Hakan Tüzün

Bu calismada Malatya Kervansaray tarihi mekâninin ve diger bazi mekânlarin uc boyutlu sanal gerceklik ortaminda gezilmesinin ardindan bu sanal gerceklik ortamlarina yonelik kullanici goruslerinin alinmasi amaclanmistir. Calismanin bir diger amaci sanal gerceklik uygulamalarinda ortaya cikabilecek problemleri belirlemek ve bu problemlere cozum onerileri sunabilmektir. Calismaya bir devlet universitesinin farkli bolumlerinde okumakta olan 20 ogrenci katilmistir. Calismaya katilan her bir kullanici sanal gerceklik gozlugu kullanarak sanal gerceklik ortaminda en az 10 dakika zaman gecirerek bir deneyim yasamistir. Calismada bicimlendirici arastirma teknigi kullanilmistir. Calismadaki veriler arastirmacilar tarafindan gelistirilen “Sanal Gerceklik Ortamlari Degerlendirme Gorusme Formu” ile elde edilmis, veriler icerik analizi yapilarak yorumlanmistir. Calisma sonunda kullanicilar sanal gerceklik ortamlarinin potansiyel avantajlarini ve sanal gerceklik ortamlarinda ortaya cikabilecek pota...

Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...

This study aims to realize the concept of biodiversity, which is one of the subjects covered by environmental education, with 3D virtual worlds platform and to realize the biological richness of users in their environment and to provide awareness of the species they see in their immediate surroundings. It is aimed to design 3D MUVE to teach tree species to pre-service teachers within framework of Instructional design process in 3D MUVEs based on problem-based learning approach. Four different design groups are third year undergraduate students (N=21) from the Department of Computer Education and Instructional Technology in the Faculty of Education at a large state university. For design process, participants with collaborative work designed 3D environments with a problem-based learning approach. The design process of 3D MUVEs was realized with the participation of researchers as trainers, guides, technical support personnel, and observers during the 16 weeks within the scope of the ...

The purpose of this study is to figure out the views of pre-service teachers on the usability of three-dimensional simulation-based teacher training simulations. For this purpose, the opinions of pre-service teachers regarding the use of three-dimensional teacher training simulation called “SimInClass” were taken. The participants were 39 university students in their junior years who had taken “Classroom Management”, “Instructional Design” and multi-user virtual environment design courses from a state university, from the Faculty of Education, Department of Computer Education and Instructional Technology (CEIT), in Ankara, Turkey. The pre-service teachers used simulations in a computer lab. In the orientation of the students, they used “Start Tutorial” part of the simulation for 10 minutes, and then they experienced the teacher training simulation as “teachers” for 60 minutes. After the implementation, data were collected via an online questionnaire, which was developed by the researchers. In addition, evaluation records which measure the level of knowledge and concentration of the class of the simulation were used, as well. According to this, it was observed that the teacher training simulation is easy to use and offers an opportunity to experience a real classroom environment. Moreover, candidate teachers expressed an increase in their awareness about situations such as preparation of lesson plan, classroom management, time management, and classroom control according to the number of students and strategy development for undesirable behaviors. It is therefore stated that “SimInClass” can be used as an auxiliary tool in the professional development process. However, it is noted that the interaction between the teacher and the student in simulations is limited; the feedbacks are insufficient and flow quickly from the screen, making it difficult to read the feedbacks. In addition, students also reported that the sound effects are insufficient and the simulation slows down the computer when it is used at a high resolution. Bu çalışmanın amacı üç-boyutlu bir öğretmen eğitimi simülasyonunun kullanılabilirliğine ilişkin öğretmen adaylarının görüşlerini ortaya koymaktır. Bu amaçla "Sınıfta" isimli üç-boyutlu öğretmen eğitimi simülasyonunun kullanımına ilişkin öğretmen adaylarının görüşleri alınmıştır. Çalışmaya amaçlı örnekleme yöntemine göre seçilen, Ankara'da bulunan bir devlet üniversitesinde Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) Bölümünde öğrenim gören 3. sınıf öğrencilerinden "Sınıf Yönetimi" ve "Öğretim Tasarımı" dersleri ile üç-boyutlu çok-kullanıcılı ortam tasarımıyla ilgili ders almış olan 39 öğretmen adayı katılmıştır. Öğretmen adayları 40 kişilik bir bilgisayar laboratuvarında simülasyonu kullanmıştır. Öğretmen adayları oryantasyon amaçlı uygulamanın ilk 10 dakikası simülasyonun "Öğrenmeye Başla" bölümünü, 60 dakika boyunca da sınıf yönetimi simülasyonunu deneyimlemişlerdir. Veriler uygulama sonrasında araştırmacılar tarafından geliştirilen bir anket ile toplanmıştır. Ayrıca simülasyonun değerlendirme kayıtlarından da yararlanılmıştır. Karma yöntem araştırmalarından çeşitleme yaklaşımının benimsendiği araştırmada nitel veriler NVivo10 ve UCINET6 programlarıyla, nicel veriler SPSS programıyla analiz edilmiştir. Analiz sonuçlarına göre, öğretmen adayları "Sınıfta" öğretmen eğitimi simülasyonunun kullanımının kolay olduğunu ve simülasyonun otantik bir sınıf ortamını deneyimleme fırsatı sunduğunu belirtmiştir. Ayrıca öğretmen adayları, "Sınıfta" ile ders planı hazırlama, sınıf düzeni oluşturma, zaman yönetimi, öğrenci sayısına göre sınıf kontrolü, istenmeyen davranışlara yönelik strateji geliştirme gibi durumlar hakkında farkındalıklarının arttığını ve yazılımın mesleki gelişim süreçlerinde yardımcı bir araç olarak kullanılabileceğini ifade etmişlerdir. Bununla birlikte, simülasyonda öğretmen-öğrenci etkileşiminin sınırlı, verilen dönütlerin ve ses efektlerinin yetersiz olduğu, yüksek çözünürlükte kullanıldığında simülasyonun bilgisayarı yavaşlattığı, ekran kontrollerinin zor olduğu belirtilmiştir.

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On-Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System (CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visu...

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...

This study aims to analyze the effects of using on-screen and paper maps on navigation efficiency in 3D MUVEs. There were 48 participants in the study, which has a randomized true experimental design. The researchers administered a demographics questionnaire and the spatial visualization test to the participants and formed three groups by checking a variety of independent variables, the On Screen Map (OSM) group, the Paper Map (PM) group, and the Coordinate System(CS) group, which did not use any kind of map. The participants completed three tasks with increasing difficulty levels. There was a statistically significant difference between the methods for the completion times of the first task and aggregate tasks. This difference was between CS and PM as well as between CS and OSM. Participants got confused and lost the most in the CS group and the least in the OSM group. The CS group took longer to complete the tasks and got lost more frequently. Navigational aids that included visua...

Programlama sürecinde yapa-boza (tinkering) öğrenme yaklaşımı bir algoritma ya da program parçası gibi bilgisayımsal bir model çerçevesinde en asgari düzeyde planlamayla kodlarda ufak değişiklikler yapmayı ve bunları test etmeyi kapsayan manipülatif bir etkinlik dizisidir. Yapıp-bozma hem acemilerin hem de uzmanların programlama yaparken gerçekleştirdikleri iteratif ve otantik bir süreçtir. Yapa-boza öğrenme olarak tanımlanan etkinlikler kurcalama, deneme-yanılma, geri bildirim mekanizmalarını bulma ve kullanma gibi etkinliklerin kombinasyonlarını içerir. Program kodlarıyla etkileşime girmeye ve onları manipüle etmeye dayalı olan yapa-boza yaklaşımı sorgulamayı teşvik eden üretken bir etkinliktir. Özünde tahmin et-sına süreçlerini barındıran yapa-boza yaklaşımı özellikle programlamaya yeni başlayan öğrenenler için kritik bir öneme sahiptir. Öğrenenler bu süreçte kod kümeleri içinde somutlaşan yapı ve kuralların nasıl işlev gördüğü kadar geliştirdikleri bilgisayımsal modellerin nasıl sonuçlandığını keşfetme fırsatı yakalar. Yapa-boza öğrenme bir problemin doğru cevabını bulmaktan ziyade ona ilişkin yeni anlayışlar keşfetmeye odaklanır. Bu bölümde öncelikle bilgisayımsal düşünme (computational thinking) kavramına yer verilerek, programlama eğitiminde karşılaşılan güçlükler adreslenmiştir. Daha sonra yapa-boza öğrenmenin özellikleri, bilgisayımsal düşünmeyle ilişkisi ve programlama eğitimindeki işlevine değinilerek, eğitsel düzenlemeler içerisinde nasıl yönlendirileceğine ve değerlendirileceğine ilişkin önerilere yer verilmiştir. Çalışma kapsamında ayrıca robotik etkinlikler ve blok tabanlı programlama uygulamaları yapa-boza öğrenme süreçlerini destekleme açısından incelenmiştir.

This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.

Quest Atlantis (QA), Fen Bilimleri eğitiminde kullanılan eğitsel bilgisayar oyunlarından ya da teknoloji-zengin eğitsel yeniliklerden birisidir. Teknoloji-zengin eğitsel yenilik olarak QA kullanıcılara üç boyutlu çok kullanıcılı rol oynama oyunu olarak geliştirilmiş sanal bir dünya sunmaktadır. Bu bölümde QA ortamında yer alan Taiga eğitsel oyun ünitesi, STEM eğitimi kapsamında ortaokullarda Fen Bilimleri derslerinde kullanılabilecek bir uygulama olarak ele alınmıştır. QA ortamı ve Taiga eğitsel oyun ünitesi ayrıntılı bir şekilde ele alınmış ve tanıtımı yapılmıştır. Ardından uygulama rehberi paylaşılarak teknoloji-zengin eğitsel yeniliğin sınıf ortamında uygulanması sırasında ortaya çıkan önemli hususlara değinilmiştir. Öğretmenlere öneriler bölümünde teknoloji-zengin eğitsel yeniliğin sınıfta kullanılabilmesi için yapılması gereken işlemler anlatılmıştır. Son olarak Taiga Ünitesi uygulamasının avantajları ile Taiga eğitsel oyun ünitesinin öğrenciler açısından yararları paylaşılmış, Taiga Ünitesi uygulamasının sınırlılıkları bölümünde ise teknoloji-zengin eğitsel yenilik ve uygulama ortamının sınırlılıkları tartışılmıştır.

In this study, the use of ubiquitous Internet tools utilized in an undergraduate introductory computer programming course at a large state university in Turkey are examined. Course web space, blogs, discussion board, e-mail, and personal web pages were among the Internet tools utilized by the participants of the course. The framework for using these tools has been conceived as “Learning Programming 2.0,” which was inspired and shaped by “Web 2.0” principles and practices conceptualized by Tim O’Reilly. Web 2.0 characterizes second generation Internet services, such as wikis, blogs, and other tools that encourage interaction and participation through the Internet. Essentially, Web 2.0 framework includes not only the tools, but also a set of principles for using these tools such as harnessing collective intelligence or providing rich user experiences. In this sense, the focus of the study is not on the tools, but the pedagogical principles followed to transform the course, the impact of these principles on the context, and implementation problems. Although the Learning Programming 2.0 framework puts extra load on the shoulders of facilitators, it is concluded that this approach contributes to formation of a learning context in which learning programming is meaningful, effective, and life-long for learners.

Ülkelerin müfredat programlarında programlama eğitimine ağırlıklı olarak lisans düzeyinde yer verilmektedir. Eğitimin geç yaşlarda verilmeye başlanılmasında, mevcut programlama ortamlarının karmaşık yapısı, süreçte üst düzey bilgi ve becerileri işe koşmanın gerekliliği ve kod yazmanın zorluğu gibi sebeplerden bahsedilebilir. Ancak son zamanlarda, okul öncesi dönemini de kapsayacak nitelikte görsel ortamların geliştirilmesi bu durumu tersine çevirmiştir. Günümüzde yazılımı sevdirmek, öğrencilerin programlama öğrenmelerini kolaylaştırmak ve öğrencileri daha erken yaşlarda programlama ile tanıştırarak bu eğitimleri daha geniş bir alana yaymak amacıyla bazı düzenlemeler yapılmaktadır. Bu süreçte hemen her yaşa uygun programlama ortamları geliştirilmekte, ulusal ve uluslararası niteliğe sahip platformlar oluşturulmakta ve birçok ülkede eğitim müfredatları güncellenmektedir. Bu doğrultuda yapılan bu çalışmada, öncelikle programlama eğitiminde ne tür zorlukların yaşandığı incelenmiş, ardından bu zorluklara ilişkin mevcut uygulamaların ve güncel yaklaşımların neler olduğu ortaya konulmuştur. Ayrıca ülkelerin ilköğretim müfredatlarında programlama eğitimine nasıl yer verdikleri ve programlama eğitimini yaygınlaştırmak amacıyla oluşturulan platformların hangi özelliklere sahip oldukları hakkında bilgiler sunulmuştur.
Anahtar kelimeler: Programlama, programlama eğitimi, görsel programlama ortamları, erken yaşta programlama.

Gelişen bilgi ve iletişim teknolojilerinin öğrenme ortamlarına entegrasyonu ile birlikte eğitim/öğretim teknolojilerinin yaygın kullanımı ve artan esnek eğitim ihtiyaçlarıyla yaygınlaşan çevrim-içi öğrenme ortamları yükseköğretim kurumlarında da farklı ihtiyaçları doğuran değişimlere neden olmuştur. Bu değişimler, öğretim elemanları için değişen eğitim/öğretim teknolojilerine ve yöntemlerine adapte olma gerekliliğini beraberinde getirmiştir. Eğitim-öğretim ortamlarına teknoloji entegrasyonu öğretim elemanları için yeni yöntemler oluşturmak, yeni materyaller geliştirmek veya öğrenciler ile iletişim mekanizmalarını yeniden yapılandırmak gibi kendilerini yeni bir eğitim-öğretim yöntemine adapte ederek gelişme sağlamaları gereken ihtiyaçları ortaya çıkarmıştır. Yükseköğretim kurumları, bu ihtiyaçların karşılanmasına destek olmak amacıyla öğretim elemanlarına yeni teknolojiler ile zenginleştirilmiş yöntemlerle ders anlatımı ve teknoloji kullanımı konusunda eğitim ve destekler oluşturmalıdır. Ayrıca bu desteklerin etkin yönetilebilmesi için ofisler kurmalıdır. Bu destekler sayesinde öğretim elemanlarının yeni yöntem ve teknolojilere karşı önyargıları kırılarak daha etkin bir öğretim ortamı oluşturmaları sağlanabilecektir. Bu bağlamda, bu bölümde eğitim-öğretim ortamlarında yaygınlaşan eğitim/öğretim teknolojileri kullanımından kaynaklı yaşanan öğretim elemanları ile ilişkili problemlerden yola çıkılarak var olan eğitim/öğretim teknolojileri destek ofisleri üzerine yapılan bir inceleme ile yükseköğretim kurumlarında öğretim teknolojileri destek ofislerinin gerekliliğinin ortaya konulması amaçlanmıştır. İlk olarak eğitim/öğretim teknolojilerinin tarihsel süreçlerine dair bir tanıtım yapılmıştır. Sonrasında yükseköğretim kurumları tarafından öğretim elemanları için destek kanalları geliştirilmesinin önemi ve gerekliliği üzerine araştırmalar incelenerek var olan bazı merkezlerin inceleme sonuçları sunulmuştur. Çalışmanın sonucu olarak bu ofisler tarafından öğretim elemanlarına sağlanacak desteklerin neler olabileceği ve bu desteklerin organizasyonuna yönelik öneriler sunulmuştur.
Anahtar Kelimeler: eğitim teknolojileri, öğretim teknolojileri, eğitim teknolojileri destek ofisleri, öğretim teknolojileri destek ofisleri, eğitim teknolojileri desteği, öğretim elemanları desteği

The purpose of this study was to identify motivational elements of an online multi-player educational computer game that uses a 3D multi-user environment to immerse children ages 9-12 in educational tasks. The methodological approach design ethnography, a process that involves using ethnographic methods when the researchers are both observers and designers of the context being studied, was employed for researching this game. Interviews were completed with twenty participants playing the educational game and prolonged observations were conducted where participants played the game in a natural setting. The constant comparison method of grounded theory was used for analyzing interview and observation records. The qualitative methods used in this study allowed for additional insights into previous research on motivation. In addition to the 5 constructs identified in previous motivation research on videogames (challenge, curiosity, control, fantasy, and choice), 10 additional motivational elements to play the game emerged from an analysis of interviews with and observations of the 20 children participating in this study. These were identity presentation, social relations, playing, learning, achievement, rewards, immersive context, uniqueness, creativity, and context of support.

Bu çalışmanın amacı, 9-12 yaş arasındaki çocukları eğitsel görevlere yönlendirmek için üç boyutlu çok kullanıcılı bir ortam kullanan çevrimiçi çok oyunculu eğitsel bir bilgisayar oyununun motivasyonel öğelerini tespit etmektir. Araştırmacıların üzerinde çalışılan bağlamın hem gözlemcisi hem de tasarımcısı olduğu ve etnografik yöntemlerin kullanılmasını içeren bir süreç olan tasarım etnoğrafyası bu oyunu araştırmak için yöntemsel bir yaklaşım olarak kullanılmıştır. Eğitsel oyunu oynayan yirmi katılımcıyla görüşme yapılmış ve katılımcıların oyunu oynadıkları doğal bir ortamda uzun süreli gözlemler yapılmıştır. Görüşme ve gözlem kayıtlarını çözümlemek için temellendirilmiş kuramın sürekli karşılaştırma yöntemi kullanılmıştır. Bu çalışmada kullanılan nitel yöntemler, motivasyonla ilgili önceki araştırmalara ek görüşler sağlamıştır. Video oyunları konusundaki önceki motivasyon araştırmalarında belirlenen 5 yapıya (uğraşı, merak, kontrol, fantezi ve tercih) ek olarak 10 motivasyon öğesi, oyunu deneyimleyen 20 çocukla yapılan görüşmeler ve gözlemlerin çözümlemesinden ortaya çıkmıştır. Bunlar kimlik sunumu, sosyal ilişkiler, oynama, öğrenme, başarı, ödüller, çevreleyen bağlam, benzersizlik, yaratıcılık ve bağlam’dır.

In this study, a virtual reality fire drill application was developed with Head-Mounted Display virtual reality technology for university students. The aim of the study is to evaluate the integration process of this virtual reality application into authentic learning environments in terms of student opinions. Case study methodology was used in the study. The results show that this technology provides useful and permanent learning, practice opportunity to students, and this technology increases the motivation and engagement to the courses as well. It has been pointed out by the students that this technology should be used as a practice environment after the theoretical courses in authentic learning environments because this technology can save time and prevent cost lost in addition to avoiding risk factors. The physical environment of the classes can be improved and wireless virtual reality goggles can be used for using this technology, more effectively and efficiently as a course support material in authentic learning environments.

Virtual Reality (VR) is a three-dimensional simulation environment where users can feel close to real life experiences in an artificial world developed with different devices and visualization equipment, as well as interacting with other objects.

Extended Abstract
People may not be able to spare time to do whatever they want to do because of their heavy workload. In addition to this, physical disabilities may also be another reason that hinder them. Besides, reasons such as high financial costs may obscure them to be in the places where they want to be or to perform the activities they want to. In this study, it is aimed that the historical space of Malatya Caravanserai can be visited in three dimensional virtual reality environment, as well as the application of different virtual reality applications to users and taking users’ opinions about these virtual reality environments. Another aim of this study is to identify the problems that may arise during virtual reality applications and to offer solutions to these problems. Formative research technique was used in the study. The formative research technique aims to be the basis for designing or improving instructional practices as well as being a design theory. The pilot of the study was conducted with five students studying at a public university in Central Anatolia Region of Turkey and the final implementation was conducted with 20 students studying in different departments of the same university. When selecting the study group, convenience sampling method was used. All users who participated in the study were selected from volunteers. The data in the study were obtained by the “Virtual Reality Environments Evaluation Interview Form” developed by the researchers. With this form, users were asked about: what they felt as a result of the virtual reality experience, what features they found positive and negative in practice, in which areas virtual reality applications could be used, potential uses of virtual reality in education, and what points must be further developed in the applications. In this study, the historical place known as Malatya’s Caravanserai was modelled in three dimensions and transferred to virtual reality environment. Later, users travelled in this environment to gain experience. In addition, a few virtual reality applications already available on Oculus's website (https://www.oculus.com/experiences/rift/) were experienced by users. While the Caravanserai historical site was developed in the virtual reality environment, firstly the Unity game engine, then the Oculus Rift virtual reality goggles, and the motion controller were properly connected. Then the three-dimensional drawings of the historical site were modelled with the SketchUp program. Texturing of modelled objects was also made in SketchUp program. In the next stage, the modelled three dimensional objects were transferred to the Unity game engine. After the audio and visuals for the environment were added, a virtual reality environment was developed. The virtual reality environment was tested with five students as a pilot study. The final implementation was started when no technical problems were observed in the pilot study. The main study was conducted by one of the researchers, in the office of another researcher. The environment in which the work was conducted was the same for each user. In the environment, attention has been paid to the variables (noise, temperature, light, ambient air) that may disturb the users. Each user who participated in the final implementation of the study had experience using virtual reality goggles and spent at least 10 minutes in the virtual reality environment. In the name of the provision of external validity (transferability), the findings have been described directly and the data have been reported in detail. The environments and processes were defined to ensure external reliability (confirmability). After the raw data set was stored and read twice, draft codes were determined. To maintain the internal reliability (consistency), the researchers did not add their own interpretations to the data when analyzing the interview data. The data obtained with the data collection tool were interpreted by making a content analysis. The opinions of the users about what they felt, the areas in which the virtual reality could be used, and their use in the educational field were taken at the end of the virtual reality experience. In addition, users were also asked about how the virtual reality applications could be improved. As a result of the content analysis, five main themes were obtained: positive experience, negative experience, areas of use, potential use in education, and improvement. According to the results of the study, virtual reality environments are interesting, impressive and intriguing, and providing people with a unique experience. Virtual reality environments bring experiences that are close to reality and at the same time lead to realistic sense of space. That is, virtual reality environments provide the permanence of learning. Virtual reality environments have been criticized by users for reasons such as dizziness, nausea, shortness of breath such as sweating, clarity of vision, and difficulties in controlling with head movements. In the study, it was deduced that virtual reality could be used in fields such as education, health, engineering, games, and entertainment. Virtual reality applications can facilitate learning, provide more permanent learning, save the person from memorization, provide transference of learning, support learning by experiencing, provide learning while enjoying from the learning process and save the education from boredom, can reduce the lack of information, make the learning environment richer, lower the cost of education, gain different experiences for the users, increase the interest in the courses, and improve the achievement. Given these positive results for the use of virtual reality in education, it can be concluded that virtual reality practices can be effective in learning. In subsequent works, tools and materials that allow more ergonomic and easier mobility in virtual reality environments can be used to create a more effective virtual reality environment. In addition, the image quality of applications can be improved, appropriate practices can be developed in accordance with the age, psychological and physiological characteristics of the persons, still objects in the environment can be given motion characteristics, careful attention to the length of the application period can be shown, and practices can be developed in the context of formal and informal learning. Also, once the improvements are made in the application content, new research can be done with more and representative users.

ÖZ
Bu çalışmada Malatya Kervansaray tarihi mekânının ve diğer bazı mekânların üç boyutlu sanal gerçeklik ortamında gezilmesinin ardından bu sanal gerçeklik ortamlarına yönelik kullanıcı görüşleri alınmıştır. Çalışmanın amacı sanal gerçeklik uygulamalarında ortaya çıkabilecek problemleri belirlemek ve bu problemlere çözüm önerileri sunabilmektir. Çalışmaya bir devlet üniversitesinin farklı bölümlerinde okumakta olan 20 öğrenci katılmıştır. Çalışma grubu belirlenirken kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Çalışmaya katılan her bir kullanıcı sanal gerçeklik gözlüğü kullanarak sanal gerçeklik ortamında en az 10 dakika zaman geçirerek bir deneyim yaşamıştır. Çalışmada biçimlendirici araştırma tekniği kullanılmıştır. Çalışmadaki veriler araştırmacılar tarafından geliştirilen “Sanal Gerçeklik Ortamları Değerlendirme Görüş Formu” ile elde edilmiş, veriler içerik analizi yapılarak yorumlanmıştır. Çalışma sonunda kullanıcılar sanal gerçeklik ortamlarının potansiyel avantajlarını ve sanal gerçeklik ortamlarında ortaya çıkabilecek potansiyel problemleri belirtmiştir. Ayrıca sanal gerçeklik ortamlarının nasıl daha iyi hale getirilebileceği yönünde kullanıcılar tarafından bir takım önerilerde bulunulmuştur. Çalışma sonunda kullanıcı görüşleri ve önerileri doğrultusunda sanal gerçeklik ortamlarını daha etkili hale getirebilmek için araştırmacılar tarafından bir takım çözüm önerileri sunulmuştur.

The aim of this study is to evaluate the usability of the mobile application of Centralized Hospital Appointment System (CHAS) developed by the Ministry of Health in 2012, as part of e-government efforts in Turkey. A study group was formed consisting of 16 people, 8 females and 8 males between the ages of 18 and 55, and selected for their CHAS experience. Qualitative and quantitative methods were used as part of a mixed research design. Qualitative data sources for the study consisted of observation notes taken while performing authentic tasks that were selected through field research, notes generated by the think-aloud method and meeting notes taken after the process. Quantitative data were collected with a performance evaluation form and questionnaire. Researchers analyzed the data using SPSS 21 program for the quantitative data, and using Microsoft Word and Excel for the qualitative data derived from the participant group. Descriptive analysis, nonparametric chi-square test (single sample with two variables) and Kruskal-Wallis H Tests were used for the quantitative analysis of the data. Moreover, a content analysis method was used for the qualitative analysis of the data. Results of the data analysis indicated that participants of both male and younger groups performed better than others, which was significantly distinctive and matched other literature related to the usability of technology in the many tasks performed by the application. In addition, participants who had experience of using touch-screen devices and were of higher educational status were found to be statistically significantly more successful than other participants. Findings derived from the study indicate that the general specifications and interface of the CHAS mobile application are beneficial and necessary for accessing the medical services. Conclusions also suggest that the application would be easier and more effective to use after the suggested revisions have been made.

Bu çalışmanın amacı öğrenme için yeni olanaklar sunan üç-boyutlu çok-kullanıcılı sanal ortamları kullanan katılımcıların bu ortamlara yönelik buradalık düzeylerinin incelenmesidir. Çalışmada ayrıca katılımcıların buradalık düzeylerinde cinsiyetlerine göre bir farklılık olup olmadığı da incelenmiştir. Ek olarak ortam üzerinden yapılan görüşmelerde araştırmacılar tarafından tutulan alan notları ve katılımcılar ile yapılan görüşmeler sonucu elde edilen nitel veriler ile katılımcıların buradalık algıları nitel açıdan incelenmiştir. Çalışmanın katılımcılarını 2010-2011 yılı Bahar döneminde İç Anadolu Bölgesindeki büyük bir devlet üniversitesinde, Eğitim Fakültesi BÖTE bölümünde Programlama Dilleri II dersine devam etmekte olan 24 öğrenci oluşturmaktadır. Çalışma kapsamında veri toplama aracı olarak Sosyal Buradalık Ölçeği ve Sanal Ortamda Buradalık Ölçeği kullanılmıştır. Nitel verilerin elde edilmesi için alan notları ve görüşmelerden yararlanılmıştır. Çalışmanın bulgularına göre katılımcıların buradalık düzeylerinin orta düzeyin üzerinde olduğu, buradalık düzeyinin cinsiyete göre farklılaşmadığı bulunmuştur. Ayrıca katılımcıların görüşleri doğrultusunda buradalığın oluşmasını sağlayan ortam özellikleri belirlenmiştir. Anahtar sözcükler: üç-boyutlu çok-kullanıcılı sanal ortamlar, buradalık, sosyal buradalık

The aim of the present study was to analyze the presence levels of participants who use three-dimensional multiuser virtual environments, which present new opportunities for learning. In addition, the participants' presence levels were compared in terms of gender. Participants' presence levels were examined qualitatively through online interviews, field notes, and interviews with the participants. The sample comprised 24 students, who attended Programming Languages II course in a Computer Education and Instructional Technology Department at a large state university in Central Anatolia Region of Turkey in 2011 Spring semester. Social Presence Scale and Virtual Environment Presence Questionnaire were used as data collection instruments. Field notes and interviews were used in order to obtain qualitative data. The results revealed that participants had a medium presence level and these levels did not differ in terms of gender. Also, the environmental factors leading to the formation of presence were identified in line with participants' opinions.

The purpose of this study was to examine the usefulness of 3D multi-user virtual environments (MUVEs) for freshmen orientation purposes. To do so, a virtual orientation environment was developed on the Active Worlds MUVE. The study sample included 55 students who were enrolled in a university department. The study has a quasi-experimental control group design. The orientation was carried out a week before the academic semester. The virtual departmental orientation was conducted with 25 participants in the 3D MUVE, while the authentic departmental orientation was conducted with 30 participants who were led through the department by a guide. Both groups were administered a Conceptual Knowledge Test before and after their orientations along with a Spatial Knowledge Inventory and an Orientation Evaluation Questionnaire after the interventions. In addition, the Presence Questionnaire in Virtual Environments was administered to the virtual orientation participants. While the conceptual knowledge posttest scores of experimental and control groups increased significantly, there was no significant difference between them. It was found that students in the virtual orientation recalled spatial route details better than the participants in the authentic orientation, while there was no significant difference between the groups in terms of spatial landmark details and overall spatial scores. When the groups were compared in terms of evaluation factors, significant differences were observed in the effect on general learning and simplicity in favor of the virtual orientation, while there were no significant differences in perceived usefulness and enjoyment. Participants perceived a high level of presence in the virtual orientation. There was a small positive correlation between presence and conceptual knowledge and a moderate positive correlation between presence and spatial knowledge. Decreasing distraction factors in the virtual environment had a positive influence on students' conceptual and spatial learning. In general, the virtual orientation has similar or better results than authentic orientation in terms of the variables examined in this study. These findings demonstrate that 3D MUVEs can be effectively used by freshmen students for orientation purposes.

Today websites are the tools most commonly used to access information. People with disabilities face difficulties accessing or using information, and the importance of website usability in their lives needs to be recognized. Visually impaired students need to be able to use university websites that inform them about the opportunities and events taking place on campus. This study aims to evaluate the usability of a university website by visually impaired students. In this research, six visually impaired students were interviewed. The assistive technologies they use, as well as the various web pages they wished to use unaided were identified. Following data collection, usability tests were conducted and satisfaction surveys were completed. The usability test was done with five visually impaired students. They were asked to think aloud while performing 11 tasks involving their university’s web pages, including the main page and the pages of student affairs, library and departments and then to accomplish these tasks. In this test, five tasks were not successfully completed by all students. According to the test results, finding final exam dates on the academic calendar posed major difficulties, and accessing the course schedule web page was the task that required the most time. The test results indicated the need for a search engine on each page, a text version for all pages, rearrangement of the web link sequences with tabs and more information about visuals. Suggestions related to the visually impaired students’ needs were offered.

Mektupla öğrenme ile başlayan uzaktan eğitim gelişen bilgi ve iletişim teknolojileri ile beraber web tabanlı platformlar üzerinden sunulan yeni formunda karşımıza çıkmaktadır. Yükseköğretim kurumları da artan eğitim ihtiyaçlarına web tabanlı uzaktan eğitim imkânları ile destek olmaktadır. Yüz yüze örgün eğitimden farklı ihtiyaçları olan web tabanlı uzaktan eğitim programları örgün eğitim gerekliliklerine alışkın olan yükseköğretim kurumları, öğretim elemanları ve öğrenci gibi paydaşları için farklı sorunlar ortaya çıkarmaktadır. Böylece gelişen teknolojiler avantajları ile beraber farklı zorlukları da beraberinde getirmektedir. Bu çalışmada yükseköğretim kurumları örneği üzerinden web tabanlı uzaktan eğitim programlarında yaşanan sorunların incelenmesi amaçlanmıştır. Bir programın açılması sürecinde iyi bir planlama ve düşünme sürecinin sağlanabilmesi için açılacak programın gereklilikleri ile beraber yaşanabilecek olası sorunların da bilinerek gerekli önlemlerin alınması önemlidir. Araştırmanın neticesinde web tabanlı uzaktan eğitim programlarında yaşanan sorunlar öğrencilerle ilişkili, öğretim elemanları ile ilişkili, idari/yönetimsel, teknik ve diğer sorunlar olarak ele alınmıştır.

With the developments in Information and Communication Technologies, distance education that began with correspondence learning moves to the web-based platforms as a new form. Higher education institutes have been supporting increasing education demands through the advantages of web-based distance education. Since web-based distance education have different needs in comparison to traditional face-to-face education, this new form of education brings different problems to its shareholders including higher education institutes, instructors and students who are accustomed to the needs of traditional face-to-face educational environments. Thus, new developing technologies bring difficulties together with their advantages. This study aims to examine the problems experienced in existing web-based distance education programs in a sample of higher education institutes. To provide a successful planning in the process of opening a web-based distance education program, knowing about possible problems that might be faced in web-based distance education programs is as important as knowing about necessities to take precautions. As a result of the study, problems faced in web-based distance education programs categorized as student-related, instructor-related, management-related, technical and others.

Universities are one of the most important institutions that offer online services. It is observed that one of the most used web pages by university students is the registrar’s office website, since students can access a great deal of information they need through this page. In this study, the usability of the registrar’s office website, which can be regarded as the most-used and most-needed website by students, will be examined. The aim of this study is to demonstrate the usability of Hacettepe University Registrar’s Office (HURO) website for students. To this end, researchers defined authentic tasks by considering situations that students use the most. The data were collected both using the data collection instrument developed by the researchers and the eye-tracker in a human-computer interaction laboratory. The usability of the website was tested through tasks performed in authentic or suitable environments with authentic users, problems related to usability were put forth, and solutions offered were presented. The results indicated that while none of the users reported problems in terms of content and up-to-dateness, the site could be improved in terms of its visual design and navigation.

Bu çalışmanın amacı 3-Boyutlu sanal ortam ve somut materyal kullanımının uzamsal yeteneğin bileşenlerinden olan uzamsal görselleştirme ve zihinsel döndürme yeteneklerine olan etkisini incelemektir. Bu amaçla True Vision 3D oyun motoru kullanılarak 3-Boyutlu bir sanal birim küp simülasyonu hazırlanmıştır. Çalışma iki okuldaki 108 beşinci sınıf öğrencisi ile gerçekleştirilmiştir. Her bir okulda yarı-deneysel desenlerden kontrol gruplu ön-test son-test deney modeli kullanılmıştır. Deney gruplarında sanal ortam ile, kontrol gruplarında ise somut birim küpler ile öğrenme etkinliği yapılmıştır. Uygulamalardan önce ve sonra Uzamsal Görselleştirme Testi ve Zihinsel Döndürme Testi uygulanmıştır. Kontrol grubunda hem Uzamsal Görselleştirme Testi hem de Zihinsel Döndürme Testi sonuçlarında istatistiksel olarak anlamlı bir artış olduğu bulunmuştur. Deney grubunda Uzamsal Görselleştirme Testi için istatistiksel olarak anlamlı bir artış bulunurken Zihinsel Döndürme Testindeki artışın istatistiksel olarak anlamlı olmadığı bulunmuştur. Katılımcıların üç-boyutlu sanal ortam ile somut materyallerin kullanıldığı ortamdaki Uzamsal Görselleştirme Testi ve Zihinsel Döndürme Testi sonuçları arasında anlamlı bir fark bulunmamıştır.

The purpose of this study was to investigate the effects of using 3-D virtual environments and concrete manipulatives on spatial visualisation and mental rotation abilities. A 3-D virtual unit block simulation was designed with True Vision 3D game engine. The study was implemented at two schools with 108 students from fifth grade. A quasi-experimental pre-test post-test research design was followed at each school. The 3-D virtual environment was used in the experimental groups. Unit blocks were used as concrete manipulatives in the control groups. Spatial Visualisation and Mental Rotation Tests were administered before and after the implementations. Spatial Visualisation and Mental Rotation Test scores increased significantly in the control group. Spatial Visualisation Test score increased significantly in the experimental group, while the increase in Mental Rotation Test score was not statistically significant. There was no significant difference between the groups in terms of Spatial Visualisation and Mental Rotation Test results.

This study examined the tensions surrounding the implementation of a technology-rich educational innovation called Quest Atlantis (QA) in a local public elementary school. Three qualitative case studies of three classrooms implementing the innovation and a subsequent cross-case analysis were undertaken to illuminate: 1) the reasons why teachers chose to implement the innovation in their classrooms; 2) the core challenges and tensions of implementing this innovation; 3) the supports necessary to successfully implement the innovation; and 4) the adaptation that the innovation underwent in the course of its implementation. The results of this study indicated that teachers implemented QA because of its alignment with their existing curricular goals, its flexible adaptivity, and its emphasis on social commitments. Findings also indicated that teachers persisted in using QA because the students enjoyed it and were enthusiastic for its continued use. Core challenges and tensions in the implementation included security concerns related to QA’s use of web-based communication features, providing appropriate technical and social support for implementation, and balancing the innovation’s intended use and its actual use.

Bu araştırmanın amacı, örgün eğitimdeki derslerde eğitsel bilgisayar oyunu kullanımına ilişkin öğrenci görüşlerini ortaya çıkarmaktır. Çalışma, Ankara ilindeki özel bir İlköğretim okulunun 6. sınıfında Sosyal Bilgiler dersini alan 24 öğrenci ile 9 hafta boyunca gerçekleştirilmiştir. Nitel araştırma yöntemleri kullanılan araştırmanın sonucunda öğrencilerin eğitsel oyun ortamını beğendikleri ve böyle bir ortamın Sosyal Bilgiler dersinde destekleyici olarak kullanılmasının onların derse olan motivasyonlarını artırdığı bulunmuştur.

The purpose of this study is to investigate the opinions of students towards the utilization of educational computer games in their courses. The study was conducted for 9 weeks with twenty-four 6th grade students attending a Social Studies class in a private school located in Ankara, Turkey. The results of this qualitative study indicated that students liked the educational computer game environment, and their motivation towards Social Studies course increased due to the utilization of the game as a supportive course element.

In this study, researchers evaluated the usability of game environments for teaching and learning about mathematical functions. A 3-Dimensional multi-user computer game called as Quest Atlantis has been used and an educational game about mathematical functions has been developed in parallel to the Quest Atlantis’ technical and pedagogical structure. The pedagogical aspects of the game were based on three theories of learning: experience-based learning, inquiry-based learning, and portfolio-based learning. For evaluating the effectiveness of the environment, four learners participated in the implementation in a lab environment and researchers observed and interviewed them. This paper includes information about the design process of the game world, an evaluation of its implementation, and reflections of the researchers.

Bu çalışmanın amacı eğitim fakülteleri müfredatında yer alan Okul Deneyimi derslerinde kullanılan gözlem kayıt yöntemlerinin öğretmen adaylarının görüşlerine dayalı olarak karşılaştırılmasıdır. Çalışmanın katılımcılarını Hacettepe Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü dördüncü sınıfında Okul Deneyimi II dersini alan 27 öğrenci oluşturmaktadır. Çalışma kapsamında, 2006-2007 Güz döneminde öğretmen adayları ile 11 hafta boyunca web tabanlı ve yüz yüze olmak üzere karma yöntemle ders işlenmiştir.  Araştırma için gerekli veriler açık uçlu ve derecelendirmeli sorulardan oluşan anket ve öğrencilerle yapılan yüzyüze görüşmeler yoluyla elde edilmiştir. Veriler nicel ve nitel yöntemlerle analiz edilmiş olup gözlem kayıt yöntemlerinin kullanım kolaylığı, gözlem hatalarına yol açma olasılığı, kullanım sıklığı gibi parametrelerin frekansı, aritmetik ortalaması ve standart sapması hesaplanmış; açık uçlu veriler üzerinde içerik analizi yapılmıştır.

The purpose of this study was to compare the observation recording methods used in school experience courses based on prospective teachers’ opinions. The study was conducted in the Fall of 2007 in a Computer Education and Instructional technology Department with twenty-seven senior students. The teacher candidates attending this program participated in a School Experience II course for 11 weeks through both traditional and online methods. Data were collected through questionnaires containing open-ended and ranked questions, and through face-to-face interviews. Quantitative and qualitative methods were used to analyze the data. The following aspects of observation recording methods were analyzed: Ease of use, probability of making observation errors, and frequency of use. Frequency, mean scores, and standard deviations of these aspects were calculated and presented along with qualitative data coming from content analysis.

The purpose of this study was to identify motivational elements for an online multiplayer educational computer game. A secondary purpose was to compare high, medium, and low participating group members’ participation in the game with respect to the motivational elements. The educational game selected was “Quest Atlantis,” a learning and teaching project that uses a 3D multi-user environment to immerse children in educational tasks.

In researching this game, design ethnography with naturalistic interpretations was used as a research method. Semi-structured interviews were the primary method of data collection. A total of twenty interviews were completed with participants playing the educational game. Prolonged observations were conducted where participants played the game in a natural setting. The constant comparison method of grounded theory was used for analyzing interview and observation records.

The qualitative methods used in this study provided additional insights into the previous research on motivation, offering a more complete list of motivational categories than did previous research. Thirteen categories emerged for the kids as the motivational elements to play this game: identity presentation, social relations, playing, learning, achievement, rewards, immersive context, fantasy, uniqueness, creativity, curiosity, control and ownership, and context of support. These categories are interpreted in a way that has experience-local meaning while also having experience-distance significance to others analyzing motivation in other contexts and conditions.

This study replicated the conclusions of previous research on motivation in finding that the constructs of curiosity, control, choice, fantasy, achievement, and rewards motivated learners. It advanced the field in finding that the availability of choice options to learners was more important than previously thought. It further offered the constructs of creativity, identity of learners, social relations, and active learning as important constructs in providing motivation. Most importantly, it integrated many past contributions in the field that were perceived as distinct, such as intrinsic and extrinsic motivators, playing and learning, and achievement and rewards into a coherent framework of motivation. This framework, “Multiple Motivations Framework,” advances motivation as distributed among many elements, some of which are intrinsic and extrinsic to the learners, and which treats playing and learning together as a strong motivator.