Opinions of Teacher Candidates on the Usage of Mobile Applications in the Multimedia Development Processes

Özdamlı, Fezile; Erçağ, Erinç

doi:10.3991/ijim.v12i2.7679

Cited by 8 publications

(10 citation statements)

References 12 publications

(11 reference statements)

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“…Here MDCA succeed to make a big move in web technologies rendering them as more creative and attractive, [22], through a philosophy to maximize collective intelligence among a group of users which added value to every user participating with a dynamic information [23]. Mobile social applications are tools that provide unique opportunities to socially exchange all kinds of information and multimedia through synchronous and asynchronous communications that encourage interaction and sharing of different knowledge production [24,25]. This means that MDCA are comprehensive services in which people interact usin their mobile devices, and however allows learner to share activities and interests, make friends, and look for interests and activities adopted by other learners.…”

Section: Mobile Digital Content Applications (Mdca)mentioning

confidence: 99%

“…People who perform activities due to external incentives, once removed, they become less willing to perform learning tasks and activities [5][6][7]. However, some research studies that aimed at analyzing performances and tasks implementation that are stimulated by external incentives as compared to those not stimulated by any incentives have shown that the effectiveness of the performance and task implementation is in favor of the group that was supported by incentives, as indicated by study [8] that examined 12 different studies which aimed at running (25) comparisons; these comparisons included incentive assisted performance vs performances that did not receive any incentive at all. The results have shown an effect degree of (0.6) in favor of groups that obtained additional external incentives, which means that it is difficult to develop an educational system without considering the motivational system involved in this system.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being

Alhalafawy

Zaki

2019

Int. J. Interact. Mob. Technol.

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<p>The aim of this research is to design a proposed model for Mobile Digital Content Applications Based on Gamification and measure its effectiveness in the development of psychological well-being among the graduate students of King Abdulaziz University who are challenged with issues related to the nature of postgraduate studies, which may affect their levels of psychological well-being. Research sample consisted of (62) students, particularly those who are students of the postgraduate programs at King Abdulaziz University. The study has applied the semi-experimental approach that is based on two group design. The experimental group used an application version called "My Academic Advisor", which was developed according to the proposed model, while the control group used a version that did not include any methods or tools for gamification. A measure of psychological well-being was built through the mobile digital content applications. The measure in its final version consisted of 6 themes that included (36) indicators of psychological well-being; 6 indicators for each theme. The results of the application showed the effectiveness of the proposed model of the gamification in the development of psychological well-being among the experimental group students compared to the students of the control group.</p>

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Section: Mobile Digital Content Applications (Mdca)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being

Alhalafawy

Zaki

2019

Int. J. Interact. Mob. Technol.

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“…Media is one factor that determines teaching success because it helps students and teachers deliver the subject matter in connection with teaching objectives [5]. Of the many functions of media, one of the main functions of learning media is as an intermediary capable of conveying messages or information so that they can support and affect the quality of learning provided by educators, such as motivation to learn for students, encouragement to learn, and a sense of belonging.…”

Section: Multimedia-based Learning Media Learningmentioning

confidence: 99%

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Hadi¹,

Yuksafa²,

Yarmi³

et al. 2022

Int. J. Interact. Mob. Technol.

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Purpose of this study was to determine the effect of using animated video media on student learning outcomes in Solar System science subjects and to determine the improvement in student learning outcomes in class VI SDN Padurenan Jaya.The research design used is a quantitative technique using a quasi-experimental method in the form of Non-Equivalent Control Group Design. The variables in this study are, the independent variable is the use of animation media, while the dependent variable is student learning outcomes. The subjects of this study were students of class VI A and VI B at SDN Padurenan Jaya, totaling 52 students. The sample was determined by purposive sampling, namely, 28 students as the experimental group (VI A) and 26 students as the control group (VI B). Data collection techniques in this study used multiple choice tests in the form of pretest and posttest. Testing the requirements of the hypothesis using normality test (using chi squared analysis technique) and homogeneity test. The validity of the test items was carried out by expert judgment and testing instruments. The reliability of the instrument was test calculated by the Kuder-Richardson formula (KR-20) obtained r = 0.893 which means the reliability of the instrument is very high. The data analysis technique used was a separate group t-test (independent sample test). The t-test was used to determine differences in the level of student learning outcomes.Based on the results of the study, the average score for the pretest control class was 46.54 and the average posttest was 64.04; while in the experimental class the average value of the pretest was 48.39 and the average value of the posttest was 74.82. The increase in learning outcomes for the control class was 17.50 and the experimental class was 26.43. Analysis using all results posttest and tested by t-test with the acquisition of t count > t table (4.775 > 2.021), indicating that Ho is rejected and Ha is accepted, from these results it can be concluded that student learning outcomes using animated video media are greater than the results. Student learning using conventional methods (lectures or blackboards).

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“…The most significant issues can be observed in table 2 where the processes related to the communication channel are displayed while showing the significant role of according to the type of channel or data input (view, speak, listen, touch, peer communication, etc ...): as well as the importance of interfaces and the type of device through which the test is delivered. http://www.i-jet.org What is most important is to ensure that the IT tools serve to guarantee that the test items really reflect the real life tasks, especially in terms of usability [25], interactivity [26], accessibility [27], user experience [28], acceptance [29] and multimedia [30], than can be assessed through the ad-hoc designed rubrics. The model presented above (figure 1) requires the use of online methodologies to access to part of the information learned and received online in the different test items, which includes digital content adapted for language testing [4].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

Magal-Royo

Laborda

Cantallops

et al. 2021

Int. J. Emerg. Technol. Learn.

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Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

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Opinions of Teacher Candidates on the Usage of Mobile Applications in the Multimedia Development Processes

Cited by 8 publications

References 12 publications

The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being

The Effect of Mobile Digital Content Applications Based on Gamification in the Development of Psychological Well-Being

Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills

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