Ineffectiveness Of Online Interactive Video Content Developed For Programming Education
Keywords:
Interactive video, computer science education, learning style, , programming, self-efficacy of programmingAbstract
In this study, the effects of interactive video usage in programming education on academic achievement and self-efficacy perception of programming were investigated by taking into account learning styles. The research was patterned according to causal-comparative model, and also, correlation analysis was performed for relationship research. Sixty-one students attending 3rd grade in Computer and Instructional Technology Education (CEIT) of Yıldız Technical University participated in the study. Research data were collected with “Interview form,” “Academic Achievement Test,” “self-efficacy scale for programming,” “learning styles index” and “interactive Video system.” ANCOVA, Correlation and Kruskal Wallis H-test were used in the analysis of the data. The data was analyzed on the computer with the SPSS package program. According to research findings, interactive video monitoring rates did not differ significantly in the students ' academic achievement and self-efficacy perceptions of programming. It was found that students ' learning style preferences had no impact on interactive video viewing rates. The relationship between the change in students ' academic achievement and the change in self-efficacy perception scores related to programming has been examined; as academic achievement increases, it has been concluded that the perception of self-efficacy about programming has fallen.
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References
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Khan Academy. You can learn anything. Retrieved from https://www.khanacademy.org/
Kılıç, E., & Karadeniz, Ş. (2004). Cinsiyet ve Öğrenme Stilinin Gezinme Stratejisi ve Başarıya Etkisi. Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
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Kozma, R. B. (1986). Implications of instructional psychology for the design of educational television. Educational Technology Research & Development, 34(1), s. 11-19.
Kukul, V., & Gökçearslan, Ş. (2014). Scratch ile Programlama Eğitimi Alan Öğrencilerin Problem Çözme Becerilerinin İncelenmesi. 8th International Computer & Instructional Technologies Symposium, (s. 58-63). Edirne.
Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2005). A study of the reliability and validity of the Felder-Soloman Index of Learning Styles. Proceedings of the 2005 American Society for Education Annual Conference & Exposition, (s. 1-16).
Meij, H. v., & Meij, J. v. (2014). A comparison of paper-based and video tutorials for software learning. Computers & Education, 78, s. 150-159.
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Robins, A., Rountree, J., & Rountree, N. (2003). Learning and Teahing Programming: A Review and Discussion. Computers Science Education, 13(2), 137-172.
Ronchetti, M. (2010, 01). Using Video Lectures to Make Teaching More. International Journal of Emerging Technologies in Learning (iJET), 5(2), 45-48.
Samancı, N. K., & Keskin, Ö. M. (2007). Felder ve Soloman Öğrenme Stili İndeksi: Türkçeye Uyarlanması ve Geçerlik-Güvenirlik Çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(2), s. 37-54.
Schaffer, L. C., & Hannafin, M. J. (1986, Haziran). The effects of progressive interactivity on learning from interactive video. ECTJ, 34(2), s. 89-96.
Seferoğlu, S., & Akbıyık, C. (2005). İlköğretim Öğretmenlerinin Bilgisayara Yönelik Öz-Yeterlik Algıları Üzerine Bir Çalışma. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 19, s. 89-101.
Sönmez, V., & Alacapınar, F. G. (2013). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
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Yıldırım, N., & Özmen, B. (2012). Video Paylaşım Sitelerinin Eğitsel Amaçlı Kullanımı. e-Journal of New World Sciences Academy, 7(1).
Yin, Z.-X., Lin, C.-H., Yang, C.-T., & Chen, Z.-Z. (2013). An interactive-video system to medical e-learning. Orange Technologies (ICOT), (s. 321-324). Tainan.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr., J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), s. 15-27.
Allert, J. (2004). Learning style and factors contributing to success in an introductory computer science course. Advanced Learning Technologies (s. 385-389). Joensuu, Finland: IEEE International Conference.
Akar, E. (2010). Yeni Eğitim Paradigması Olarak E-Öğrenme 2.0 ve Satış Elemanlarının Eğitiminde Kullanımı. Ç.Ü. Sosyal Bilimler Enstitüsü Dergisi, 19(1), s. 45-61.
Altun, A., & Mazman, S. G. (2012). Programlamaya İlişkin Öz Yeterlilik Algısı Ölçeğinin Türkçe Formunun Geçerlilik ve Güvenirlik Çalışması. Eğitimde ve Psikolojide Ölçme ve Değerlendirme Dergisi, 3(2), s. 297-308.
Arslan, B., & Aksu, M. (2006). Orta Doğu Teknik Üniversitesi Mühendislik Öğrencilerinin Öğrenme Stili Profillerine Yönelik Betimsel Bir Çalışma. Eğitim ve Bilim, 31(141), s. 83-91.
Aslan, B. (2007). Web 2.0, teknikleri ve uygulamaları. XII.“Türkiye'de İnternet” Konferansı Bildirileri. Ankara.
Aşkar, P., & Davenport, D. (2009). An Investigation of Factors Related to Self-Efficacy for Java Programming Among Engineering Students. The turkish Online Journal of Educational Technology, 8(1).
Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), s. 191-215.
Brame, C. J. (tarih yok). Effective Educational Videos. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/
Büyüköztürk, Ş. (2014). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: Pegem Akademi.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi Yayıncılık.
Cisco Team. (2012). The Impact of Broadcast and Streaming. Retrieved from http://www.cisco.com/c/dam/en_us/solutions/industries/docs/education/ciscovideowp.pdf
Çakmak, E. (2007). Çoklu Ortamlarda Dar Boğaz: Aşırı Bilişsel Yüklenme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), s. 1-24.
Davidsson, K., Larzon, L.-A., & Ljınggren, K. Self-Efficacy in Programming among STS Students. Retrieved from http://www.it.uu.se/edu/course/homepage/datadidaktik/ht10/reports/Self-Efficacy.pdf
Duffy, P. (2008). Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. The Electronic Jouyrnal of e-Learning, 6(2), s. 119-130.
EDPuzzle Team. EDPuzzle Support. Retrieved from https://edpuzzle.zendesk.com/hc/en-us/categories/201076232-For-Teachers
Ersoy, H., Madran, R. O., & Gülbahar, Y. (2011). Programlama Dilleri Öğretimine Bir Model Önerisi: Robot Programlama. Akademik Bilişim’11 - XIII. Akademik Bilişim Konferansı Bildirileri, (s. 731-736). Malatya.
Felder, R. M., & Henriques, E. R. (1995). Learning and Teaching Styles In Foreign and Second Language Education. Foreign Language Annals, 28(1), s. 21-31.
Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education. Engineering Education, 78(7), s. 674-681.
Felder, R. M., & Soloman, B. A. (1994). Index of Learning Styles (ILS). Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to Design and Evaluate Research in Education (8th b.). New York: McGraw-Hill Education.
Gözüm, S., & Aksayan, S. (1999). Öz-Etkililik-Yeterlik Ölçeği'nin Türkçe Formunun Güvenirliik ve Geçerliliği. Atatürk Üniv. Hemşirelik Yüksekoukul Dergisi, 2(1), s. 21-34.
Grout, V., & Houlden, N. (2014). Taking Computer Science and Programming into Schools: The Glyndwr/BCS Turing Project. Procedia - Social and Behavioral Sciences, (s. 680-685).
Howard, R. A., Carver, C. A., & Lane, W. D. (1996). Felder's Learning Styles, Bloom's Taxonomy, and The Kolb Learning Cycle: Tying It All Together In The CS2 Course. SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education, 28, s. 227-231. New York, NY, USA.
İşman, A., & Albayrak, E. (2014). Sosyal ağlardan Facebook’un eğitime yönelik etkililiği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(1), s. 129-138.
Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior, s. 200-210.
Karaman, S., Yıldırım, S., & Kaban, A. (2008). Öğrenme 2.0 Yaygınlaşıyor: Web 2.0 Uygulamalarının Eğitimde Kullanımına İlişkin Araştırmalar ve Sonuçları. XIII. Türkiye’de İnternet Konferansı Bildirileri, (s. 35-40). Ankara.
Karslı, Ö. (2016). Öğrenciler kendi oyununu kendisi yazacak. Retrieved from http://www.haberturk.com/gundem/haber/1231306-ogrenciler-kendi-oyununu-kendisi-yazacak.
Khan Academy. You can learn anything. Retrieved from https://www.khanacademy.org/
Kılıç, E., & Karadeniz, Ş. (2004). Cinsiyet ve Öğrenme Stilinin Gezinme Stratejisi ve Başarıya Etkisi. Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
Kim, J., Nguyen, P. T., Weir, S., Guo, P. J., Miller, R. C., & Gajos, K. Z. (2014). Crowdsourcing step-by-step information extraction to enhance existing how-to videos. CHI '14 Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (s. 4017-4026). New York: ACM.
Kolowich, L. (2016). 31 Video Marketing Statistics to Inform Your Strategy Retrieved from http://blog.hubspot.com/marketing/video-marketing-statistics#sm. 000qy2oh4113adblqf82 ndjr4muir
Kozma, R. B. (1986). Implications of instructional psychology for the design of educational television. Educational Technology Research & Development, 34(1), s. 11-19.
Kukul, V., & Gökçearslan, Ş. (2014). Scratch ile Programlama Eğitimi Alan Öğrencilerin Problem Çözme Becerilerinin İncelenmesi. 8th International Computer & Instructional Technologies Symposium, (s. 58-63). Edirne.
Litzinger, T. A., Lee, S. H., Wise, J. C., & Felder, R. M. (2005). A study of the reliability and validity of the Felder-Soloman Index of Learning Styles. Proceedings of the 2005 American Society for Education Annual Conference & Exposition, (s. 1-16).
Meij, H. v., & Meij, J. v. (2014). A comparison of paper-based and video tutorials for software learning. Computers & Education, 78, s. 150-159.
Munoz, C. L., & Towner, T. L. (2009). Opening Facebook: How to Use Facebook in the College Classroom. Proceedings of society for information technology & teacher education international conference. South Carolina.
Paris, R., & Delaura, M. (2013). Don’t Just Play on Your Phone, Program It. Retrieved from https://www.whitehouse.gov/blog/2013/12/09/don-t-just-play-your-phone-program-it
Petan, A. S., Petan, L., & Vasiu, R. (2014). Interactive Video in Knowledge Management: Implications for Organizational Leadership. Challenges and Innovations in Management and Leadership – 12th International Symposium in Management, 124, s. 478-485.
Ramalingam, V., & Wiedenbeck, S. (1998). Development and Validation of Scores on a Computer Programming Self-Efficacy Scale and Group Analyses of Novice Programmer Self-Efficacy. Journal of Educational Computing Research, 19(4), s. 367-381.
Robins, A., Rountree, J., & Rountree, N. (2003). Learning and Teahing Programming: A Review and Discussion. Computers Science Education, 13(2), 137-172.
Ronchetti, M. (2010, 01). Using Video Lectures to Make Teaching More. International Journal of Emerging Technologies in Learning (iJET), 5(2), 45-48.
Samancı, N. K., & Keskin, Ö. M. (2007). Felder ve Soloman Öğrenme Stili İndeksi: Türkçeye Uyarlanması ve Geçerlik-Güvenirlik Çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(2), s. 37-54.
Schaffer, L. C., & Hannafin, M. J. (1986, Haziran). The effects of progressive interactivity on learning from interactive video. ECTJ, 34(2), s. 89-96.
Seferoğlu, S., & Akbıyık, C. (2005). İlköğretim Öğretmenlerinin Bilgisayara Yönelik Öz-Yeterlik Algıları Üzerine Bir Çalışma. Eğitim Araştırmaları-Eurasian Journal of Educational Research, 19, s. 89-101.
Sönmez, V., & Alacapınar, F. G. (2013). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
Thomas, L., Ratcliffe, M., Woodbury, J., & Jarman, E. (2002). Learning styles and performance in the introductory programming sequence. SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education, 34, s. 33-37. New York, NY, USA.
Tüzün, H. (2007). Programlama 2.0: Programlama Eğitiminde Yenilikçi İnternet Teknolojilerinin Kullanılması. Akademik Bilişim’07 - IX. Akademik Bilişim Konferansı Bildirileri, (185-192). Kütahya.
Vural, Ö. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13, s. 1315-1323.
Yıldırım, N., & Özmen, B. (2012). Video Paylaşım Sitelerinin Eğitsel Amaçlı Kullanımı. e-Journal of New World Sciences Academy, 7(1).
Yin, Z.-X., Lin, C.-H., Yang, C.-T., & Chen, Z.-Z. (2013). An interactive-video system to medical e-learning. Orange Technologies (ICOT), (s. 321-324). Tainan.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr., J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), s. 15-27.
Published
2021-02-15
How to Cite
SÖZERİ, M. C., & Kert, S. B. (2021). Ineffectiveness Of Online Interactive Video Content Developed For Programming Education. International Journal of Computer Science Education in Schools, 4(3), 49–69. https://doi.org/10.21585/ijcses.v4i3.99
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