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EĞİTSEL BAĞLAMDA TEKNOLOJİ VE DUYGU ÇALIŞMALARI ÜZERİNE BİR SİSTEMATİK HARİTALAMA ÇALIŞMASI: TANIMLAR, KURAMLAR VE GELECEKTEKİ YÖNELİMLER

Yıl 2021, Cilt: 11 Sayı: 1, 20 - 47, 28.01.2021
https://doi.org/10.17943/etku.745236

Öz

Bu çalışmada, sistematik haritalama yoluyla, alanyazında eğitim ve eğitim araştırmaları kategorisinde duygu ve teknolojiyi bir arada ele alan araştırma makalelerinin, ‘duygunun tanımı’, ‘temel alınan kuramsal çerçeve,’ ‘teknolojinin ele alındığı bağlamla’ ilgili olarak analiz edilmesi; böylece, bir yandan var olan durumun betimlenmesi, bir yandan da araştırmaların nereye doğru evrildiğinin ortaya konulması amaçlanmıştır. Çalışmada 2015 - 2019 yılları arasında SSCI indeksinde taranan dergilerde yayınlanmış olan ve belirlenmiş ölçütlere uyan 75 araştırma makalesi analiz edilmiştir. Analiz sonucunda araştırmaların demografik özellikleri ile ilgili olarak; en fazla yükseköğretim düzeyinde ve lisans ile lisansüstü öğrencilerle çalışıldığı; verilerin, öz bildirime dayalı ölçek ve anket ile toplandığı, bazı çalışmalarda birden fazla veri toplama yaklaşımının kullandığı belirlenmiştir. 75 makalenin 59’unda duygu ile ilgili tanımlara yer verilmediği, 55’inde duygu konusunda herhangi bir kuramsal çerçevenin temel alınmadığı, teknolojinin en çok çevrimiçi öğrenme bağlamında ele alındığı ortaya çıkmıştır. Analiz edilen araştırmalarda duygu ile ilgili operasyonel tanımların eksikliği, araştırmacının duyguya olan yaklaşımının ve araştırma sürecini yürütme perspektifinin anlaşılmasında sınırlılığı beraberinde getirmektedir. Oysa yapılan çalışmalarda kuramsal bir çerçeveden hareket edilmesinin, ilişkileri içeren mekanizmaların anlaşılması için bir zemin oluşturacağı ileri sürülebilir. Bu durum, eğitsel bağlamda duygu ve teknoloji konusunda yapılacak çalışmalar için önceliğin nerede olduğunu ortaya koymaktadır. Sonuç olarak eğitsel bağlamda duygu ve teknoloji üzerine yapılması planlanan araştırmalarda, araştırmacının perspektifini işlevsel tanımlamalar, modeller ve temel aldığı kuramsal çerçeve üzerinden ortaya koymasına gereksinim olduğu ifade edilebilir.

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  • Sulaymani, O. & Fleer, M. (2019). Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia. Early Child Development and Care, 189(2), 255-269.
  • Susanne P. Lajoie, et al., Learning and Instruction, https://doi.org/10.1016/j.learninstruc.2019.101272)
  • Tajeddin, Z. & Aghababazadeh, Y. (2018). Blog-mediated reflection for professional development: Exploring themes and criticality of l2 teachers' reflective practice. TESL Canada Journal, 35(2), 26-50.
  • Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., Lester, J. (2020).The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers & Education, 147, 103781.
  • Tonguç, G., & Ozkara, B. O. (2020). Automatic recognition of student emotions from facial expressions during a lecture. Computers & Education, 148, 1-12. https://doi.org/10.1016/j.compedu.2019.103797.
  • Usluel, Y. K., & Atal, D. (2013). Students’ approach to social network in educational context. The International Journal of Web Based Communities, 9(2), 188-198.
  • Verkijika, S. F., & De Wet, L. (2015).. Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa. Computers & Education, 81, 113-122. https://doi.org/10.1016/j.compedu.2014.10.002
  • Wang, C. H. & Lin, H. C. K. (2018a). Emotional design tutoring system based on multimodal affective computing techniques. International Journal of Distance Education Technologies (IJDET), 16(1), 103-117.
  • Wang, C. H. & Lin, H. C. K. (2018b). Constructing an affective tutoring system for designing course learning and evaluation. Journal of Educational Computing Research, 55(8), 1111-1128.
  • Weiser, O., Blau, I. & Eshet-Alkalai, Y. (2018). How do medium naturalness, teaching-learning interactions and Students' personality traits affect participation in synchronous E-learning?. The Internet and Higher Education, 37, 40-51. https://doi.org/10.1016/j.iheduc.2018.01.001.
  • Wu, L. & Kim, M. (2019). See, touch, and feel: Enhancing young children's empathy learning through a tablet game. Mind, Brain, and Education, 13(4), 341-351.https://doi.org/10.1111/mbe.12218.
  • Wu, Z., & Chen, J. (2018). Teachers’ emotional experience: Insights from Hong Kong primary schools. Asia Pacific Education Review, 19(4), 531–541. https://doi.org/10.1007/s12564-018-9553-6.
  • Xu, J. (2018). Emotion regulation in mathematics homework: An empirical study. The Journal of Educational Research, 111(1), 1–11. https://doi.org/10.1080/00220671.2016.1175409
  • Yadegaridehkordi, E., Noor, N. F. M., Ayub, M. N., Affal, H., & Hussin, N. (2017). Affective computing: A closer view of self-reported instruments in education. Journal of Soft Computing and Decision Support Systems, 4(2), 7-13. https://doi.org/10.1016/j.compedu.2019.103649
  • Yeh, Y. C., Chang, H. L. & Chen, S. Y. (2019). Mindful learning: A mediator of mastery experience during digital creativity game-based learning among elementary school students. Computers & Education, 132, 63-75.
  • Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six?. British Journal of Educational Technology, 48(3), 824-841.
  • Yuen, A. H. K., Lau, W. W. F., Park, J. H., Lau, G. K. K. & Chan, A. K. M. (2016). Digital equity and students’ home computing: A Hong Kong study. Asia-Pacific Educational Research, 25(4), 509–518.
  • Zheng, R., Hicken, B. L., Hill, R. D., Luptak, M., Daniel, C. M., Grant, M., & Rupper, R. (2016). Digital technology and caregiver training for older persons: Cognitive and affective perspectives. Educational Gerontology, 42(8), 540-550.
Toplam 129 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülay Öztüre 0000-0002-6525-156X

Ayça Fidan 0000-0002-2199-6148

Eda Bakır 0000-0001-5178-486X

Nilüfer Atman Uslu 0000-0003-2322-4210

Yasemin Usluel 0000-0002-6147-3333

Yayımlanma Tarihi 28 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 11 Sayı: 1

Kaynak Göster

APA Öztüre, G., Fidan, A., Bakır, E., Atman Uslu, N., vd. (2021). EĞİTSEL BAĞLAMDA TEKNOLOJİ VE DUYGU ÇALIŞMALARI ÜZERİNE BİR SİSTEMATİK HARİTALAMA ÇALIŞMASI: TANIMLAR, KURAMLAR VE GELECEKTEKİ YÖNELİMLER. Eğitim Teknolojisi Kuram Ve Uygulama, 11(1), 20-47. https://doi.org/10.17943/etku.745236