Hakan Tüzün

Hacettepe University, Computer Education and Instructional Technology, Faculty Member

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Hakan Tuzun is a Professor in the Department of Computer Education and Instructional Technology at Hacettepe University in Ankara, Turkey. His current work involves the design of rich learning environments, frequently with the aid of technology but also by considering the culture of the learners and the communities they are part of.
Supervisors: Sasha A. Barab
Phone: 90-312-297 71 76
Address: Hacettepe Üniversitesi
Eğitim Fakültesi
Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümü
(Edebiyat Fakültesi, D Kapısı)
06800 Beytepe/ANKARA TURKEY

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Papers by Hakan Tüzün

The effects of 3D multi-user virtual environments on freshmen university students' conceptual and spatial learning and presence in departmental orientation

Computers & Education, 2016

The purpose of this study was to examine the usefulness of 3D multiuser virtual environments (MUV... more The purpose of this study was to examine the usefulness of 3D multiuser virtual environments (MUVEs) for freshmen orientation purposes. To do so, a virtual orientation environment was developed on the Active Worlds MUVE. The study sample included 55 students who were enrolled in a university department. The study has a quasiexperimental control group design. The orientation was carried out a week before the academic semester. The virtual departmental orientation was conducted with 25 participants in the 3D MUVE, while the authentic departmental orientation was conducted with 30 participants who were led through the department by a guide. Both groups were administered a Conceptual Knowledge Test before and after their orientations along with a Spatial Knowledge Inventory and an Orientation Evaluation Questionnaire after the interventions. In addition, the Presence Questionnaire in Virtual Environments was administered to the virtual orientation participants. While the conceptual knowledge posttest scores of experimental and control groups increased significantly, there was no significant difference between them. It was found that students in the virtual orientation recalled spatial route details better than the participants in the authentic orientation, while there was no significant difference between the groups in terms of spatial landmark details and overall spatial scores. When the groups were compared in terms of evaluation factors, significant differences were observed in the effect on general learning and simplicity in favor of the virtual orientation, while there were no significant differences in perceived usefulness and enjoyment. Participants perceived a high level of presence in the virtual orientation. There was a small positive correlation between presence and conceptual knowledge and a moderate positive correlation between presence and spatial knowledge. Decreasing distraction factors in the virtual environment had a positive influence on students' conceptual and spatial learning. In general, the virtual orientation has similar or better results than authentic orientation in terms of the variables examined in this study. These findings demonstrate that 3D MUVEs can be effectively used by freshmen students for orientation purposes.

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Üç Boyutlu Sanal Gerçekli̇k Ortamlarindaki̇ Deneyi̇mlere İli̇şki̇n Kullanici Görüşleri̇

Bu calismada Malatya Kervansaray tarihi mekâninin ve diger bazi mekânlarin uc boyutlu sanal gerce... more Bu calismada Malatya Kervansaray tarihi mekâninin ve diger bazi mekânlarin uc boyutlu sanal gerceklik ortaminda gezilmesinin ardindan bu sanal gerceklik ortamlarina yonelik kullanici goruslerinin alinmasi amaclanmistir. Calismanin bir diger amaci sanal gerceklik uygulamalarinda ortaya cikabilecek problemleri belirlemek ve bu problemlere cozum onerileri sunabilmektir. Calismaya bir devlet universitesinin farkli bolumlerinde okumakta olan 20 ogrenci katilmistir. Calismaya katilan her bir kullanici sanal gerceklik gozlugu kullanarak sanal gerceklik ortaminda en az 10 dakika zaman gecirerek bir deneyim yasamistir. Calismada bicimlendirici arastirma teknigi kullanilmistir. Calismadaki veriler arastirmacilar tarafindan gelistirilen “Sanal Gerceklik Ortamlari Degerlendirme Gorusme Formu” ile elde edilmis, veriler icerik analizi yapilarak yorumlanmistir. Calisma sonunda kullanicilar sanal gerceklik ortamlarinin potansiyel avantajlarini ve sanal gerceklik ortamlarinda ortaya cikabilecek pota...

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Analysis of Computer Literacy Education in Terms of Self-Directed Learning and Cultural Features

Analysis of Computer Literacy Education in Terms of Self-Directed Learning and Cultural Features ... more Analysis of Computer Literacy Education in Terms of Self-Directed Learning and Cultural Features Changing of learning habits every passing day with developing technology requires the differentiation of the teachinglearning process. Individuals, who cannot learn how to learn and who are not able to organize their own learning process, stay behind in many areas in globalizing world where the technology has been developing rapidly.

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Evaluation of a university website’s usability for visually impaired students

Universal Access in the Information Society, 2015

Today websites are the tools most commonly used to access information. People with disabilities f... more Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.

Design Process of Three- Dimensional Multi-User Virtual Environments (3D MUVEs) for Teaching Tree Species

Enriching Teaching and Learning Environments With Contemporary Technologies, 2019

This study aims to realize the concept of biodiversity, which is one of the subjects covered by e... more This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...

Design Process of Three- Dimensional Multi-User Virtual Environments (3D MUVEs) for Teaching Tree Species

Enriching Teaching and Learning Environments With Contemporary Technologies, 2019

Öğretmen Adaylarının Bir Öğretmen Eğitimi Simülasyonunun Kullanımına İlişkin Görüşlerinin İncelenmesi

Pamukkale University Journal of Education

The purpose of this study is to figure out the views of pre-service teachers on the usability of ... more The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution. Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla &quot;Sınıfta&quot; isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara&#39;da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden &quot;Sınıf Yönetimi&quot; ve &quot;Öğretim Tasarımı&quot; dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun &quot;Öğrenmeye Başla&quot; bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları &quot;Sınıfta&quot; öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, &quot;Sınıfta&quot; ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.

The Effects of Using On-Screen and Paper Maps on Navigation Efficiency in 3D Multi-User Virtual Environments

International Journal of Gaming and Computer-Mediated Simulations

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency... more This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On-Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System (CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visu...

The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity

Increasing Productivity and Efficiency in Online Teaching, 2000

This study examines the design process of a blended learning environment using a learning managem... more This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

The Effects of Using On Screen and Paper Maps on Navigation Efficiency in 3D Multi User Virtual Environments

International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2019

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency... more This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...

The Effects of Using On Screen and Paper Maps on Navigation Efficiency in 3D Multi User Virtual Environments

International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2019

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency... more This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...

Exploring the role of situational flow experience in learning through design in 3D multi-user virtual environments

by Dilek Dogan, Ömer Demir, and Hakan Tüzün

International Journal of Technology and Design Education, 2021

This study aims to examine the situational flow experiences of students creating 3D designs in 3D... more This study aims to examine the situational flow experiences of students creating 3D designs in 3D multiuser virtual environments. This time series quasi-experimental study included 40 volunteer junior students who studied at the Computer Education and Instructional Technology department and had taken the elective course of "Instructional Design". The participants in the role of a designer created 3D designs in the OpenSimulator application throughout the process. They worked in groups to solve authentic problems. At the end of each session, the students were applied a flow experience scale individually. As a result of the study, it was concluded that the participants' flow experience did not differ by gender and overall grade point average. Autotelic activity and disappearance of self-consciousness were the highest components of flow experience indicating that the designers felt immersed in the 3D design activities throughout the 15-week implementation process. Considering flow experience by weeks, it was found that conveying theoretical information to the students diminished their flow experience owing to lack of the concentration, control and feedback components, whereas giving feedback after letting them present what they worked on fostered their flow experience by increasing the clear goals and immediate feedback components. The results highlighted the importance of flow experience in design education.

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The effect of design tasks on the cognitive load level of instructional designers in 3D MUVEs

by Dilek Dogan and Hakan Tüzün

International Journal of Technology and Design Education, 2020

This study aims to investigate the effects of different design tasks on the cognitive load level ... more This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multiuser virtual environment (MUVE). The sample consisted of 16 undergraduate students who were experienced in the areas of instructional design, computer programming and graphic design. The designers were assigned to the design teams with 5 or 6 members and conducted a collaborative instructional design project to develop a solution to an ill-structured problem on the OpenSimulator platform for 8 weeks. Following the implementation , the designers were administered the Mental Effort Rating Scale regarding the 11 design tasks in the 3D MUVE. The results showed that the designers were cognitively overloaded while performing the design tasks in this environment. When the cognitive load scores were examined, it was found that the preparation of the learning scenario, uploading user-created 3D models, content creation, modelling of the draft view of the designed environment and 3D model design tasks were found as the most challenging tasks in terms of cognitive effort. On the other hand, it was found that the tasks of making animation, creating non-player characters and designing an interactive menu led to relatively less cognitive load.

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The Effects of Using On-Screen and Paper Maps on Navigation Efficiency in 3D Multi-User Virtual Environments

by Hakan Tüzün and Dilek Dogan

International Journal of Gaming and Computer-Mediated Simulations, 2019

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Üniversite tanıtım aracı olarak sosyal medya hesaplarının göz izleme yöntemiyle değerlendirilmesi: Hacettepe üniversitesi örneği

by Hakan Tüzün, Esma Yıldız, and Ozan Adıgüzel

Eğitim Teknolojileri Okumaları 2019, 2019

Üniversite öğrenci adayları, tercih etmek istediği üniversiteler hakkında birçok kaynaktan bilgi ... more Üniversite öğrenci adayları, tercih etmek istediği üniversiteler hakkında birçok kaynaktan bilgi edinebilmektedir. Bunlardan biri üniversite öğrenci adaylarının yoğun olarak kullandığı sosyal medya hesaplarıdır. Bu çalışmanın amacı, üniversite tanıtım aracı olarak sosyal medya hesaplarının göz izleme yöntemiyle değerlendirilmesidir. Bu kapsamda üniversite öğrenci adaylarının Hacettepe Üniversitesi Facebook, Instagram ve Twitter hesaplarındaki gezinim süreçleri incelenmiştir. Öncelikli olarak çoğunluğu lise son sınıfa devam eden, ek olarak lise mezunu toplam 120 öğrenciyle ihtiyaç analizi gerçekleştirilmiştir. Araştırmanın göz izleme uygulaması sürecinde çalışma grubunu 6 lise son sınıf öğrencisi oluşturmuştur. Göz izleme yöntemine ek olarak gezinim süreçlerini derinlemesine değerlendirebilmek için sesli düşünme, gözlem ve görüşme yöntemlerinden yararlanılmıştır. Çalışma sonucunda öğrencilerin yüzeysel veya derinlemesine gezinimlerinde kullanılan sosyal medya hesabına göre farklılıklar olmadığı görülmüştür. Ancak en çok dikkati çeken içerik türleri farklı sosyal medya hesaplarına göre değişkenlik göstermiştir. Tüm sosyal medya hesaplarında metinsel içeriğe daha çok odaklanılırken, bu türdeki içerikten en çok odaklanılanı üniversite başarı haberleri olmuştur. Görsel içerik içerisinde en çok dikkati çekenin uluslararası öğrenci etkinliklerine ilişkin paylaşımlar olduğu belirlenmiştir. Bu bulgular görüşme ve sesli düşünme bulgularıyla doğrulanmıştır. Üniversite öğrenci adayları Hacettepe Üniversitesi sosyal medya hesaplarındaki içeriğin üniversiteyi tercih etmeyi düşünen öğrenciler için güvenilir, ilgi çekici ve faydalı olduğunu düşünmekle beraber birtakım önerilerde bulunmuşlardır. Bu çalışma üniversite sosyal medya hesaplarının bir tanıtım aracı olarak üniversite öğrenci adaylarına sunabileceği potansiyeli göstermekte olup çalışmanın bu açıdan alanyazına ve uygulayıcılara katkı sağlayacağı düşünülmektedir.

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Programlama eğitiminde yapa-boza öğrenme etkinlikleri

Eğitim Teknolojileri Okumaları 2019, 2019

Programlama sürecinde yapa-boza (tinkering) öğrenme yaklaşımı bir algoritma ya da program parçası... more Programlama sürecinde yapa-boza (tinkering) öğrenme yaklaşımı bir algoritma ya da program parçası gibi bilgisayımsal bir model çerçevesinde en asgari düzeyde planlamayla kodlarda ufak değişiklikler yapmayı ve bunları test etmeyi kapsayan manipülatif bir etkinlik dizisidir. Yapıp-bozma hem acemilerin hem de uzmanların programlama yaparken gerçekleştirdikleri iteratif ve otantik bir süreçtir. Yapa-boza öğrenme olarak tanımlanan etkinlikler kurcalama, deneme-yanılma, geri bildirim mekanizmalarını bulma ve kullanma gibi etkinliklerin kombinasyonlarını içerir. Program kodlarıyla etkileşime girmeye ve onları manipüle etmeye dayalı olan yapa-boza yaklaşımı sorgulamayı teşvik eden üretken bir etkinliktir. Özünde tahmin et-sına süreçlerini barındıran yapa-boza yaklaşımı özellikle programlamaya yeni başlayan öğrenenler için kritik bir öneme sahiptir. Öğrenenler bu süreçte kod kümeleri içinde somutlaşan yapı ve kuralların nasıl işlev gördüğü kadar geliştirdikleri bilgisayımsal modellerin nasıl sonuçlandığını keşfetme fırsatı yakalar. Yapa-boza öğrenme bir problemin doğru cevabını bulmaktan ziyade ona ilişkin yeni anlayışlar keşfetmeye odaklanır. Bu bölümde öncelikle bilgisayımsal düşünme (computational thinking) kavramına yer verilerek, programlama eğitiminde karşılaşılan güçlükler adreslenmiştir. Daha sonra yapa-boza öğrenmenin özellikleri, bilgisayımsal düşünmeyle ilişkisi ve programlama eğitimindeki işlevine değinilerek, eğitsel düzenlemeler içerisinde nasıl yönlendirileceğine ve değerlendirileceğine ilişkin önerilere yer verilmiştir. Çalışma kapsamında ayrıca robotik etkinlikler ve blok tabanlı programlama uygulamaları yapa-boza öğrenme süreçlerini destekleme açısından incelenmiştir.

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Issues and challenges in web-based distance education programs in Turkish higher education institutes

Turkish Online Journal of Distance Education, 2020

This study aimed to examine the core issues and challenges with web-based distance education prog... more This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

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Fen bilimleri eğitiminde teknoloji-zengin eğitsel yenilik uygulamaları: Taiga eğitsel oyun ünitesi örneği

Fen ve Matematik Eğitiminde Teknolojik Yaklaşımlar, 2019

Quest Atlantis (QA), Fen Bilimleri eğitiminde kullanılan eğitsel bilgisayar oyunlarından ya da te... more Quest Atlantis (QA), Fen Bilimleri eğitiminde kullanılan eğitsel bilgisayar oyunlarından ya da teknoloji-zengin eğitsel yeniliklerden birisidir. Teknoloji-zengin eğitsel yenilik olarak QA kullanıcılara üç boyutlu çok kullanıcılı rol oynama oyunu olarak geliştirilmiş sanal bir dünya sunmaktadır. Bu bölümde QA ortamında yer alan Taiga eğitsel oyun ünitesi, STEM eğitimi kapsamında ortaokullarda Fen Bilimleri derslerinde kullanılabilecek bir uygulama olarak ele alınmıştır. QA ortamı ve Taiga eğitsel oyun ünitesi ayrıntılı bir şekilde ele alınmış ve tanıtımı yapılmıştır. Ardından uygulama rehberi paylaşılarak teknoloji-zengin eğitsel yeniliğin sınıf ortamında uygulanması sırasında ortaya çıkan önemli hususlara değinilmiştir. Öğretmenlere öneriler bölümünde teknoloji-zengin eğitsel yeniliğin sınıfta kullanılabilmesi için yapılması gereken işlemler anlatılmıştır. Son olarak Taiga Ünitesi uygulamasının avantajları ile Taiga eğitsel oyun ünitesinin öğrenciler açısından yararları paylaşılmış, Taiga Ünitesi uygulamasının sınırlılıkları bölümünde ise teknoloji-zengin eğitsel yenilik ve uygulama ortamının sınırlılıkları tartışılmıştır.

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Transforming Traditional Courses Through Web 2.0 Philosophy: The Case of an Introductory Programming Course

Gazi Journal of Education Sciences, 2019

In this study, the use of ubiquitous Internet tools utilized in an undergraduate introductory com... more In this study, the use of ubiquitous Internet tools utilized in an undergraduate introductory computer programming course at a large state university in Turkey are examined. Course web space, blogs, discussion board, e-mail, and personal web pages were among the Internet tools utilized by the participants of the course. The framework for using these tools has been conceived as “Learning Programming 2.0,” which was inspired and shaped by “Web 2.0” principles and practices conceptualized by Tim O’Reilly. Web 2.0 characterizes second generation Internet services, such as wikis, blogs, and other tools that encourage interaction and participation through the Internet. Essentially, Web 2.0 framework includes not only the tools, but also a set of principles for using these tools such as harnessing collective intelligence or providing rich user experiences. In this sense, the focus of the study is not on the tools, but the pedagogical principles followed to transform the course, the impact of these principles on the context, and implementation problems. Although the Learning Programming 2.0 framework puts extra load on the shoulders of facilitators, it is concluded that this approach contributes to formation of a learning context in which learning programming is meaningful, effective, and life-long for learners.

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Examining Pre-Service Teacher Opinions on Using a Teacher Training Simulation (Öğretmen Adaylarının Bir Öğretmen Eğitimi Simülasyonunun Kullanımına İlişkin Görüşlerinin İncelenmesi)

by Hakan Tüzün and Dilek Dogan

Pamukkale University Journal of Education, 2019

The purpose of this study is to figure out the views of pre-service teachers on the usability of ... more The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual-environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution (Extended Abstract in English is available).

Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla “Sınıfta” isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara’da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden “Sınıf Yönetimi” ve “Öğretim Tasarımı” dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun “Öğrenmeye Başla” bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları “Sınıfta” öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, “Sınıfta” ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.

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