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Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi

Yıl 2015, Cilt: 5 Sayı: 3 - Cilt: 5 Sayı: 3, 257 - 272, 14.07.2016

Öz

Bu çalışmada Keller'in ARCS ve Malone’un motivasyon modelleri temel alınarak 3 boyutlu (3B) sanal kış sporları öğrenme ortamı alanlarındaki (Bilgi Evi, Uygulama, Alıştırma) tasarım öğelerinin (pano, video, animasyon, resim) güdüleyici özelliklerini karşılaştırmak amaçlanmıştır. Nedensel karşılaştırma araştırma yönteminin kullanıldığı çalışmaya ortaokul beş, altı ve yedinci sınıf düzeyinde 150 öğrenci katılmıştır. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen motivasyon anketi kullanılmış, elde edilen veriler betimsel ve kestirimsel yöntemlerle analiz edilmiştir. Verilerin analizi sonucunda, 3B sanal ortamdaki “Uygulama” alanında yer alan animasyonların diğer alanlardaki tasarım öğelerine göre daha çok dikkat çektiği, “Alıştırma” alanındaki tasarım öğelerinin öğrencilerde daha çok araştırma isteği oluşturduğu görülmüştür. Öğrencilerin 3B sanal ortamda geliştirilen; animasyon, resim, pano ve video gibi tasarım öğelerinden kış sporları hakkında bilgi edinebildikleri, ortamda yer alan uygulamaları yapabildikleri, “Bilgi Evi”ndeki tasarım öğelerinin öğrencilerde başarı hissinin oluşmasında (doyum) daha etkili olduğu anlaşılmıştır. Sonuç olarak 3B sanal ortamlarda yer alan çoklu ortam araçlarının mevcut motivasyon ve öğrenme psikolojisi teorileri göz önünde bulundurularak tasarlanmasına bağlı olarak bu ortamların gerçek bir öğrenme ortamına dönüştürebileceği söylenebilir.

Kaynakça

  • Alarifi, S. A. (2008). An exploratory study of higher education virtual campuses in Second Life. Unpublished PHD thesis. University of Nottingham, Nottingham, UK.
  • Alessi, S. M.,& Trollip, S. R. (2001) Multimedia for Learning: Methods and Development (3rd ed.). Boston, MA: Allyn & Bacon, Inc. ISBN-13: 9780205276912.
  • Betrancourt, M. (2005). The animation and Interactivity Principles in Multimedia Learning. In R. E. Mayer (Eds.), Handbook of Multimedia Learning (pp. 114-122). Newyork: Cambridge University Press.
  • Bluemink, J., Hämäläinen, R., Manninen, T., & Järvelä, S. (2010). Group-level analysis on multiplayer game collaboration: How do the individuals shape the group interaction? Interactive Learning Environments, 18(4), 365-383.
  • Chang, M. M.,& Lehman, J. D. (2002). Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO journal, 20(1), 81-98.
  • Cheng, Y.,& Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment–The pilot study. Computers & Education, 54(4), 1068- 1077.
  • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Perennial: London.
  • De Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1), 69-85.
  • Gillen, J., Ferguson, R., Peachey, A., & Twining, P. (2012). Distributed cognition in a virtual world, Language and Education, 26 (2), 151-167.
  • Goel, L., Johnson, N. A., Junglas, I., & Ives, B. (2013). How cues of what can be done in a virtual world influence learning: An affordance perspective. Information & Management, 50(5), 197-206.
  • González, M.A., Santos, B.S.N., Vargas, A.R., Martín-Gutiérrez, J., Orihuela, A.R. Virtual Worlds (2013). Opportunities and Challenges in the 21st Century. Procedia Computer Science, 25, 330-337.
  • Govaere Jan, L. J., de Kruif, A., & Valcke, M. (2012). Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education. Computers & Education, 58(4), 1076-1084.
  • Hassouneh, D. & Brengman, M. (2014). A motivation-based typology of social virtual world users. Computers in Human Behavior, 33, 330-338.
  • Hilmer, M. J.,& Hilmer, C. E. (2012). On the relationship between student tastes and motivations, higher education decisions, and annual earnings. Economics of Education Review, 31(1), 66-75.
  • Jamaludin, A., Chee, Y. S., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53(2), 317-329.
  • Jin, S. A. (2009).Modality effects in Second Life:The mediating role of social presence and the moderating role of product involvement. CyberPsychology & Behavior,12(6), 717-721.
  • Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Retrieved October 10, 2013 from instructionalproducts/itde8005/weeklys/2000-Keller-ARCSLessonPlanning.pdf
  • http://apps.fischlerschool.nova.edu/toolbox/
  • Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. USA: Springer.
  • Keller, J.M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instractional Development, 2(4), 26-34.
  • Lowe, R.,& Schnotz, W. (Eds.). (2008). Learning with animation: Research implications for design. Cambridge University Press.
  • Malone, T. W. & Lepper, M.R. (1987). Making learning fun a taxonomy of ıntrinsic motivations for learning.In Snow, R. & Farr, M. J. (Ed), Aptitude, Learning, and Instruction Volume 3: Conative and Affective Process Analyses. Hillsdale, NJ.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
  • McMillan, J. H.,& Schumacher, S. (2010). Research in education: A conceptual introduction (7th ed.). Boston: Pearson Education ink.
  • Merchant, G. (2010). 3D virtual worlds as environments for literacy learning. Educational Research, 52(2), 135-150.
  • Moore, J. L.,& Rocklin, T. R. (1998). The distribution of distributed cognition: Multiple interpretations and uses. Educational Psychology Review, 10(1), 97-113.
  • Moreno, R.,& Mayer, R. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Retrieved February 03, 2014 from http://imej.wfu.edu/articles/2000/2/05/index.asp
  • Mount, N. J., Chambers, C., Weaver, D., & Priestnall, G. (2009). Learner immersion engagement in the 3D virtual world: principles emerging from the DELVE project. Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 40-55.
  • Park, H.,& Seo, S. (2013). Effects of collaborative activities on group identity in virtual world. Interactive Learning Environments, 21(6), 516-527.
  • Partala, T. (2011). Psychological needs and virtual worlds: Case Second Life. International Journal of Human-Computer Studies, 69(12), 787-800.
  • Ryan, R. M.,& Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Salomon, G. (1993). Editor's introduction. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge University Press, New York.
  • Sierra, L.M.B., Gutiérrez,R.S., Garzón-Castro, C.L.(2012). Second Life as a support element for learning electronic related subjects:A real case. Computers&Education,58(1),291-302.
  • Traphagan, T. W., Chiang, Y.V., Chang, H. M., Wattanawaha, B., Lee, H., Mayrath, M.C., Woo, J., Yoon, Hyo-Jin., Jee, M. J., & Resta, P. E. (2010). Cognitive, social and teaching presence in a virtual world and a text chat. Computers & Education, 55(3), 923-936.
  • Verhagen, T., Feldberg, F., van den Hooff, B., Meents, S., & Merikivi, J. (2012). Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing. Computers in Human Behavior, 28(2), 484-495.
  • Zuiker, S. J. (2012). Educational virtual environments as a lens for understanding both precise repeatability and specific variation inlearning ecologies. British Journal of Educational Technology, 43(6), 981-992.

An Examination of 3D Virtual Worlds, Design Issues, and Motivational Theory

Yıl 2015, Cilt: 5 Sayı: 3 - Cilt: 5 Sayı: 3, 257 - 272, 14.07.2016

Öz

The purpose of this study is to assess the motivational qualities of specific design elements in a three-dimensional (3D) virtual winter sports learning environment comprised of an Information House, Practice Area, and Exercise Area by considering two motivational models. The study employed causal comparative research methods. Participants included 150 fifth, sixth, and seventh grade middle school students. A motivation survey developed by the researchers served as the data collection tool; data were analyzed with descriptive and predictive methods. Data analysis revealed that the animations in the Practice Area of the 3D virtual environment drew the most attention when compared to the other design elements. Elements in the Exercise Area encouraged students to conduct more research, and elements in the Information House were efficient at increasing students’ satisfaction. In addition, design elements such as animations, images, display boards, and videos helped students to learn individually and provided opportunities to practice within a 3D virtual environment.

Kaynakça

  • Alarifi, S. A. (2008). An exploratory study of higher education virtual campuses in Second Life. Unpublished PHD thesis. University of Nottingham, Nottingham, UK.
  • Alessi, S. M.,& Trollip, S. R. (2001) Multimedia for Learning: Methods and Development (3rd ed.). Boston, MA: Allyn & Bacon, Inc. ISBN-13: 9780205276912.
  • Betrancourt, M. (2005). The animation and Interactivity Principles in Multimedia Learning. In R. E. Mayer (Eds.), Handbook of Multimedia Learning (pp. 114-122). Newyork: Cambridge University Press.
  • Bluemink, J., Hämäläinen, R., Manninen, T., & Järvelä, S. (2010). Group-level analysis on multiplayer game collaboration: How do the individuals shape the group interaction? Interactive Learning Environments, 18(4), 365-383.
  • Chang, M. M.,& Lehman, J. D. (2002). Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO journal, 20(1), 81-98.
  • Cheng, Y.,& Ye, J. (2010). Exploring the social competence of students with autism spectrum conditions in a collaborative virtual learning environment–The pilot study. Computers & Education, 54(4), 1068- 1077.
  • Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Perennial: London.
  • De Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1), 69-85.
  • Gillen, J., Ferguson, R., Peachey, A., & Twining, P. (2012). Distributed cognition in a virtual world, Language and Education, 26 (2), 151-167.
  • Goel, L., Johnson, N. A., Junglas, I., & Ives, B. (2013). How cues of what can be done in a virtual world influence learning: An affordance perspective. Information & Management, 50(5), 197-206.
  • González, M.A., Santos, B.S.N., Vargas, A.R., Martín-Gutiérrez, J., Orihuela, A.R. Virtual Worlds (2013). Opportunities and Challenges in the 21st Century. Procedia Computer Science, 25, 330-337.
  • Govaere Jan, L. J., de Kruif, A., & Valcke, M. (2012). Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education. Computers & Education, 58(4), 1076-1084.
  • Hassouneh, D. & Brengman, M. (2014). A motivation-based typology of social virtual world users. Computers in Human Behavior, 33, 330-338.
  • Hilmer, M. J.,& Hilmer, C. E. (2012). On the relationship between student tastes and motivations, higher education decisions, and annual earnings. Economics of Education Review, 31(1), 66-75.
  • Jamaludin, A., Chee, Y. S., & Ho, C. M. L. (2009). Fostering argumentative knowledge construction through enactive role play in Second Life. Computers & Education, 53(2), 317-329.
  • Jin, S. A. (2009).Modality effects in Second Life:The mediating role of social presence and the moderating role of product involvement. CyberPsychology & Behavior,12(6), 717-721.
  • Keller, J. M. (2000). How to integrate learner motivation planning into lesson planning: The ARCS model approach. Retrieved October 10, 2013 from instructionalproducts/itde8005/weeklys/2000-Keller-ARCSLessonPlanning.pdf
  • http://apps.fischlerschool.nova.edu/toolbox/
  • Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. USA: Springer.
  • Keller, J.M. (1979). Motivation and instructional design: A theoretical perspective. Journal of Instractional Development, 2(4), 26-34.
  • Lowe, R.,& Schnotz, W. (Eds.). (2008). Learning with animation: Research implications for design. Cambridge University Press.
  • Malone, T. W. & Lepper, M.R. (1987). Making learning fun a taxonomy of ıntrinsic motivations for learning.In Snow, R. & Farr, M. J. (Ed), Aptitude, Learning, and Instruction Volume 3: Conative and Affective Process Analyses. Hillsdale, NJ.
  • Malone, T. W. (1981). Toward a theory of intrinsically motivating instruction. Cognitive science, 5(4), 333-369.
  • McMillan, J. H.,& Schumacher, S. (2010). Research in education: A conceptual introduction (7th ed.). Boston: Pearson Education ink.
  • Merchant, G. (2010). 3D virtual worlds as environments for literacy learning. Educational Research, 52(2), 135-150.
  • Moore, J. L.,& Rocklin, T. R. (1998). The distribution of distributed cognition: Multiple interpretations and uses. Educational Psychology Review, 10(1), 97-113.
  • Moreno, R.,& Mayer, R. (2000). A learner-centered approach to multimedia explanations: Deriving instructional design principles from cognitive theory. Retrieved February 03, 2014 from http://imej.wfu.edu/articles/2000/2/05/index.asp
  • Mount, N. J., Chambers, C., Weaver, D., & Priestnall, G. (2009). Learner immersion engagement in the 3D virtual world: principles emerging from the DELVE project. Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 40-55.
  • Park, H.,& Seo, S. (2013). Effects of collaborative activities on group identity in virtual world. Interactive Learning Environments, 21(6), 516-527.
  • Partala, T. (2011). Psychological needs and virtual worlds: Case Second Life. International Journal of Human-Computer Studies, 69(12), 787-800.
  • Ryan, R. M.,& Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
  • Salomon, G. (1993). Editor's introduction. In Salomon, G. (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge University Press, New York.
  • Sierra, L.M.B., Gutiérrez,R.S., Garzón-Castro, C.L.(2012). Second Life as a support element for learning electronic related subjects:A real case. Computers&Education,58(1),291-302.
  • Traphagan, T. W., Chiang, Y.V., Chang, H. M., Wattanawaha, B., Lee, H., Mayrath, M.C., Woo, J., Yoon, Hyo-Jin., Jee, M. J., & Resta, P. E. (2010). Cognitive, social and teaching presence in a virtual world and a text chat. Computers & Education, 55(3), 923-936.
  • Verhagen, T., Feldberg, F., van den Hooff, B., Meents, S., & Merikivi, J. (2012). Understanding users’ motivations to engage in virtual worlds: A multipurpose model and empirical testing. Computers in Human Behavior, 28(2), 484-495.
  • Zuiker, S. J. (2012). Educational virtual environments as a lens for understanding both precise repeatability and specific variation inlearning ecologies. British Journal of Educational Technology, 43(6), 981-992.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA36MH44BZ
Bölüm Makaleler
Yazarlar

İlknur Reisoğlu Bu kişi benim

Rabia Yılmaz Bu kişi benim

Murat Çoban Bu kişi benim

Fatma Burcu Topu Bu kişi benim

Türkan Karkuş Bu kişi benim

Yüksel Göktaş Bu kişi benim

Yayımlanma Tarihi 14 Temmuz 2016
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 3 - Cilt: 5 Sayı: 3

Kaynak Göster

APA Reisoğlu, İ., Yılmaz, R., Çoban, M., Topu, F. B., vd. (2016). Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi. Pegem Eğitim Ve Öğretim Dergisi, 5(3), 257-272.
AMA Reisoğlu İ, Yılmaz R, Çoban M, Topu FB, Karkuş T, Göktaş Y. Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi. Pegem Eğitim ve Öğretim Dergisi. Temmuz 2016;5(3):257-272.
Chicago Reisoğlu, İlknur, Rabia Yılmaz, Murat Çoban, Fatma Burcu Topu, Türkan Karkuş, ve Yüksel Göktaş. “Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi”. Pegem Eğitim Ve Öğretim Dergisi 5, sy. 3 (Temmuz 2016): 257-72.
EndNote Reisoğlu İ, Yılmaz R, Çoban M, Topu FB, Karkuş T, Göktaş Y (01 Temmuz 2016) Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi. Pegem Eğitim ve Öğretim Dergisi 5 3 257–272.
IEEE İ. Reisoğlu, R. Yılmaz, M. Çoban, F. B. Topu, T. Karkuş, ve Y. Göktaş, “Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi”, Pegem Eğitim ve Öğretim Dergisi, c. 5, sy. 3, ss. 257–272, 2016.
ISNAD Reisoğlu, İlknur vd. “Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi”. Pegem Eğitim ve Öğretim Dergisi 5/3 (Temmuz 2016), 257-272.
JAMA Reisoğlu İ, Yılmaz R, Çoban M, Topu FB, Karkuş T, Göktaş Y. Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi. Pegem Eğitim ve Öğretim Dergisi. 2016;5:257–272.
MLA Reisoğlu, İlknur vd. “Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi”. Pegem Eğitim Ve Öğretim Dergisi, c. 5, sy. 3, 2016, ss. 257-72.
Vancouver Reisoğlu İ, Yılmaz R, Çoban M, Topu FB, Karkuş T, Göktaş Y. Üç Boyutlu Sanal Dünyalardaki Tasarım Öğelerinin Motivasyon Boyutları Açısından İncelenmesi. Pegem Eğitim ve Öğretim Dergisi. 2016;5(3):257-72.