Sınıf Dışı Öğrenme Etkinliklerinde Siber Aylaklığın Modellenmesi: Ekran Süresi, İçsel Motivasyon, Öz Düzenleme ve Çoklu Görevin Rolü

Öz

Bu çalışma, üniversite öğrencilerinin sınıf dışı öğrenme faaliyetleri sırasında sergiledikleri siber aylaklık davranışlarını incelemekte ve ekran süresi, çoklu görev, içsel motivasyon ve öz-düzenleme faktörlerinin etkilerine odaklanmaktadır. Siber aylaklık, öğrenme sırasında akıllı telefonları veya interneti akademik olmayan amaçlarla kullanma olarak tanımlanmakta ve bu davranışın üretkenliği olumsuz etkileyip çevrimiçi risklere maruz kalmayı artırabileceği belirtilmektedir. Buna karşılık bazı araştırmalar ise siber aylaklığın stresi azaltabileceğini ve yaratıcılığı artırabileceğini öne sürmektedir. Alanyazında sınıf içi öğrenme faaliyetlerindeki siber aylaklık üzerine çalışmalar yapılmış olmasına rağmen, sınıf dışı ortamlardaki etkileri üzerinde yapılmış araştırmaların sınırlı sayıda olduğu görülmüştür. Çalışma kapsamında, 378 üniversite öğrencisinden anket yoluyla veri toplanmış ve elde edilen veriler yapısal eşitlik modellemesi (YEM) kullanılarak analiz edilmiştir. Araştırmada, çoklu görev, ekran süresi, içsel motivasyon ve özdüzenleme ile siber aylaklık ve akademik başarı değişkenlerinin etkileri incelenmiştir. Çalışmada, çoklu görev eğilimlerinin ekran süresi üzerinde anlamlı bir etkiye sahip olduğu bulunmuştur. Ayrıca, ekran süresinin siber aylaklık üzerinde anlamlı pozitif bir etkiye sahip olduğu bulunmuş; ekran süresi arttıkça siber aylaklık seviyesinin de arttığı tespit edilmiştir. Akademik içsel motivasyonun siber aylaklığı artırdığı görülmüş, öz-düzenlemenin siber aylaklık üzerine anlamlı bir etkisi bulunmamaktadır. Ancak, siber aylaklığın akademik başarıyı anlamlı biçimde etkilemediği sonucuna varılmıştır. Sonuç olarak, çoklu görev ve ekran süresi, siber aylaklığı artıran faktörler olarak öne çıkmaktadır. Sınıf dışı öğrenme bağlamında siber aylaklık karmaşık bir doğaya sahiptir. Çoklu görev ve ekran süresi anlamlı öngörücüler olsa da doğrudan akademik başarıyı etkilememektedir. Bu çalışma; çoklu görev, ekran süresi, siber aylaklık ve akademik motivasyon ve akademik başarı değişkenlerini modele dahil etmiştir. Bireysel özellikler, dijital okuryazarlık, yapay zeka okuryazarlığı vb. değişkenlerin modele dahil edilebileceği önerilmektedir. Ayrıca eğitimci politika yapıcı ve öğrenciler, bu çalışmada etkisi bulunan değişkenleri sınıf dışı öğrenme faaliyetlerinde siber aylaklığı dengelemek için planlamalarında kullanabilirler.

Anahtar Kelimeler

• Sınıf dışı öğrenme etkinliklerinde siber aylaklık
• Ekran süresi
• İçsel motivasyon
• Öz düzenleme
• Çoklu görev

Etik Beyan

rapor alınmıştır. Yükleyeceğim.

Modeling Cyberloafing In Out-Of-Class Learning Activities: The Role of Screen Time, Intrinsic Motivation, Self-regulation and Multitasking

Öz

This study examines university students' cyberloafing behaviors during out-ofclass learning activities and focuses on the effects of screen time, multitasking, intrinsic motivation, and self-regulation factors. Cyberloafing is defined as using smartphones or the Internet for non-academic purposes during learning, and it is stated that this behavior can negatively affect productivity and increase exposure to online risks. On the other hand, some studies suggest that cyberloafing can reduce stress and increase creativity. Although there have been studies on cyberloafing in classroom learning activities in the literature, it has been observed that there is a limited number of studies on its effects in out-of-class environments. Within the scope of the study, data were collected from 378 university students through a questionnaire and the data obtained were analyzed using structural equation modeling (SEM). In the study, the effects of multitasking, screen time, intrinsic motivation and self-regulation, cyberloafing and academic achievement variables were examined. In the study, multitasking tendencies were found to significantly affect screen time. In addition, screen time was found to have a significant positive effect on cyberloafing; as screen time increases, the level of cyberloafing also increases. Academic intrinsic motivation was found to increase cyberloafing, while self-regulation had no significant effect on cyberloafing. However, it was concluded that cyberloafing did not significantly affect academic achievement. As a result, multitasking and screen time stand out as factors that increase cyberloafing. Cyberloafing in the context of out-of-class learning has a complex nature. Although multitasking and screen time are significant predictors, they do not directly affect academic achievement. This study included multitasking, screen time, cyberloafing and academic motivation and academic achievement variables in the model. It is suggested that variables such as individual characteristics, digital literacy, artificial intelligence literacy, etc. can be included in the model. In addition, educator policy makers and students can use the variables found to have an impact in this study in their planning to balance cyberloafing in out-of-class learning activities.

Anahtar Kelimeler

• Cyberloafing in out-of-class learning activities
• Screen time
• Intrinsic motivation
• Self-regulation
• Multi-tasking

Kaynakça

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