Conference on Educational Research 2017, (ECER 2017), Copenhagen, Denmark., 2017
Technology has become an indispensable part of our personal and professional lives alike. In the ... more Technology has become an indispensable part of our personal and professional lives alike. In the information era, we live in is different from the previous ones in which technology did not have a significant influence on social life. The transformations happening at the societal level have consequently triggered changes in how individuals behave and created an identity called 'digital citizens' (Gülseçen, Özdemir, Çelik, Uğraş & Özcan, 2013). Digital citizenship is regarded as one of the foundational concepts of the modern democracy (Missingham, 2009). It also covers the ability to act responsibly and ethically in online environments (Mitchell & Jones, 2015). For a secure and peaceful future, children's education should take the priority (Aydın, 2015), and the development of digital citizenship traits is an increasingly important part of their education. In addition to teaching how to be a good digital citizen, teachers should serve as role models for their students. Thus, contemporary teacher standards often require teachers to have digital citizenship skills and provide a living example of a digital citizen (Greenhow, 2010). It is clear that, Information and communication technologies have advantages as well as disadvantages, and one of them is cyberloafing (Çınar & Karcıoğlu, 2015). Cyberloafing is among such uses, and it refers to an individual's deliberate uses of information technologies for the purposes not related to the task at hand (Ünal & Tekdemir, 2015). In the literature, the definitions of cyberloafing often refer to work environments. However, since the Internet been introduced to the school computers, students exhibit cyberloafing behaviors especially in computer labs (Brubaker, 2006). Nonetheless, a widespread definition for educational contexts does not exist (Kalaycı, 2010). Educators report increases in cyberloafing in the school environment. Therefore, there exists a need for an updated cyberloafing definition that covers ICT-enabled learning institutions as well as work environments. Cyberloafing at school can be defined as spending time on the internet activities unrelated to school tasks during school hours (Kalaycı, 2010). Cyberloafing behaviors may have unpleasant effects on both students and learning environments. Chang and Law (2008) stated that students' excessive internet use behaviors might lead to problematic internet use in their future professional lives as well as social environments. Hence, the need for the studies focusing on students' use of the internet in learning environments has increased in the recent years (Ergün & Altun, 2012). All stakeholders of education should take precautions for this issue, a constructive solution would be to teach the students how to act ethically and responsibly online rather than imposing restrictions on their uses (Ohler, 2011). A proper online ethics and responsibility training can enable us to replace negative side effects of technology including cyberloafing with a state of cyber wellness (Searson, Hancock, Soheil and Shepherd, 2015). The purpose of the study is to examine the relationship between digital citizenship and cyberloafing levels of the prospective teachers in computer education and instructional technology (CEIT) department. In the study, "digital ethics-law" and "digital communication and literacy" dimensions of digital citizenship were discussed. Digital ethics-law dimension are defined as the use of digital technologies in accordance with the ethics, copyrights and legal rules. Digital communication and literacy, require individuals to have basic knowledge and skills in communicating using different digital technologies. Methodology or Methods/ Research Instruments or Sources Used In this study, prospective teachers' digital citizenship level, cyberloafing level, and demographics were investigated through correlational research methods. The participants were 181 prospective teachers from different state universities, 86 of which were females and 95 were males. All participants were enrolled in an applied computer course. The data were collected employing an instrument consisted of three parts, namely demographics, digital citizenship, and cyberloafing. The first part included items to determine certain demographics such as gender, academic achievement, personal computer ownership, and frequency of using online tools. The second part included 'digital communication and literacy' and 'digital ethics and law' subscales from Kocadag (2012) Digital Citizenship Scale. The scale consists of 5-point Likert items and Cronbach's alpha values for the subscales were 0,967 and 0,947, respectively. The final part included the Turkish adaptation of Blanchard and Henle's (2008) Cyberloafing Scale
Bookmarks Related papers MentionsView impact
Uploads
Papers
KEYWORDS
Navigational pattern, data mining, online learner.
Books
Conference Presentations
This research has been conducted with students who have experienced e-learning experiences within the context of a course. Research data are obtained from achievement test, self-report measurement tools (learning strategies, motivation, learning approaches) and system interaction (log) records. Learner motivation and learning strategies were determined by using “Motivated Strategies for Learning Questionnaire” which is adapted to Turkish by Büyüköztürk, Akgün, Özkahveci and Demirel (2004). Learning approaches were determined by using the "Study Process Questionnaire" which is adapted to Turkish by Batı, Tetik and Gürpınar (2009). System interaction data consist of learners' interaction with content, discussion, assessment and instructor. Research data were analyzed as discrete data.
In the analysis of the data, feature selection methods, which is based on educational data mining, were utilized. In this research "Information Gain" method is used. Variables related to learner characteristics and interaction variables are listed separately within themselves. As a result of the analysis, the five most important variables based on self-report data are deep strategy, deep approach, surface approach, test anxiety and time-working environment respectively. In the interaction data, the order of the variables is the content, interaction with the teacher, discussion and assessment.
According to these findings, it can be said that the course content should be structured in a rich way to meet the learning needs of the learners. In addition, the learner-instructor interaction is an important predictor of achievement in e-learning environments. The most important feature in learner characteristics is the learning approach. Likewise, it is understood that discussion and assessment in e-learning environments are also important constructs that predict learning performance.
Bilgisayar ve Öğretim Teknolojisi Eğitimi (BÖTE) bölümünden mezun olan öğrenciler eğitim kurumlarında Bilişim Teknolojileri öğretmeni; özel sektörde web tasarımcısı, yazılım geliştirme ve programlama uzmanı; üniversitelerde araştırma görevlisi olarak görev yapmaktadır. Farklı alanlarda çalışan bu mezunların mesleğe başlamadan önce ihtiyaç duydukları bilgi ve beceriler birbirinden farklılaşmaktadır. Ayrıca gelişen ve değişen bilgi ve iletişim teknolojileri ile birlikte mezunlardan beklenen yeterlikler de gün geçtikçe değişmektedir. BÖTE bölümü öğrencilerinin mesleki yeterlikleri açısından ihtiyaç duyduğu bilgi ve beceriler BÖTE öğretim programlarında tanımlanmaya çalışılmıştır. Buna göre mevcut öğretim programlarının öğretim hizmetini alan öğrenciler gözünden değerlendirilmesi ve bu değerlendirmeler sonucunda geliştirmeye yönelik önerilerin sunulmasının önemli olduğu düşünülmektedir. Bu araştırmada alan yazındaki çalışmalardan farklı olarak mevcut öğretim programında yer alan dersler farklı meslek tercihlerine dayalı olarak öğrenenler gözünden farklı bir analiz yaklaşımı ile öğrenme öncelikleri ortaya konularak ele alınmıştır. Bu araştırmanın amacı öğrencilerin meslek tercihlerine dayalı olarak öğrenme önceliklerinin belirlenmesidir. Bu tercihlerin belirlenmesi için ise analitik hiyerarşi süreci (Analytical Hierarchy Process-AHP) işe koşulmuştur. Analitik hiyerarşi süreci ikili karşılaştırmalar yolu ile alternatifler arasında bir sıralama belirlemek için kullanılan karar algoritmalarından biridir. Bu analizde kriterler ve bu kriterlere göre alternatifler arasında ikili karşılaştırmalar yapılır. Araştırma kapsamında öğrencilerin meslek tercihlerinden öğretmenlik, akademisyenlik ve sistem tasarımcısı kriter olarak; öğrenim hayatları boyunca aldıkları derslerden on tanesi ise alternatif olarak ele alınmıştır. Araştırmanın çalışma grubunu Hacettepe Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü'nde öğrenim gören on iki son sınıf öğrencisi oluşturmaktadır. AHP analizi sonucunda; Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü öğrencilerinin ilk sırada öğretmenlik (%40), ikinci sırada akademisyenlik (%37), üçüncü sırada ise sistem tasarımcılığını (%23) öncelikle tercih ettikleri belirlenmiştir. Meslek tercihlerine dayalı öğrenme öncelikleri incelendiğinde ise meslek tercihlerine göre öğrenme önceliklerinin farklılaştığı görülmüştür. BÖTE bölümü öğrencilerinin meslek tercihlerinden öğretmenlik için " Okul Deneyimi-Öğretmenlik Uygulaması " , akademisyenlik için " Bilimsel Araştırma Yöntemleri " , sistem tasarımcılığı için ise " Programlama Dilleri-İnternet Tabanlı Programlama " derslerine öncelik verdikleri bulunmuştur. Meslek tercihlerine dayalı olarak BÖTE bölümü öğrencilerinin diğer öncelikleri de bu araştırma kapsamında tartışılmıştır.
tercih edildiği belirlenmiştir. Her üç oyun platformu için de rekabetin önemli bir oyun oynama amacı olduğu
görülmektedir. Buradan hareketle öğrencilerin oyun ortamlarında bir araya geldikleri ancak bu birlikteliğin sosyal
etkileşimden ziyade bir yarış amacıyla gerçekleştiği söylenebilir. Oyalanma mobil ortamlar için önemli bir oyun
oynama amacı iken bilgisayar ve oyun konsolunda en az tercih edilen ikinci amaç olarak bulunmuştur. Buna göre
öğrencilerin mobil oyunlara özel olarak bir zaman ayırmadıkları günün herhangi bir anında mobil oyunlar
oynadıkları söylenebilir.
Dijital oyun oynama amaçları bazında sonuçlara göz atıldığında rekabetin ön plana çıktığı görülmektedir.
Rekabet her ne kadar oyun kuramının önemli bir bileşeni olarak kabul edilse de bu bileşen dışsal motivasyona
işaret etmektedir. Bu sonuç aynı zamanda öğretim ortamlarının lider tablosu, rozet, dönüt, pekiştireç gibi dışsal
motivasyon harekete geçirecek ögeler içermesi hususunda önemli bir öneri sunmaktadır.
Anahtar Sözcükler: Dijital oyun platformları, oyun oynama amaçları, analitik hiyerarşi süreci
Determination of CEIT Students’ The Digital Game Playing Platforms and Game Playing Purposes by
The Analytical Hierarchy Process (AHP)
Abstract
The aim of this research; determination of CEIT students’ the digital game playing platforms and game playing
purposes. In this context the students’ preferences data were collected. Moreover, the preference rankings of game
playing purposes has been examined according to game playing platforms. To achieve these goals; the Analytical
Hierarchy Process (AHP), which is one of the decision algorithms, was used. Criteria are game playing platforms
which are computer, game console and mobile devices. Alternatives are purposes of game playing. The study
group consists of 11 university students. Participants were selected from students who regularly played digital
games.
According to the results of the analysis, students prefer computers (55%), game consoles (35%) and mobile
devices (10%) as game platform respectively. When students' goals of playing games are examined, it’s found that
the purposes of playing games differs according to platforms. When a computer is considered as a gaming
platform; students play games for competition, challenge, fantasy, arousal, diversion and social interaction,
respectively. When the game consoles are discussed as a gaming platform; students play games for arousal,
competition, challenge, fantasy, diversion and social interaction, respectively. When a computer is considered as
a gaming platform; students play games for competition, diversion, challenge, fantasy, arousal, and social
interaction. It has been determined that social interaction was ranked as last purposes of game playing in all gaming
platforms. However, competition has been found to be an important game playing purpose. It can be said that the
students come together in the gaming environments but this togetherness is realized for the purpose of competition
rather than social interaction.
Keywords: Digital gaming platforms, game playing purposes, analytic hierarchy process.
Anahtar Sözcükler: Dijital oyun, oyun türleri, oyun tercihleri, cinsiyet.
The aim of this research is to examine the relationship between player, game and interaction characteristics. In
this context, gender was considered as a player characteristic. Game types and game platforms were discussed as
game characteristics. Lastly, the interaction between the game and the player was considered as the game playing
preferences.
The study group consisted of 640 middle school students, of which 275 were girls and 365 were boys. A
questionnaire developed by researchers was used as a data collection tool. Descriptive information and the game
playing frequency data were collected by using this questionnaire. In the research, game types are covered in 9
categories as adventure, puzzle, mathematics, educational, action, fighting, simulation, sports / racing and strategy.
Firstly, students’ gaming platforms were determined. Students prefer cell phones (45%), tablet computers
(33%) and desktop computers (24%) respectively. Girls and boys digital gaming platform preferences order does
not differ. It was found that boys played more digital games than girls when the students' playing frequency was
examined. Girls preferred adventure, puzzle, mathematics and educational games while men preferred action,
fighting, simulation, sports and strategy games. After that, exploratory factor analysis was used to create a game
playing index in the context of the game types. It was determined that game types are divided into two factors.
According to the results of factor analysis; adventure, puzzle, mathematics and educational games are the first
factor; action, fighting, simulation, sport and strategy games are the second factor. The results of factor analysis
on game types match up with the results of gender-based game preferences. According to this there are two
different basic game categories, girls and boys have preferred games in different categories. When the distributions
of the factors are examined, it is seen that the first factor requires more cognitive effort whereas the second factor
requiring relatively less cognitive effort.
Keywords: Digital game, game types, game preferences, gender.
KEYWORDS
Navigational pattern, data mining, online learner.
This research has been conducted with students who have experienced e-learning experiences within the context of a course. Research data are obtained from achievement test, self-report measurement tools (learning strategies, motivation, learning approaches) and system interaction (log) records. Learner motivation and learning strategies were determined by using “Motivated Strategies for Learning Questionnaire” which is adapted to Turkish by Büyüköztürk, Akgün, Özkahveci and Demirel (2004). Learning approaches were determined by using the "Study Process Questionnaire" which is adapted to Turkish by Batı, Tetik and Gürpınar (2009). System interaction data consist of learners' interaction with content, discussion, assessment and instructor. Research data were analyzed as discrete data.
In the analysis of the data, feature selection methods, which is based on educational data mining, were utilized. In this research "Information Gain" method is used. Variables related to learner characteristics and interaction variables are listed separately within themselves. As a result of the analysis, the five most important variables based on self-report data are deep strategy, deep approach, surface approach, test anxiety and time-working environment respectively. In the interaction data, the order of the variables is the content, interaction with the teacher, discussion and assessment.
According to these findings, it can be said that the course content should be structured in a rich way to meet the learning needs of the learners. In addition, the learner-instructor interaction is an important predictor of achievement in e-learning environments. The most important feature in learner characteristics is the learning approach. Likewise, it is understood that discussion and assessment in e-learning environments are also important constructs that predict learning performance.
Bilgisayar ve Öğretim Teknolojisi Eğitimi (BÖTE) bölümünden mezun olan öğrenciler eğitim kurumlarında Bilişim Teknolojileri öğretmeni; özel sektörde web tasarımcısı, yazılım geliştirme ve programlama uzmanı; üniversitelerde araştırma görevlisi olarak görev yapmaktadır. Farklı alanlarda çalışan bu mezunların mesleğe başlamadan önce ihtiyaç duydukları bilgi ve beceriler birbirinden farklılaşmaktadır. Ayrıca gelişen ve değişen bilgi ve iletişim teknolojileri ile birlikte mezunlardan beklenen yeterlikler de gün geçtikçe değişmektedir. BÖTE bölümü öğrencilerinin mesleki yeterlikleri açısından ihtiyaç duyduğu bilgi ve beceriler BÖTE öğretim programlarında tanımlanmaya çalışılmıştır. Buna göre mevcut öğretim programlarının öğretim hizmetini alan öğrenciler gözünden değerlendirilmesi ve bu değerlendirmeler sonucunda geliştirmeye yönelik önerilerin sunulmasının önemli olduğu düşünülmektedir. Bu araştırmada alan yazındaki çalışmalardan farklı olarak mevcut öğretim programında yer alan dersler farklı meslek tercihlerine dayalı olarak öğrenenler gözünden farklı bir analiz yaklaşımı ile öğrenme öncelikleri ortaya konularak ele alınmıştır. Bu araştırmanın amacı öğrencilerin meslek tercihlerine dayalı olarak öğrenme önceliklerinin belirlenmesidir. Bu tercihlerin belirlenmesi için ise analitik hiyerarşi süreci (Analytical Hierarchy Process-AHP) işe koşulmuştur. Analitik hiyerarşi süreci ikili karşılaştırmalar yolu ile alternatifler arasında bir sıralama belirlemek için kullanılan karar algoritmalarından biridir. Bu analizde kriterler ve bu kriterlere göre alternatifler arasında ikili karşılaştırmalar yapılır. Araştırma kapsamında öğrencilerin meslek tercihlerinden öğretmenlik, akademisyenlik ve sistem tasarımcısı kriter olarak; öğrenim hayatları boyunca aldıkları derslerden on tanesi ise alternatif olarak ele alınmıştır. Araştırmanın çalışma grubunu Hacettepe Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü'nde öğrenim gören on iki son sınıf öğrencisi oluşturmaktadır. AHP analizi sonucunda; Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü öğrencilerinin ilk sırada öğretmenlik (%40), ikinci sırada akademisyenlik (%37), üçüncü sırada ise sistem tasarımcılığını (%23) öncelikle tercih ettikleri belirlenmiştir. Meslek tercihlerine dayalı öğrenme öncelikleri incelendiğinde ise meslek tercihlerine göre öğrenme önceliklerinin farklılaştığı görülmüştür. BÖTE bölümü öğrencilerinin meslek tercihlerinden öğretmenlik için " Okul Deneyimi-Öğretmenlik Uygulaması " , akademisyenlik için " Bilimsel Araştırma Yöntemleri " , sistem tasarımcılığı için ise " Programlama Dilleri-İnternet Tabanlı Programlama " derslerine öncelik verdikleri bulunmuştur. Meslek tercihlerine dayalı olarak BÖTE bölümü öğrencilerinin diğer öncelikleri de bu araştırma kapsamında tartışılmıştır.
tercih edildiği belirlenmiştir. Her üç oyun platformu için de rekabetin önemli bir oyun oynama amacı olduğu
görülmektedir. Buradan hareketle öğrencilerin oyun ortamlarında bir araya geldikleri ancak bu birlikteliğin sosyal
etkileşimden ziyade bir yarış amacıyla gerçekleştiği söylenebilir. Oyalanma mobil ortamlar için önemli bir oyun
oynama amacı iken bilgisayar ve oyun konsolunda en az tercih edilen ikinci amaç olarak bulunmuştur. Buna göre
öğrencilerin mobil oyunlara özel olarak bir zaman ayırmadıkları günün herhangi bir anında mobil oyunlar
oynadıkları söylenebilir.
Dijital oyun oynama amaçları bazında sonuçlara göz atıldığında rekabetin ön plana çıktığı görülmektedir.
Rekabet her ne kadar oyun kuramının önemli bir bileşeni olarak kabul edilse de bu bileşen dışsal motivasyona
işaret etmektedir. Bu sonuç aynı zamanda öğretim ortamlarının lider tablosu, rozet, dönüt, pekiştireç gibi dışsal
motivasyon harekete geçirecek ögeler içermesi hususunda önemli bir öneri sunmaktadır.
Anahtar Sözcükler: Dijital oyun platformları, oyun oynama amaçları, analitik hiyerarşi süreci
Determination of CEIT Students’ The Digital Game Playing Platforms and Game Playing Purposes by
The Analytical Hierarchy Process (AHP)
Abstract
The aim of this research; determination of CEIT students’ the digital game playing platforms and game playing
purposes. In this context the students’ preferences data were collected. Moreover, the preference rankings of game
playing purposes has been examined according to game playing platforms. To achieve these goals; the Analytical
Hierarchy Process (AHP), which is one of the decision algorithms, was used. Criteria are game playing platforms
which are computer, game console and mobile devices. Alternatives are purposes of game playing. The study
group consists of 11 university students. Participants were selected from students who regularly played digital
games.
According to the results of the analysis, students prefer computers (55%), game consoles (35%) and mobile
devices (10%) as game platform respectively. When students' goals of playing games are examined, it’s found that
the purposes of playing games differs according to platforms. When a computer is considered as a gaming
platform; students play games for competition, challenge, fantasy, arousal, diversion and social interaction,
respectively. When the game consoles are discussed as a gaming platform; students play games for arousal,
competition, challenge, fantasy, diversion and social interaction, respectively. When a computer is considered as
a gaming platform; students play games for competition, diversion, challenge, fantasy, arousal, and social
interaction. It has been determined that social interaction was ranked as last purposes of game playing in all gaming
platforms. However, competition has been found to be an important game playing purpose. It can be said that the
students come together in the gaming environments but this togetherness is realized for the purpose of competition
rather than social interaction.
Keywords: Digital gaming platforms, game playing purposes, analytic hierarchy process.
Anahtar Sözcükler: Dijital oyun, oyun türleri, oyun tercihleri, cinsiyet.
The aim of this research is to examine the relationship between player, game and interaction characteristics. In
this context, gender was considered as a player characteristic. Game types and game platforms were discussed as
game characteristics. Lastly, the interaction between the game and the player was considered as the game playing
preferences.
The study group consisted of 640 middle school students, of which 275 were girls and 365 were boys. A
questionnaire developed by researchers was used as a data collection tool. Descriptive information and the game
playing frequency data were collected by using this questionnaire. In the research, game types are covered in 9
categories as adventure, puzzle, mathematics, educational, action, fighting, simulation, sports / racing and strategy.
Firstly, students’ gaming platforms were determined. Students prefer cell phones (45%), tablet computers
(33%) and desktop computers (24%) respectively. Girls and boys digital gaming platform preferences order does
not differ. It was found that boys played more digital games than girls when the students' playing frequency was
examined. Girls preferred adventure, puzzle, mathematics and educational games while men preferred action,
fighting, simulation, sports and strategy games. After that, exploratory factor analysis was used to create a game
playing index in the context of the game types. It was determined that game types are divided into two factors.
According to the results of factor analysis; adventure, puzzle, mathematics and educational games are the first
factor; action, fighting, simulation, sport and strategy games are the second factor. The results of factor analysis
on game types match up with the results of gender-based game preferences. According to this there are two
different basic game categories, girls and boys have preferred games in different categories. When the distributions
of the factors are examined, it is seen that the first factor requires more cognitive effort whereas the second factor
requiring relatively less cognitive effort.
Keywords: Digital game, game types, game preferences, gender.