You are here

Farklı Hiper Ortam Tasarımlarının Etkililiği

Efficiency of Different Hypermedia Design

Journal Name:

Publication Year:

Keywords (Original Language):

Abstract (2. Language): 
In this study, the efficiency of three different hypermedia is determined and efficiency scores of these three hypermedia is compared. The students worked in three hypermedia design for four week and each week cognitive load scale was administrated. In order to determine student’s success scores, the success test was administrated at the end of four weeks. The efficiency scores of hypermediawere calculated with cognitive load and success scores. Findings showed that the efficiency of well structured and unstructured hypermedia is high and the efficiency of ill structured hypermedia is low.
Abstract (Original Language): 
Bu çalışmada tasarlanan üç farklıhiper ortamın etkililiği belirlenmişve hiper ortamların etkililik puanlarıarasında farklılık olup olmadığıkarşılaştırılmıştır. Araştırmada öğrenciler tasarlanan hiper ortamlarda dört hafta çalışmışlar ve bu süreçte her hafta öğrencilere bilişsel yük ölçeği uygulanmıştır. Uygulamanın ardından öğrencilerin başarıdurumlarınıbelirlemek amacıyla başarıtesti uygulanmıştır. Ortamların etkililik puanlarıise öğrencilerin bilişsel yük ve başarıpuanlarıdikkate alınarak hesaplanmıştır. Araştırma bulguları; iyi yapılandırılmışve yapılandırılmamış hiper ortamların etkililiğinin yüksek olduğu, az yapılandırılmışortamın ise etkililiğinin düşük olduğunu göstermektedir.
251-262

REFERENCES

References: 

Altun, A. (2000). Patterns in cognitive process and strategies in hypertext reading: A
case study of two experienced computer users. Journal of Educational
Multimedia and Hypermedia, 9 (1), 35-55.
Büyüköztürk, Ş. (2001). Deneysel desenler. Ankara: Pegem A.
Clark, R. C. (2003). Authorware, multimedia and instructional
methods.http://www.macromedia.com/support/authorware/basics/instruct/ind
ex.html adresinden 12 Nisan 2003 tarihinde alınmıştır.
Conklin, J. (1987). Hypertext: An Introduction and Survey. IEEE Computer, 20(9), 17-41.
Daniels, H. L. ve Moore, D. M. (2000). Interaction of cognitive style and learner control
in a hypermedia environment. International Journal of Instructional Media.,
27(4), 369-383.
Dede, C. ve Lewis, M. (1995). Assessment of Emerging Educational Technologies That
Might Assist and Enhance School-to-Work Transitions.Washington, DC:
National Technical Information Service.
Demirbilek, M. (2004). Effects of interface windowing modes and individual differences
on disorientation and cognitive load in a hypermedia learning environment.
YayınlanmamışDoktora Tezi. University of Florida.
De Troyer, O. (1998). Designing well-structured web site: Lessons to be learned
fromdatabase schema methodology, ERÕ98 Conference, Lecture Notes in
Computer Science (LNCS), Springer-Verlag.
De Vries, E. ve De Jong, T. (1999). The design and evaluation of hypertext structures
for supporting design problem solving. Instructional Science, 27,285-302.
Jonassen, D. H., ve Reeves, T. C. (1996). Learning with technology: Using computers
as cognitive tools. In D.H. Jonassen (Ed.), Handbook of research on
educational communications and technology(s. 693-719). NewYork:
Macmillan.
GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 26, Sayı3(2006) 251-262 262
Kılıç, E. ve Karadeniz, Ş. (2004). Hiper Ortamlarda Öğrencilerin Bilişsel Yüklenme ve
Kaybolma Düzeylerinin Belirlenmesi. Kuram ve Uygumalada Eğitim
Yönetimi Dergisi, 40, 562-579.
McDonald, S. ve Stevenson, R. J. (1996). Disorientation in hypertext: the effects of
three text structures on navigating performance. Applied Ergonomics, 27(1),
61-68.
Paas, F. ve Van Merrienboer, J. J. G. (1993). The efficiency of instructional conditions:
An approach to combine mental effort and performance measures. Human
Factors, 35(4), 737-743.
Paas, F., Renkl, A. ve Sweller, J. (2004). Cognitive load theory: Instructional
implications of the interaction between information structures and cognitive
architecture. Instructional Science, 32, 1-8.
Paas, F., Tuovinen, J. E., Tabbers, H. ve Van Germen, P. W. M. (2003). Cognitive load
measurement as a means to advance cognitive load theory. Educational
Psychologist, 38(1), 63-71.
Rogers, P. L. (2001). Designing Instruction for Technology Enhanced Learning. IRM
Pres: London.
Shapiro, A. (1998). Promoting Active Learning: The Role of System Structure in
Learning from Hypertext. Human-Computer Interaction, 13(1), 1-36.
Shapiro, A. ve Niederhauser, D. (2003). How studies of hypertext-assisted learning
inform educational system design.25. Annual Meeting of Cognitive Science
Society Conference, 31 July-3 August, Boston.
Shapiro, A. ve Niederhauser, D. (2004). Learning from hypertext: research issues and
findings. D.H. Jonassen (Ed.), Handbook of research on educational
communications and technology(s.605-620). Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Shu-Sheng, L. (2001). Designing the hypermedia-based learning environments.
International Journal of Educational Multimedia, 28(1). 43-57.
Kommers, P. A. M. (2002). Four stages in designing educational hypermedia. In Orhun,
E. ve Kommers, P. A. M.(Editors). Information and Communication
Technologies in Education: A Focus on Cognitive Tools. (s.29-61). İzmir,
Türkiye: Ege Üniversitesi.
Tolhurst, D. (1995). Hypertext, hypermedia, multimedia defined?. Educational
Tsechnology, 35(2), 21-26.

Thank you for copying data from http://www.arastirmax.com