çözümlenmiş ve bulgular yedi ana tema altında
sınıflandırılmıştır. İkinci aşamada, ilk aşamadan elde edilen bulguların
güvenilirliğini sorgulamak ve alanda çalışan uygulayıcıların görüşlerini almak
amacıyla, yerı-yapılandırılmış görüşmelerde belirlenen duygusal unsurlar anket
maddeleri olarak yeniden yapılandırılmıştır. Oluşturulan anket animasyon
sektöründe çeşitli pozisyonlarda görev yapan toplamda 79 animasyon uzmanın katılımı
ile çevrimiçi platformda uygulanmıştır. Anket sonuçlarının görüşmelerden elde
edilen veriler ile büyük oranda tutarlılık gösterdiği görülmüştür.

Keywords

Çoklu ortamla öğrenme, duygusal tasarım, çoklu ortam tasarımında duygu aktarımı

On the Track of Emotional Issues in the Design of Multimedia Learning Materials: A Qualitative Approach

Abstract

The
literature suggest that learners’ emotions play an important role in
educational processes by the means of cognition, motivation, interest, and so,
learning. However, emotional design of multimedia learning materials is
relatively new for the education literature. Although there are several studies
on the effects of emotional design on learning, there is a theoretical gap
about how to design multimedia learning tools in order to involve learners
emotionally in the learning process. Therefore, this study aims to identify issues
that should be taken into consideration for the emotional design of animations
as multimedia learning materials. In this direction, a basic qualitative
approach was adopted and inquiry was carried out in two phases. At the first
phase, semi-structured interviews were conducted with five expert academicians
in the field of animation with different areas of interest, in order to gain
information about a variety of issues on the design of animations on the emotional
base. Data was inductively analyzed and findings were categorized under seven
themes. At the second phase, certain emotional issues were identified and, in
order to increase the trustworthiness of the findings acquired by semi-structured
interviews and obtain the opinions of the practitioners in the field on the
issue, findings were restructured as a survey. This survey was conducted on an
online platform with field experts working in the animation sector at various
positions. A total of 79 expert participated in the survey process. Findings
showed that survey results were in line with interview as well.

Keywords

Multimedia learning, emotional design, emotional transfer in multimedia design

References

• Arnold, M. B. (1960). Emotion and personality. New York: Columbia University Press.
• Caruso, D. R. and Salovey, P. (2004). The emotionally intelligent manager: How to develop and use the four key emotional skills of leadership. San Francisco, CA: Jossey-Bass.
• Çakar, U. ve Arbak, Y. (2004). Modern Yaklaşımlar Işığında Değişen Duygu-Zeka İlişkisi ve Duygusal Zeka. D.Ü. Sosyal Bilimler Enstitüsü Dergisi , 6(3),23-48. http://acikerisim.deu.edu.tr/xmlui/bitstream/handle/12345/5536/6.3%2520cakar-arbak.pdf?sequence=1&isAllowed=y
• Denzin, N. K., and Lincoln, Y. S. (2013). Collecting and interpreting qualitative materials (4th ed.). Thousand Oaks: Sage.
• Desmet, P. M. A. (2002) Designing Emotions. Delft: Delft University of Technology.
• Erez, A. and Isen, A. M. (2002). The influence of positive affect on the components of expectancy motivation. Journal of Applied Psychology, 87(6), 1055. http://psycnet.apa.org/fulltext/2003-01068-006.html
• Felten, P., Gilchrist, L. Z., and Darby, A. (2006). Emotion and learning: Feeling our way toward a new theory of reflection in service-learning. Michigan Journal of Community Service Learning, 12(2). https://eric.ed.gov/?id=EJ843840
• Haaranen, L., Ihantola, P., Sorva, J., and Vihavainen, A. (2015, May). In search of the emotional design effect in programming. In 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering Vol. 2 (pp. 428-434). IEEE. https://ieeexplore.ieee.org/abstract/document/7202993
• Hertel, G., Neuhof, J., Theuer, T., and Kerr, N. L. (2000). Mood effects on cooperation in small groups: Does positive mood simply lead to more cooperation?. Cognition & emotion, 14(4), 441-472. https://www.tandfonline.com/doi/abs/10.1080/026999300402754
• Isen, A. M. and Baron, R. A. (1991). Positive affect as a factor in organizational-behavior. Research in organizational behavior, 13, 1-53.
• Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
• Konradt, U., Filip, R., and Hoffmann, S. (2003). Flow experience and positive affect during hypermedia learning. British Journal of Educational Technology, 34(3), 309-327. https://onlinelibrary.wiley.com/doi/full/10.1111/1467-8535.00329
• Königschulte, A. (2015). Sound as affective design feature in multimedia learning--Benefits and drawbacks from a cognitive load theory perspective. In 12th International Conference on Cognition and Exploratory Learning in Digital Age (pp. 75-83).International Association for Development of the Information Society. https://eric.ed.gov/?id=ED562189
• Mayer, R. E. (2009). Multimedia Learning Second Edition. New York, NY: Cambridge University Press.
• Mayer, R. E. and Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12-18. https://www.sciencedirect.com/science/article/pii/S0959475214000231
• Merriam, S. B. and Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. San Francisco: Jossey-Bass.
• Moreno, R. (2006). Does the modality principle hold for different media? A test of the method‐affects‐learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158. https://onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2729.2006.00170.x
• Moreno, R. and Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326. https://link.springer.com/article/10.1007/s10648-007-9047-2
• Park, B., Knörzer, L., Plass, J. L., and Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42.https://www.sciencedirect.com/science/article/pii/S036013151500069X
• Patton, M. Q. (2002). Qualitative research and evaluation methods 3rd edition. Thousand Oaks: Sage.
• Pekrun, R. and Stephens, S. J. (2010). Achievement emotions in higher education. J. C. Smart (Ed.), Higher education: Handbook of Theory and Research içinde, 257–306. New York, NY: Springer.
• Pekrun, R., Goetz, T., Titz, W., and Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
• Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., and Perry, R. P. (2010). Boredom in achievement settings: Exploring control–value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531-549. http://psycnet.apa.org/fulltext/2010-15712-001.html
• Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., and Um, E. (2014). Emotional design in multimedia learning: Effects of shape and color on affect and learning. Learning and Instruction, 29, 128-140. https://www.sciencedirect.com/science/article/pii/ S0959475213000273
• Plass, J. L., and Kaplan, U. (2016). Emotional design in digital media for learning. In S. Tettegah, S. Noble (Eds.), Emotions, technology, design, and learning (pp. 131-161). New York: Academic Press.
• Rider, S. and Peters, M. A. (2018). Post-truth, fake news: Viral modernity and higher education. In M. A. Peters, S. Rider, M. Hyvönen, & T. Besley (Eds.), Post-truth, fake news: Viral modernity and higher education (pp. 3-12). Singapore: Springer.
• Rowe A. D., Fitness J., and Wood L. N. (2015) University student and lecturer perceptions of positive emotions in learning. International Journal of Qualitative Studies in Education, 28(1), 1-20. DOI: 10.1080/09518398.2013.847506
• Sansone, C. and Harackiewicz, J. (2000). Looking beyond rewards: The problem and promise of intrinsic motivation. In C. Sansone & J. Harackiewicz (Eds.) Intrinsic and Extrinsic Motivation (pp. 1-9). San Diego: Academic Press.
• Stein, N. and Levine, L. (1991). Making sense out of emotion. In A. O. W. Kessen & F. Kraik (Eds.), Memories thoughts and emotions: Essays in honor of George Mandler (p. 295–322). Hillsdale: Erlbaum.
• Sweller, J. (2008). Human cognitive architecture. In M. J. Spector, M. D. Merrill, J. van Merrienboer, & M. Driscoll (Eds.) Handbook of research on educational communications and technology third edition, 369-381.
• Van Maanen, J. (1979). The fact of fiction in organizational ethnography. Administrative science quarterly, 24(4), 539-550. https://www.jstor.org/stable/2392360?seq=1#metadata_info_ tab_contents