This study suggests a design model for developing virtual reality (VR)-based learning environments which can be used for basic behavioral skills training. VR-Based Fire Safety Training Environment (VR-FST) was designed considering the principles of the persuasive technology. Following the suggested model, VR-FST was setup by integrating head-mounted display and joysticks on the Second Life. Evaluations through participants’ perspectives indicated that the VR-FST environment designed through the proposed model framework can provide high presence and the participants who use the environment perceived the VR-FST as realistic. The results indicate that the learning environments based on the VR-FST model can improve fire safety behavioral skills. It is thought that behavioral skills including danger can be safely delivered by employing the behavioral skills training approach, especially for young children. Current limitations and future refinements as well as suggestions for practitioners and researchers are also included.
In this research, a scale was developed to determine the programming-oriented computational thinking skills of university students. The participants were 360 students studying in various departments at different universities in Turkey for computer programming. The scale consists of 33 items under conceptual knowledge, algorithmic thinking, and evaluation subscale. While there was no significant difference between the students’ conceptual knowledge and algorithmic thinking skills, the evaluation skills of male students differed significantly compared to females. Programming experience has a significant effect on conceptual knowledge, algorithmic thinking, and evaluation. The algorithmic thinking skills of the students who have low, middle, and high-level programming experience differed significantly. In terms of the development of conceptual knowledge and evaluation skills, it was observed that students should have at least one year of programming experience, but this experience will not make a significant difference if it is four years or more. It is thought that this scale, which is structured for different applications (e.g., web, game, robot) and learning environments (e.g., text, block) within the framework of its programming capabilities (conceptual, semantic, strategic knowledge), will contribute significantly to the evaluation of computational thinking as programming oriented.
Drawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers' adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM. Abstract in TurkishTeknoloji Kabul Modelini (TKM) temele alınarak gerçekleştirilen bu keşfedici araştırmada, öğretmen adaylarının mobil teknolojileri benimseme durumları mevcut kullanım, öğretimsel kullanım ve gelecekteki öğretim uygulamalarındaki kullanım durumları çerçevesinde incelenmiştir. Araştırmanın katılımcılarını Türkiye'deki bir üniversitede öğrenim gören 466 bilişim teknolojileri öğretmen adayı oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir anket kullanılmıştır. Araştırma bulguları mevcut kullanım ve öğretimsel kullanım faktörleri arasında yüksek düzeyde olumlu bir ilişki olduğunu; benzer şekilde mevcut kullanım ile gelecekteki kullanım faktörleri arasında da benzer bir ilişki düzeyi olduğunu göstermektedir. Mobil teknolojilerin mevcut, öğretimsel ve gelecekteki kullanım durumları arasındaki ilişki TKM'nin algılanan fayda, kullanım kolaylığı ve davranışsal niyet gibi temel bileşenleri çerçevesinde açıklanmıştır.
In an effort to understand trends in open and distance education more comprehensively, this study aims to identify the research trends, major concepts, and cutoff points in the articles published between 2009 and 2016. From five major peer-reviewed journals, a total of 989 articles were analyzed through a systematic literature review process using content analysis. The articles were coded based on the following three categories: level, topics, and sub-topics. The results indicated the followings: (1) emerged main themes in the articles were foundations of open and distance education, instructional process, and effects of applications; (2) there was an upward growth in the publishing of the articles on massive open online courses, open educational resources, and students’ perspectives; (3) new pedagogical approaches and online learning design played a triggering role in the research topics; and (4) technological and pedagogical developments between 2011 and 2012 had an influence on the tendency of the articles. In addition, we explored cutoff points so that they may provide insights and valuable hints for researchers to design new studies in open and distance education field. Discussions about the gaps in the state-of-the-art trends and directions about future research were also included.
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