Research Article
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Document Analysis for Research on Multimedia Teaching

Year 2023, Volume: 23 Issue: 3, 1137 - 1159, 24.09.2023
https://doi.org/10.17240/aibuefd.2023..-1162908

Abstract

The aim of the study is to collect and analyze the studies on teaching with multimedia through document analysis method. In line with the stated purpose, articles in the SCI-EXPANDED, SSCI, A&HCI and ESCI indexes of the EBSCO database and master's and doctoral theses in the YÖK Thesis Center database were scanned. The studies were classified on the basis of certain criteria and analyzed in a thematic framework. Among the 768 articles and 96 theses that met the criteria within the sample, 152 articles and 44 theses that were suitable for the purpose of this study were subjected to a systematic analysis using the publication classification form and the studies obtained within the scope of the research were analyzed by content analysis method. According to the findings obtained, it was seen that the most articles and theses on teaching with multimedia were published in 2019, the sample size was between 31-100 in most of the published articles and theses, and the samples were mostly undergraduate students. In the study, it was revealed that mostly quantitative research design was preferred in articles and theses methodically. On the other hand, in the articles and theses examined, it was seen that the cognitive learning theory with multimedia is the subject. In the articles examined, it was also determined that the eye tracking technique was mostly used, while the theses focused on the field of motivation in learning with multimedia. In the analysis on the basis of design principles, it was seen that the multimedia principle was mostly investigated.

References

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  • Kühl, T., & Zander, S. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education, 108, 71-84. https://doi.org/10.1016/j.compedu.2017.01.013
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  • Maddux, C., Johnson, J., & Willis, J. (2001). Learning with tomorrow's technologies. Educational Computer. Boston: Allyn and Bacon.
  • Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691-707. https://doi.org/10.1111/jcal.12375
  • Mayer, R. E. (2009). Multimedia Learning (2nd ed). Cambridge University Press.
  • Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197
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  • Mudrick, N. V., Azevedo, R., & Taub, M. (2019). Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning. Computers in Human Behavior, 96, 223-234. https://doi.org/10.1016/j.chb.2018.06.028
  • Mutlu-Bayraktar, D. (2019). Evaluation of change blindness in multimedia learning environment with cognitive process. Interactive Learning Environments, 27(7), 871-894. https://doi.org/10.1080/10494820.2018.1530682
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Çoklu Ortamla Öğretim Konulu Araştırmalara Yönelik Döküman Analizi

Year 2023, Volume: 23 Issue: 3, 1137 - 1159, 24.09.2023
https://doi.org/10.17240/aibuefd.2023..-1162908

Abstract

Çalışmanın amacı çoklu ortamla öğretim konulu araştırmaların doküman incelemesi yöntemi ile toplanarak analiz edilmesidir. İfade edilen amaç doğrultusunda EBSCO veri tabanının SCI-EXPANDED, SSCI, A&HCI ve ESCI indekslerinde yer alan makaleler ile YÖK Tez Merkezi veri tabanında yer alan yüksek lisans ve doktora tezleri taranmıştır. Ulaşılan araştırmalar belirli kriterler temelinde sınıflandırılarak tematik bir çerçevede incelenmiştir. Örneklem kapsamında 768 makale ve 96 tez çalışmasından araştırmanın amacına uygun olan 152 makale ve44 tez yayın sınıflama formu kullanılarak sistematik bir analize tabi tutulmuş ve araştırma kapsamında elde edilen çalışmalar içerik analizi yöntemiyle çözümlenmiştir. Elde edilen bulgulara göre, çoklu ortamla öğretim konulu makale ve tezin en fazla 2019 yılında yayınladığı, yayınlanan makale ve tezlerin çoğunda örneklem büyüklüğünün 31-100 arasında olduğu ve örneklemlerin çoğunlukla lisans öğrencilerinden oluştuğu görülmüştür. Çalışmada yöntemsel olarak makale ve tezlerde çoğunlukla nicel araştırma deseni tercih edildiği ortaya çıkmıştır. Öte yandan, incelenen makale ve tezlerde, çoklu ortamla bilişsel öğrenme kuramının konu alındığı görülmüştür. İncelenen makalelerde ayrıca çoğunlukla göz izleme tekniğinin kullanıldığı, tezlerde ise çoklu ortamla öğrenmede motivasyon alanına yoğunlaşıldığı belirlenmiştir. Tasarım ilkeleri bazında yapılan incelemede ise daha çok çoklu ortam ilkesinin araştırıldığı görülmüştür.

References

  • Acartürk, C., & Özçelik, E. (2017). Secondary-task effects on learning with multimedia: An investigation through eye-movement analysis. The Journal of Experimental Education, 85(1), 126-141. doi: 10.1080/00220973.2016.1143793
  • Akkoyunlu, B. & Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 9-18.
  • Akyol, C. & Çiftçi, S. (2019). Çoklu ortam tasarımı destekli yapılandırmacı öğretim etkinliklerinin öğrencilerin akademik başarılarına etkisi. OPUS International Journal of Society Researches, 16(31), 4077-4096. Retrieved from https://dergipark.org.tr/en/pub/opus/article/774891
  • Baddeley, A. D. (1999). Cognitive psychology: A modular course.In A. D. Baddeley (Ed.), Essentials of human memory. Psychology Press/Taylor & Francis (UK).
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. Bower (Ed.), Recent advances in learning and motivation (pp. 47–90). Cambridge, MA: Academic Press.
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Borba, M. C., Askar, P., Engelbrecht, J., Gadanidis, G., Llinares, S., & Aguilar, M. S. (2016). Blended learning, e-learning and mobile learning in mathematics education. ZDM Mathematics Education, 48, 589-610.https://doi.org/10.1007/s11858-016-0798-4
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş. & Demirel F. (2016). Bilimsel araştırma yöntemleri (20. Baskı). Pegem Akademi.
  • Brooks, D. W. (1997). Web-Teaching: A guide to designing interactive teaching for the World Wide Web. New York: Plenum Press.
  • Campbell, J., Macey, A., Chen, W., Shah, U. V., & Brechtelsbauer, C. (2020). Creating a confident and curious cohort: The effect of video-led instructions on teaching first-year chemical engineering laboratories. Journal of Chemical Education, 97(11), 4001-4007. https://doi.org/10.1021/acs.jchemed.0c00406
  • Cheng, L., & Beal, C. R. (2020). Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment. Educational Technology Research and Development, 68(1), 225-247.
  • Çiltaş, A., Güler, G. & Sözbilir, M. (2012). Türkiye’de matematik eğitimi araştırmaları: Bir içerik analizi çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 565-580.
  • De La Mora Velasco, E., & Hirumi, A. (2020). The effects of background music on learning: a systematic review of literature to guide future research and practice. Educational Technology Research and Development, 68, 2817-2837. https://doi.org/10.1007/s11423-020-09783-4
  • Drigas, A., Kokkalia, G., & Lytras, M. D. (2015). Mobile and multimedia learning in preschool education. Journal of Mobile Multimedia,1(1-2), 119–133. https://journals.riverpublishers.com/index.php/JMM/article/view/4547
  • Feldman, T. (1994). Multimedia. Londres: Blueprint.
  • Fiorella, L., & Mayer, R. E. (2018). What works and doesn't work with instructional video. Computers in Human Behavior,89, 465-470. https://doi.org/10.1016/j.chb.2018.07.015
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G. & Reisoğlu, İ. (2012). Türkiye’de eğitim teknolojileri araştırmalarındaki eğilimler: 2000-2009 dönemi makalelerinin içerik analizi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 12(1), 177-199.
  • Güven, E. (2014). Fen eğitimi alanındaki Türkçe yayımlanmış nitel makalelerin incelenmesi. Journal of European Education, 4(1), 1-10. http://www.eu-journal.org/index.php/JEE/article/view/197
  • Iskandar, A., Rizal, M., Kurniasih, N., Sutiksno, D. U., & Purnomo, A. (2018). The effects of multimedia learning on students achievement in terms of cognitive test results. Journal of Physics: Conference Series, 1114. doi :10.1088/1742-6596/1114/1/012019. https://iopscience.iop.org/article/10.1088/1742-6596/1114/1/012019/pdf
  • İnce, K. & Özgelen, S. (2015). Bilimin doğası alanında son 10 yılda yapılan çalışmaların farklı değişkenler açısından incelenmesi. Mersin University Journal of the Faculty of Education, 11(2). doi: 10.17860/efd.77894
  • Jeong, K. O. (2017). The use of Moodle to enrich flipped learning for English as a foreign language education. Journal of Theoretical & Applied Information Technology, 95(18), 4845-4852. http://www.jatit.org/volumes/Vol95No18/23Vol95No18.pdf
  • Kozan, K., Erçetin, G., & Richardson, J. C. (2015). Input modality and working memory: Effects on second language text comprehension in a multimedia learning environment. System, 55, 63-73. https://doi.org/10.1016/j.system.2015.09.001
  • Kumar Basak, S., Wotto, M., & Belanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-learning and Digital Media, 15(4), 191-216.http://dx.doi.org/10.1177/2042753018785180
  • Kuzu, A. (2017). Çoklu ortam uygulamalarının kuramsal temelleri. Dursun, Ö. Ö. ve Odabaşı, H. F.(Ed.), Çoklu ortam tasarımı içinde (s. 2-35). Pegem Akademi: Ankara.
  • Kühl, T., & Zander, S. (2017). An inverted personalization effect when learning with multimedia: The case of aversive content. Computers & Education, 108, 71-84. https://doi.org/10.1016/j.compedu.2017.01.013
  • Li, J., Antonenko, P. D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28, 100282. https://doi.org/10.1016/j.edurev.2019.100282
  • Maddux, C., Johnson, J., & Willis, J. (2001). Learning with tomorrow's technologies. Educational Computer. Boston: Allyn and Bacon.
  • Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691-707. https://doi.org/10.1111/jcal.12375
  • Mayer, R. E. (2009). Multimedia Learning (2nd ed). Cambridge University Press.
  • Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423. https://doi.org/10.1111/jcal.12197
  • Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52. https://doi.org/10.1207/S15326985EP3801_6
  • Mayer, R. E., & Moreno, R. (2002). Animation as an aid to multimedia learning. Educational Psychology Review, 14(1), 87-99. https://link.springer.com/content/pdf/10.1023/A:1013184611077.pdf
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2. bs.). Thousand Oaks, California: Sage.
  • Mudrick, N. V., Azevedo, R., & Taub, M. (2019). Integrating metacognitive judgments and eye movements using sequential pattern mining to understand processes underlying multimedia learning. Computers in Human Behavior, 96, 223-234. https://doi.org/10.1016/j.chb.2018.06.028
  • Mutlu-Bayraktar, D. (2019). Evaluation of change blindness in multimedia learning environment with cognitive process. Interactive Learning Environments, 27(7), 871-894. https://doi.org/10.1080/10494820.2018.1530682
  • Öngöz, S., Aydın, Ş. & Aksoy, D. (2016). Türkiye’de eğitim bilimleri alanında yapılan çoklu ortam konulu lisansüstü tezlerin eğilimleri. Journal of Instructional Technologies and Teacher Education, 5(1), 45-58. Retrieved from https://dergipark.org.tr/en/pub/jitte/issue/25089/264787
  • Özgür, H., Çuhadar, C. & Akgün, F. (2018). Eğitimde oyunlaştırma araştırmalarında güncel eğilimler. Kastamonu Eğitim Dergisi, 26(5), 1479-1488. https://doi.org/10.24106/kefdergi.380982
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There are 54 citations in total.

Details

Primary Language Turkish
Subjects Curriculum Development in Education, Other Fields of Education
Journal Section Articles
Authors

Cüneyt Can 0000-0003-0982-0366

Fatma Akgün 0000-0002-9728-7516

Publication Date September 24, 2023
Submission Date August 16, 2022
Published in Issue Year 2023 Volume: 23 Issue: 3

Cite

APA Can, C., & Akgün, F. (2023). Çoklu Ortamla Öğretim Konulu Araştırmalara Yönelik Döküman Analizi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 23(3), 1137-1159. https://doi.org/10.17240/aibuefd.2023..-1162908