Sinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması

Sinyal ilkesinin öğrenme üzerindeki etkisini araştıran çalışmalarda, genel olarak görüşme, başarı testleri ve sesli düşünme yöntemleri kullanılmaktadır. Ancak, bu çalışmalarda nitel verileri destekleyecek nicel veriler kısıtlıdır. Bu çalışmanın amacı, sinyal ilkesinin öğrenme üzerindeki etkisini göz hareketi verileriyle destekleyerek incelemektedir. Çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümünden 34 öğrenci katılımcı olarak yer almıştır ve katılımcılar kontrol ve deney grubuna rasgele atanmıştır. Deney grubuna katılan öğrencilere önemli noktalar üzerinde vurgulamalar yapılarak sinyal ilkesi uygulanmış MS Power Point sunuları gösterilirken kontrol grubuna aynı sunuların üzerinde vurgulamalar yapılmamış hali gösterilmiştir. Veri toplama aşamasında katılımcılara ön test, son test ve hatırlama testi uygulanmıştır. Ayrıca, çalışma sırasında katılımcıların göz hareketleri verileri (sabitleme süresi, sabitleme sayısı ve ilk sabitleme süresi) kaydedilmiştir. Çalışma sonuçları incelendiğinde, deney grubundaki öğrencilerin son test ve hatırlama testi sonuçlarına göre kontrol grubundaki öğrencilerden daha yüksek puanlar aldıkları tespit edilmiştir ama iki grup arasında anlamlı bir farklılık bulunamamıştır. Göz izleme verilerinin analizine göre ise, sinyal ilkesi kullanımı öğrencilerin dikkatini ilgili kelimelere yöneltmiş ve bilişsel yükünü azaltmıştır. Dahası, başarı test sonuçlarından ve göz izleme verilerinden elde edilen bulgular birbiriyle tutarlı sonuçlar ortaya koymuşlardır.

Anahtar Kelimeler:

çoklu ortam öğrenme kuramı, sinyal ilkesi, vurgulama, göz hareketleri izleme yöntemi

How Signaling Principle Affects Learning: An Eye Tracking Study

Studies examining the effects of signaling principle on learning mostly used data sources such as interviews, achievement tests and think aloud protocols. There is, however, limited research on the use of quantitative measures to promote findings from interviews and think aloud procedures. This study aimed to investigate the effects of signaling principle on learning by supporting the results with the eye movement data. Participants included 34 Information and Communication Technology (ICT) pre-service teachers divided into experimental and control groups randomly. Participants were presented with two types of MS Power Point presentations with and without highlighted clues as multimedia material. Participants’ pre-test, post-test, and retention test scores were measured. Participants’ gaze behavior (fixation duration, fixation counts and time to first fixation) during the presentation of instructional material was also recorded. The results revealed that while the experimental group had higher scores than control group in the post- and retention tests, there was no significant difference between the two groups. The analysis of eye movement data showed that signaling directed the attention of the students on relevant information and decreased students’ cognitive effort. Results revealed that both eye movement data and achievement scores were consistent with each other.

Keywords:

multimedia learning, signaling principle, highlighting, eye tracking method,

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