Araştırma Makalesi
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Öğretmenlerin Eğitsel Mobil Uygulama Geliştirme Aracı Olarak Mit App Inventor’ı Kabulü

Yıl 2019, Cilt: 27 Sayı: 6, 2459 - 2466, 15.11.2019
https://doi.org/10.24106/kefdergi.3300

Öz

Bu çalışmanın amacı MIT App Inventor (AI)’ın eğitsel mobil uygulama geliştirme aracı olarak öğretmenler tarafından kabulünü araştırmaktır.  Çalışma kapsamında öğretmenlerin AI’yı kullanmalarındaki davranışsal niyetleri üzerinde algılanan yarar, algılanan kullanım kolaylığı ve algılanan eğlencenin etkileri incelenmiştir. Araştırmada ilişkisel yöntem kullanılmıştır. Bu çalışmanın katılımcılarını devlet okullarında görev yapan, gönüllü 50 öğretmen oluşturmaktadır. Araştırma sonuçları, algılanan kullanım kolaylığı, algılanan yarar ve algılanan eğlence arasında anlamlı ilişki olduğunu göstermektedir. Ayrıca algılanan kullanım kolaylığı, algılanan yarar ve algılanan eğlencenin AI kullanımındaki davranışsal niyeti yordadığını, algılanan eğlencenin hem algılanan yarar hem de algılanan kullanım kolaylığının önemli bir yordayıcısı olduğunu ve algılanan kullanım kolaylığının algılanan yararın önemli bir yordayıcısı olduğunu da göstermektedir.

Kaynakça

  • Andujar, M., Aguilera, L., Jimenez, L., Zabe, F., Shah, J., Jimenez, Y., ve Morreale, P. (2012, June). Attracting high school students to computing: A case study with drag-drop interfaces. In EdMedia: World Conference on Educational Media and Technology (pp. 525-530). Association for the Advancement of Computing in Education (AACE).
  • Büyüköztürk, Ş. (2014). Sosyal bilimlerde veri analizi el kitabı (18. Baskı). Pegem Akademi: Ankara.
  • Chow, M., Herold, D. K., Choo, T., ve Chan, K. (2012). Extending the technology acceptance model to explore the intention to use second life for enhancing healthcare education. Computers & Education, 59, 1136–1144.
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of applied psychology, 78(1), 98.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319–339
  • Davis, F. D., Bagozzi, R. P., ve Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22, 1111–1132.
  • Foti, M. K., ve Mendez, J. (2014). Mobile learning: how students use mobile devices to support learning. Journal of Literacy and Technology, 15(3), 58-78.
  • Fraenkel, J., Wallen, N., ve Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Goundar, S. (2011, December). What is the potential impact of using mobile devices in education. In Proceedings of SIG GlobDev Fourth Annual Workshop (Vol. 3, pp. 1-30).
  • Grover, S., ve Pea, R. (2013, March). Using a discourse-intensive pedagogy and android's app inventor for introducing computational concepts to middle school students. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 723-728). ACM.
  • Hsu, Y. C., ve Ching, Y. H. (2013). Mobile app design for teaching and learning: Educators’ experiences in an online graduate course. The International Review of Research in Open and Distributed Learning, 14(4), 117-139.
  • Ling, C., Harnish, D., ve Shehab, R. (2014). Educational apps: using mobile applications to enhance student learning of statistical concepts. Human Factors and Ergonomics in Manufacturing & Service Industries, 24(5), 532-543.
  • Liu, J., Lin, C. H., Potter, P., Hasson, E. P., Barnett, Z. D., ve Singleton, M. (2013, March). Going mobile with app inventor for android: a one-week computing workshop for K-12 teachers. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 433-438). ACM.
  • MIT App Inventor. (n.d.). 20.07.2018 tarihinde http://appinventor.mit.edu/explore/about-us.html adresinden erişilmiştir.
  • Mihci, C., ve Ozdener Donmez, N. (2017). Teaching GUI-programming concepts to prospective K12 teachers: MIT app inventor as an alternative to text based languages. International Journal of Research in Education and Science (IJRES), 3(2), 543-559. DOI:10.21890/ijres.327912
  • Moon, J. W., ve Kim, Y. G. (2001). Extending the TAM for the World-Wide-Web context. Information and Management, 38, 217–230.
  • Morelli, R., De Lanerolle, T., Lake, P., Limardo, N., Tamotsu, E., ve Uche, C. (2011, March). Can android app inventor bring computational thinking to k-12. In Proc. 42nd ACM technical symposium on Computer science education (SIGCSE'11) (pp. 1-6).
  • Morelli, R., Uche, C., Lake, P., ve Baldwin, L. (2015, February). Analyzing year one of a cs principles pd project. In Proceedings of the 46th ACM technical symposium on Computer science education (pp. 368-373). ACM.
  • Park, S. Y., Nam, M. W., ve Cha, S. B. (2012). University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605.
  • Perdikuri, K. (2014). Students' Experiences from the use of MIT App Inventor in classroom. In Proceedings of the 18th Panhellenic conference on informatics (pp. 1-6). ACM.
  • Roy, K. (2012). App inventor for android: report from a summer camp. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp. 283-288). ACM.
  • Sánchez-Prieto, J. C., Olmos-Migueláñez, S., ve García-Peñalvo, F. J. (2017). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Computers in Human Behavior, 72, 644-654.
  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312.
  • Tokel, S. T., ve Isler, V. (2013). Acceptance of virtual worlds as learning space. Innovations in Education and Teaching International, 52(3), 254-264.
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information systems research, 11(4), 342-365.
  • Venkatesh, V., ve Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39, 273–315.
  • Venkatesh, V., ve Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
  • Wagner, A., Gray, J., Corley, J., ve Wolber, D. (2013). Using app inventor in a K-12 summer camp. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 621-626). ACM.
  • Warshaw, P. R., ve Davis, F. D. (1985). Disentangling behavioral intention and behavioral expectation. Journal of experimental social psychology, 21(3), 213-228.
  • Wolber, D. (2011). App inventor and real-world motivation. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 601-606). ACM.
  • Yi, M. Y., ve Hwang, Y. (2003). Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59, 431–449.

Teachers’ Acceptance of MIT App Inventor as an Educational Mobile Application Development Tool

Yıl 2019, Cilt: 27 Sayı: 6, 2459 - 2466, 15.11.2019
https://doi.org/10.24106/kefdergi.3300

Öz

The purpose of this study was to investigate teachers’ acceptance of MIT App Inventor (AI) as an educational mobile application development tool. The study examined effects of perceived usefulness, ease of use and perceived enjoyment on the behavioral intention of teachers using the AI. In this study, correlational research design was used. The participants of this study were 50 volunteer teachers who work in public schools. The findings of the study showed that there was a significant relationship among perceived usefulness, ease of use and perceived enjoyment. Also, perceived usefulness, ease of use and perceived enjoyment seemed to affect behavioral intention while  perceived enjoyment affected both perceived usefulness and ease of use. Moreover, ease of use affected perceived usefulness.

Kaynakça

  • Andujar, M., Aguilera, L., Jimenez, L., Zabe, F., Shah, J., Jimenez, Y., ve Morreale, P. (2012, June). Attracting high school students to computing: A case study with drag-drop interfaces. In EdMedia: World Conference on Educational Media and Technology (pp. 525-530). Association for the Advancement of Computing in Education (AACE).
  • Büyüköztürk, Ş. (2014). Sosyal bilimlerde veri analizi el kitabı (18. Baskı). Pegem Akademi: Ankara.
  • Chow, M., Herold, D. K., Choo, T., ve Chan, K. (2012). Extending the technology acceptance model to explore the intention to use second life for enhancing healthcare education. Computers & Education, 59, 1136–1144.
  • Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of applied psychology, 78(1), 98.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 319–339
  • Davis, F. D., Bagozzi, R. P., ve Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology, 22, 1111–1132.
  • Foti, M. K., ve Mendez, J. (2014). Mobile learning: how students use mobile devices to support learning. Journal of Literacy and Technology, 15(3), 58-78.
  • Fraenkel, J., Wallen, N., ve Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Goundar, S. (2011, December). What is the potential impact of using mobile devices in education. In Proceedings of SIG GlobDev Fourth Annual Workshop (Vol. 3, pp. 1-30).
  • Grover, S., ve Pea, R. (2013, March). Using a discourse-intensive pedagogy and android's app inventor for introducing computational concepts to middle school students. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 723-728). ACM.
  • Hsu, Y. C., ve Ching, Y. H. (2013). Mobile app design for teaching and learning: Educators’ experiences in an online graduate course. The International Review of Research in Open and Distributed Learning, 14(4), 117-139.
  • Ling, C., Harnish, D., ve Shehab, R. (2014). Educational apps: using mobile applications to enhance student learning of statistical concepts. Human Factors and Ergonomics in Manufacturing & Service Industries, 24(5), 532-543.
  • Liu, J., Lin, C. H., Potter, P., Hasson, E. P., Barnett, Z. D., ve Singleton, M. (2013, March). Going mobile with app inventor for android: a one-week computing workshop for K-12 teachers. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 433-438). ACM.
  • MIT App Inventor. (n.d.). 20.07.2018 tarihinde http://appinventor.mit.edu/explore/about-us.html adresinden erişilmiştir.
  • Mihci, C., ve Ozdener Donmez, N. (2017). Teaching GUI-programming concepts to prospective K12 teachers: MIT app inventor as an alternative to text based languages. International Journal of Research in Education and Science (IJRES), 3(2), 543-559. DOI:10.21890/ijres.327912
  • Moon, J. W., ve Kim, Y. G. (2001). Extending the TAM for the World-Wide-Web context. Information and Management, 38, 217–230.
  • Morelli, R., De Lanerolle, T., Lake, P., Limardo, N., Tamotsu, E., ve Uche, C. (2011, March). Can android app inventor bring computational thinking to k-12. In Proc. 42nd ACM technical symposium on Computer science education (SIGCSE'11) (pp. 1-6).
  • Morelli, R., Uche, C., Lake, P., ve Baldwin, L. (2015, February). Analyzing year one of a cs principles pd project. In Proceedings of the 46th ACM technical symposium on Computer science education (pp. 368-373). ACM.
  • Park, S. Y., Nam, M. W., ve Cha, S. B. (2012). University students' behavioral intention to use mobile learning: Evaluating the technology acceptance model. British Journal of Educational Technology, 43(4), 592-605.
  • Perdikuri, K. (2014). Students' Experiences from the use of MIT App Inventor in classroom. In Proceedings of the 18th Panhellenic conference on informatics (pp. 1-6). ACM.
  • Roy, K. (2012). App inventor for android: report from a summer camp. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp. 283-288). ACM.
  • Sánchez-Prieto, J. C., Olmos-Migueláñez, S., ve García-Peñalvo, F. J. (2017). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Computers in Human Behavior, 72, 644-654.
  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312.
  • Tokel, S. T., ve Isler, V. (2013). Acceptance of virtual worlds as learning space. Innovations in Education and Teaching International, 52(3), 254-264.
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information systems research, 11(4), 342-365.
  • Venkatesh, V., ve Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39, 273–315.
  • Venkatesh, V., ve Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science, 46(2), 186-204.
  • Wagner, A., Gray, J., Corley, J., ve Wolber, D. (2013). Using app inventor in a K-12 summer camp. In Proceeding of the 44th ACM technical symposium on Computer science education (pp. 621-626). ACM.
  • Warshaw, P. R., ve Davis, F. D. (1985). Disentangling behavioral intention and behavioral expectation. Journal of experimental social psychology, 21(3), 213-228.
  • Wolber, D. (2011). App inventor and real-world motivation. In Proceedings of the 42nd ACM technical symposium on Computer science education (pp. 601-606). ACM.
  • Yi, M. Y., ve Hwang, Y. (2003). Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies, 59, 431–449.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Elif Polat Bu kişi benim 0000-0002-6086-9002

Sinan Hopcan Bu kişi benim 0000-0001-8911-3463

Yayımlanma Tarihi 15 Kasım 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 27 Sayı: 6

Kaynak Göster

APA Polat, E., & Hopcan, S. (2019). Öğretmenlerin Eğitsel Mobil Uygulama Geliştirme Aracı Olarak Mit App Inventor’ı Kabulü. Kastamonu Eğitim Dergisi, 27(6), 2459-2466. https://doi.org/10.24106/kefdergi.3300