Sinyal İlkesinin Öğrenme Üzerindeki Etkileri: Bir Göz Hareketleri İzleme Çalışması

Yıl 2018, Cilt: 14 Sayı: 2, 700 - 713, 31.08.2018

Mehmet Dönmez , Sibel Doğan , Evrim Baran

https://doi.org/10.17860/mersinefd.360724

Öz

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

Öz

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.

Anahtar Kelimeler

multimedia learning, signaling principle, highlighting, eye tracking method

Kaynakça

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