Browsing by Author "Kilic, Eylem"

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Applying the Chaid Algorithm To Analyze How Achievement Is Influenced by University Students' Demographics, Study Habits, and Technology Familiarity
(int Forum Educational Technology & Soc, Natl Taiwan Normal Univ, 2015) Baran, Bahar; Kilic, Eylem
The purpose of this study is to analyze three separate constructs (demographics, study habits, and technology familiarity) that can be used to identify university students' characteristics and the relationship between each of these constructs with student achievement. A survey method was used for the current study, and the participants included 2,949 university students from 11 faculties of a public university in Turkey. A survey was used to collect data, and the data were analyzed using the chi-squared automatic interaction detection (CHAID) algorithm. The results of the study revealed that female students are significantly more successful than male students. In addition, the more introverted students, whether male or female, have higher grade point averages (GPAs) than those students who are more extroverted. Furthermore, male students who use the Internet more than 22 hours per week and use the Internet for up to six different aims have the lowest GPAs among all students, while female students who use the Internet for up to 21 hours per week have the highest GPAs among all students. The implications of these findings are also discussed herein.
Cognitive Load and Goal Based Scenario Centered 3d Multimedia Learning Environment: Learners' Motivation, Satisfaction and Mental Effort
(Sage Publications inc, 2012) Kilic, Eylem; Yildirim, Zahide
This study investigated the learners' satisfaction, motivation, and mental effort in Goal Based Scenario centered 3D multimedia learning environment (GBSc3DM). The design of the GBSc3DM was based on the Cognitive Load Theory (CLT) principles. Two versions of the GBSc3DM were developed. While Cognitive Load Theory principles were taken into account and implemented in the design of the first version (+CLT), those principles were not applied in the design of the second version (CLT). A total of 82 9th grade high school students participated in the study. Mixed methods were used to gather the data. The findings of the study revealed that the learners were satisfied with the Goal Based Scenario components and the CLT principles implemented in the first version of GBSc3DM. The learners pointed out that GBSc3DM and CLT principles motivated them to learn the topic. However, not only were the learners not satisfied with the second version (CLT), but they also found it distracting. The findings showed that the learners invested higher mental effort in the second version (-CLT) of GBSc3DM.
A Comparison of Difficulties in Instructional Design Processes: Mobile Vs. Desktop
(Pergamon-elsevier Science Ltd, 2014) Guler, Cetin; Kilic, Eylem; Cavus, Hayati
The aim of this study is to compare the difficulties that novice instructional designers experience during instructional design processes for mobile devices and desktop computers. The participants/instructional designers of this study include 68 sophomore students from a Computer Education and Instructional Technologies (CEIT) department. The participants developed learning content for mobile devices and desktop computers through the ADDIE model. A descriptive research method was used for the present study. An already developed scale in line with the ADDIE model was used to collect the data. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were conducted to analyze the data. The results of this study indicated that the difficulties experienced in both processes tended to be similar in developing learning content. Difficulties in internal design and production and front-end analysis were significantly different in terms of the Internet connection in personal mobile devices. External design and development difficulties, rolling-out difficulties and total scores were significantly different with regard to levels of Internet experience. (C) 2014 Elsevier Ltd. All rights reserved.
Design of the While-Listening Tasks in Autonomous Hypermedia Environments
(inderscience Enterprises Ltd, 2015) Turel, Vehbi; Kilic, Eylem
In this article, firstly the definition of autonomy will be briefly touched on. Secondly, the categorisation of autonomy will be shortly made. Mainly, what needs to be taken into account in order to be able to design and create pedagogically and psychologically effective and useful while listening tasks for autonomous (intermediate) language learners in hypermedia environments, where a wide range of digital elements can be combined and presented on the same digital platform more efficiently for foreign language learning purposes, will be focussed on. While this is done, the needs of autonomous (intermediate) language learners will be accounted for. To be able to present the topic efficiently, concrete examples of the while-listening tasks for autonomous hypermedia environments will be provided and the assumptions underlying them will be explained.
Determining the Factors of Affecting the Moodle Use by Using Tam. the Story of a University After a Destructive Earthquake
(Hacettepe Univ, 2014) Kilic, Eylem
A destructive earthquake happened in October 2011 in one of the cities at Eastern Region of our country and it caused big damages in the city. All educational system affected negatively and university in the city had to break down its education. It was even not possible to continue education because of huge damages and heavy weather condition at city. In order to solve this problem, it was decided to use Moodle to continue education at the university. All students and instructors except for the medical and dental faculties were obliged to use Moodle during 2011-2012 fall semesters. Therefore, the purpose of this study is to investigate the factors which might affect the intention to use Moodle by university students using Technology Acceptance Model (TAM) in case of earthquake. A survey method was used to collect data. Purposive sampling was used and 501 university students were participated in the current study. The data were analyzed by using descriptive statistics and the proposed model was tested by using structural equation model. The proposed model has seven constructs and nine hypotheses have been generated from the connections among these seven constructs. Except for the one hypothesis, the model supported the entire hypothesis proposed in the model. Implications and discussion are made in light of the results.
Interactive Whiteboards: Do Teachers Really Use Them Interactively
(Routledge Journals, Taylor & Francis Ltd, 2016) Tatli, Cemal; Kilic, Eylem
The aim of this quantitative study is to examine high school teachers' use of specific features of interactive whiteboards (IWBs). During the 2012-2013 academic school year, 535 teachers in pilot schools from 10 provinces under the FATIH Project (Movement of Enhancing Opportunities and Improving Technology) participated. Data were collected through a three-factor usage level scale developed by the researchers and analyzed through descriptive statistics and non-parametric tests. No significant difference was found between the use of the interactive features of an IWB and sex, education level, or subject area. However, a significant difference was found between the use of interactive features and professional experience, city, computer ownership, in-field IWB training, previous IWB experience, usage duration, frequency of use, and the case of suggesting the use of IWBs to other teachers.
Learning With Interactive Whiteboards Determining the Factors on Promoting Interactive Whiteboards To Students by Technology Acceptance Model
(Emerald Group Publishing Ltd, 2015) Kilic, Eylem; Guler, Cetin; Celik, H. Eray; Tatli, Cemal
Purpose - The purpose of this study is to investigate the factors which might affect the intention to use interactive whiteboards (IWBs) by university students, using Technology Acceptance Model by the structural equation modeling approach. The following hypothesis guided the current study: H1. There is a positive relationship between IWB self-efficacy and perceived learning (PL). H2. There is a positive relationship between IWB self-efficacy and perceived ease of use (PEOU). H3. There is a positive relationship between IWB self-efficacy and perceived usefulness (PU). H4. There is a positive relationship between PL and PEOU. H5. There is a positive relationship between PL and PU. H6. There is a positive relationship between PEOU and attitude. H7. There is a positive relationship between PU and attitude. Design/methodology/approach - A survey method was used to collect the data. Purposive sampling was used, and 416 high-school students participated in the current study. Descriptive statistics and structural equation model conducted to test the proposed model were used in data analysis. Findings - All hypotheses formulated within the scope of the research model were statistically confirmed. H1, which assumed that interactive whiteboard self-efficacy (IWBSE) have had a positive impact on PL, was found to be statistically significant. The impact of IWBSE on PL was 0.61 which means that if IWBSE increases one unit, the impact on PL will be an average of 0.61 points. The relationship between IWBSE, which is expressed in H2 and H3, and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PEOU (= 0.51, t = 7.92), and then PU (= 0.16, t = 2.43). The relationship between PL - which is expressed in H4 and H5-and, respectively, PEOU and PU latent variables, was statistically significant. IWBSE mostly affected PU (= 0.63, t = 7.94), and then PEOU (= 0.27, t = 3.95). Originality/value - It is aimed to transform the entire classes into computerized classes (Smart Class) around Turkey with FATIH project which includes usage of interactive boards. Because it is a very big project funded by the government, it is important to evaluate its adaptation among teachers and students. Therefore, the current study aims to investigate the factors which might affect the attitude to use IWBs by high-school students.