Çoklu Ortam Öğrenmede Konu Dışı İşlemenin Azaltılması İlkelerinin Öğrenenlerin Bilişsel Yük, Geri Getirme ve Transfer Performanslarına Etkisi

Yıl 2017, Cilt: 1 Sayı: 1, 1 - 14, 27.12.2017

Veysel Çoşğun , Ahmet Feyzi Satıcı

Öz

Çoklu ortam öğrenmede bireyin kısıtlı olan bilişsel
kapasitesini verimli kullanmak birinci amaçtır. Bu amaçla, çoklu ortam
öğrenmede konu dışı işlemenin azaltılması için tutarlılık, gereksizlik,
işaretleme, uzamsal ve zamansal bitişiklik ilkeleri önerilmiştir. Bu çalışmada yüksek
konu dışı işleme yükünün öğrenenlerin bilişsel yük, geri getirme ve öğrenme
transferi düzeylerine etkisi incelenmiştir. Son test kontrol gruplu deneysel
desende yürütülen çalışma 31 üniversite öğrencisi üzerinde yürütülmüştür. Katılımcılar,
konu dışı işleme yükü yüksek ve düşük olmak üzere tasarlanan iki çoklu ortamdan
birinde öğrenme deneyimi yaşamıştır. Konu dışı işlemeyi azaltma tekniklerinin
uygulanmadığı çoklu ortamın öğrenenlerde daha fazla bilişsel yüke neden olduğu
ve öğrenme transfer performanslarını olumsuz yönde etkilediği tespit
edilmiştir. Bu bulgular literatür bulgularıyla örtüşmektedir. Diğer yandan
yüksek konu dışı işleme yükünün geri getirme performansları üzerine bir etkisi
olmadığı görülmüştür. Araştırmada geliştirilen çoklu ortam tasarımlarının konu
dışı işleme ile bireysel farklılıklar arasındaki etkileşimi incelemek üzere
kurgulanan ve göz izleme, fonksiyonel manyetik rezonans görüntüleme fMRI gibi tekniklerle veri toplandığı araştırmalarda
kullanılması önerilmektedir.

Anahtar Kelimeler

konu dışı işleme, çoklu ortam öğrenme, öğrenme transferi, bilişsel yük, geri getirme

The Effect of Principles For Extraneous Processing In Multimedia Learning On Learners' Cognitive Load, Recall And Transfer Performance

Öz

Effective use
of the limited cognitive capacity of the individual in multimedia learning is
the primary goal. For this purpose, coherence, redundancy, signaling, spatial
and temporal contiguity principles are proposed for reducing extraneous
processing in multimedia learning. In this study, the effect of high extraneous
processing load on learners' cognitive load, recall and learning transfer
levels was investigated. The experimental study with the post-test only control
group was conducted with 31 university students. Participants experienced
learning from one of two multimedia designed to be high and low extraneous
processing load. It has been found that the multimedia, which is not proper to
reducing extraneous processing techniques, causes more cognitive load and
affects learning transfer performance negatively. These findings are parallel
to the literature findings. On the other hand, it was seen that the extraneous
processing load was not an effect on the recall performance. Multimedia designs
developed in the research are suggested to be used in studies investigating the
interaction between extraneous processing and individual differences and data
collected by techniques such as eye tracking, functional magnetic resonance
imaging (fMRI).

Anahtar Kelimeler

extraneous processing, multimedia learning, transfer of learning, cognitive load, recall

Kaynakça

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