FARKLI KISA SÜRELİ BELLEK UZAMLARINA SAHİP ÖĞRENCİLERİN FARKLI DİKKAT TASARIMINA SAHİP ÖĞRENME ORTAMLARINDAKİ GÖZ HAREKETLERİNİN İNCELENMESİ

Öğrenme ortamlarında öğrencinin dikkatinin asıl bilgiye odaklanması ve dikkatinin bölünmemesi için bilgi sunumlarının konumsal ve zamansal olarak birbirleriyle entegre edilerek tasarlanması gereklidir. Tasarım durumlarının yanı sıra öğrenciler arasındaki bilişsel bireysel farklılıklar bilgi işleme süreci üzerinde etkilidir. Çalışmada bilişsel bireysel farklılık olarak ele alınan kısa süreli bellek (KSB), bilgi işleme kuramlarında önemli yeri olan duyusal reseptörler ile bilgiyi alıp uzun süreli bellekte kalıcı olmasını sağlayan geçici bellektir. Öğrenme ortamlarının tasarımlarının bilgi işleme süreci üzerindeki etkileri değerlendirilirken KSB kapasiteleri göz önünde bulundurulması gereklidir. Öğrenme ortamlarının değerlendirilmesi ve öğrencilerin bilgi işleme sürecine yönelik çıkarımlarda bulunmak için kullanılan yöntemlerden biri de göz izleme yöntemidir. Bu çalışmada farklı KSB uzamlarına sahip öğrencilerin farklı dikkat tasarımlarına yönelik oluşturulan öğrenme ortamlarındaki göz hareketlerinin bireysel farklılıklar çerçevesinde incelenmesi amaçlanmıştır. Araştırmada yarı deneysel desenlerden rastgele atamalı eşleştirilmiş desen kullanılmıştır. Araştırmaya bir devlet üniversitesinden 26 öğrenci katılım göstermiştir. Öğrencilerin KSB düzeylerini belirlemek için Görsel İşitsel Sayı Dizileri Testi B (GİSD-B) Formu kullanılmıştır. Öğrencilerin KSB uzamları belirlendikten sonra odaklanmış dikkat tasarımına veya bölünmüş dikkat tasarımına sahip materyaller ile öğrenim görmesi için rastgele gruplara ayrılmıştır. Öğrenciler materyaller ile öğrenim görürken kullanılan göz izleme aracı ile göz hareketlerine ilişkin veriler elde edilmiştir. Araştırma sonucunda farklı KSB uzamlarına sahip öğrencilerin farklı dikkat tasarımlarına sahip öğrenme materyallerinde yapmış oldukları göz hareketleri ile bilgi işleme süreçlerine yönelik çıkarımlar yapılmış, çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler:

kısa süreli bellek, bölünmüş dikkat, odaklanmış dikkat, çokluortam, göz izleme

THE INVESTIGATION OF EYE MOVEMENTS OF STUDENTS WITH DIFFERENT SHORT TERM MEMORY SPANS IN LEARNING ENVIRONMENTS WITH DIFFERENT ATTENTION DESIGN

In learning environments, information presentations should be integrated into one another spatially and temporally for the student's attention to focus on the actual knowledge and not to divide attention. In addition to design of learning environments, the cognitive individual differences between students are effective on the information processing. Short-term memory, which is considered as cognitive individual difference in the study, is a temporary memory which has an important role in information processing theories because of takes information with sensory receptors and providing a permanent in long-term memory. When evaluating the impact of learning environments on information processing short term memory capacities should be taken into account. Eye tracking is used to evaluate learning environments and to obtain information about the students' information processing process. In this study, it is aimed to examine the eye movements of students with different short term memory spans in the learning environments created for different attention designs within the framework of individual differences. In this study, randomly assigned paired experimental design was used. 26 students from a state university participated in the study. In order to determine the short term memory capacity levels of the students, The Auditory Verbal Digit Span Test - Form B was used. After the students' short term memory spans are determined, they are divided into random groups for learning with multimedia materials which has focused attention design or split attention design. The data about the eye movements were obtained with the eye tracking tool used while the students were studying with the materials. As a result of the research, information processing of the students with different short term memory spans were determined in the learning materials with different attention designs and various recommendations were given.

Keywords:

short term memory, split attention, focused attention, multimedia, eye tracking,

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