Bilgisayar Destekli Öğretimde Eğitsel Arayüzlerin Kullanımı: Bir Sentez Çalışması

Eğitsel arayüzler genel olarak eğitim yazılımlarında sosyal öğrenmeyi kolaylaştıran, öğrencilere rehberlik eden, motivasyon desteği ve dönütler veren modüller olarak tanımlanmaktadır. Bu araştırmada eğitim yazılımlarında arayüz kullanımının etkilerini araştırmak amacıyla içerik analizi yöntemi kullanılmıştır. Araştırma sorularına cevap aramak için Dinçer ve Yavuz (2013) tarafından eğitsel arayüz konusunda yapılan meta-analiz çalışmasının kaynaklarından yararlanılmış, buna ek olarak bu tarihten sonra yayınlanan diğer makalelerde taranarak bu çalışmaya dahil edilmiştir. 2002-2013 yılları arasında eğitsel arayüzlerle yapılan çalışmalar incelenmiş, çalışmaya 31 makale dahil edilmiştir. Çalışmaya dahil edilen makaleler amaçları bakımından incelenmiş ve temaların akademik başarıya etki, tutuma etki başlıklarında gruplanmasına karar verilmiş ve arayüz özellikleri incelenmiştir. Hemen hemen tüm çalışmalarda eğitsel arayüze sahip eğitim yazılımlarının, sahip olmayanlara ya da geleneksel öğretime göre akademik başarı açısından daha başarılı olduğu ve tutumu olumlu yönde etkilediği sonucuna ulaşılmıştır. Ayrıca en iyi sonuçlar veren eğitsel arayüz tasarımının sesli insan benzeri olan görsel arayüzler olduğu sonucuna ulaşılmıştır. Sonuç olarak eğitsel arayüzlerin özellikle öğrencilere rehberlik etmesi ve tutum-motivasyonlarını artırması nedeniyle her eğitim yazılımında kullanılması gerektiği düşünülmektedir. Ancak eğitsel arayüzlerin tasarlanmasında bilişsel yüke ve çoklu ortam ilkelerine uygun tasarımların yapılması; birden fazla karakter kullanılarak bu karakterlere ses, metin vb. özelliklerinde eklenmesinin yararlı olacağı düşünülmektedir.

Anahtar Kelimeler:

Eğitsel arayüzler, bilgisayar destekli öğretim/eğitim, eğitsel yazılımlar

Using Pedagogical Agents on Computer Aided Teaching: A Synthesis of Studies

Pedagogical agents are generally defined as modules facilitating the social learning, guiding students, giving motivational support and feedback in educational software. The purpose of this study is to synthesize results of the studies done on pedagogical agents by using content analysis method. In order to seek for answers to research questions, the sources of the meta-analysis study conducted by Dinçer and Yavuz (2013) about pedagogical agent were utilized, in addition to this; the articles published from this date on were included by being scanned. The studies carried out about pedagogical agents between 2002 and 2013 were analyzed and thirty one articles were included in the study. The articles included were examined in terms of their purposes and it was decided to group the themes within these titles: “effect on academic success”, “effect on attitude”, and agent features was investigated. The result reached was that approximately in all of the studies the software having pedagogical agent were more successful than the ones not having agent or traditional instruction and positively effect the attitude. Besides, it was concluded that the agent design giving the best results were the visual agents like human voice. As a result, it is thought that it is necessary to use the pedagogical agents in every educational software especially for guiding the students and increase their attitude and motivation. However, it is considered that during the design of the pedagogical agents making designs in accordance with cognitive load and the principles of multi-media; using more than one character and adding others such as voice, text, etc. to these characters will be beneficial.

Keywords:

Pedagogical agent, computer aided teaching/learning, educational software,

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