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Öğe AKADEMİSYENLERİN BİLGİ VE İLETİŞİM TEKNOLOJİLERİNE ERİŞİMİ ÖLÇEĞİNİN TÜRKÇE’YE UYARLANMASI: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI(2021) Battal, Ali; Kayaduman, HalilBu çalışmanın amacı “Faculties’ Information and Communication Technology Access (FICTA)” isimli ölçeğin Türkçe ’ye uyarlanması ile birlikte geçerlik ve güvenirlik sonuçlarının sunulmasıdır. Orijinal formu İngilizce olan, 7 faktör ve 44 maddeden oluşan ölçeğin bazı boyutları bu uyarlama çalışması kapsamına alınmıştır. Öncelikle ölçeğin maddeleri uzmanlar tarafından titizlikle hedef dile çevrilmiş ve geri çeviri yöntemi ile kontrol edilmiştir. Dilsel geçerliliği tespit etmek için özgün ve uyarlanan formları belli aralıklarla hedef kitleye uygulanmıştır. Pozitif korelasyon ile dilsel geçerliliği sağlanan ölçeğin, faktör yapısını ortaya çıkarmak amacıyla 265 gönüllü akademisyenden toplanan veriler üzerinde açımlayıcı faktör analizi uygulanmıştır. Analiz sonucunda orijinalden farklı olarak Stratejik ve Bilgisel Beceri olarak ayrışan iki boyutu tek faktör altında birleşmiş ve Beceri olarak isimlendirilmiştir. Beceri, öğretimsel kullanım, dışsal motivasyon ve içsel motivasyon olarak isimlendirilen yapılardan birer madde çeşitli nedenler ile çıkartılmış ve sonuçta toplam 25 maddeden oluşan 4 faktörlü bir yapı elde edilmiştir. Faktör yükü dağılımlarının .87 ile .44 arasında değiştiği, açıklanan toplam varyansın % 66.03 olduğu tespit edilmiştir. Ayrıca farklı bir çalışma grubundan oluşan 251 akademisyene uygulanan doğrulayıcı faktör analizi sonucunda kabul edilebilir düzeyde uyum değerlerine ulaşılmıştır. Ölçeği oluşturan yapıların güvenirlik analizi sonuçlarının ise .95 ile .75 arasında değiştiği görülmüştür. Akademisyenlerin bilgi ve iletişim teknolojilerine erişimini ölçmek için kullanılacak bu ölçeğin geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.Öğe Assessment in online education during the COVID-19 pandemic: from the perspective of university instructors(2022) Polat, Hamza; Battal, Ali; Kayaduman, HalilEducational activities, including assessment have continued globally in the form of emergency remote education since the start of the COVID-19 pandemic. The purpose of this study is to explore university instructors’ opinions about assessment methods in online education during the COVID-19 pandemic. Case study design was employed in line with the research questions. Data were collected from 199 instructors working at different universities in Turkey via a questionnaire developed by the researchers. Content analysis was applied to analyze the data. The results revealed that instructors’ most frequently applied methods were homework, multiple-choice tests, presentations, open-ended questions, and projects. Instructors encountered problems such as inadequate level of ICT access, reliability issues, infrastructural inadequacy of institutions, institutional enforcement, requiring more effort for instructor, difficulties in applied courses, and rapid transition to online education. Instructors’ preferences toward assessment were to change the assessment methods and revert to traditional methods as well as increase student engagement and integrate ICT. The results of this study reveal the opinions of instructors about remote assessment and inform practitioners about the applied methods, possible problems, and preferences that may help others adapt quickly to remote assessment.Öğe Human or Humanoid Animated Pedagogical Avatars in Video Lectures: The Impact of the Knowledge Type on Learning Outcomes(Taylor & Francis Inc, 2025) Polat, Hamza; Tas, Nurullah; Kaban, Abdullatif; Kayaduman, Halil; Battal, AliThis study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 x 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes.Öğe Learning declarative and procedural knowledge through instructor-present videos: learning effectiveness, mental effort, and visual attention allocation(Springer, 2025) Polat, Hamza; Kayaduman, Halil; Tas, Nurullah; Battal, Ali; Kaban, Abdullatif; Bayram, ErkanThe presence of on-screen instructors in educational videos, as well as the contextual conditions surrounding their use, constitutes a critical aspect of instructional video design. Variables such as the type of instructor - whether a human presenter or a pedagogical agent - and the characteristics of the knowledge type affect learning outcomes. However, the literature remains inconclusive regarding how the presence and presentation style of on-screen instructors influence learning outcomes across different knowledge types. Therefore, this study investigates the impact of an instructor's presence in educational videos on learning outcomes, mental effort, and visual attention allocation, with a focus on the knowledge domain. A three-by-two between-subjects factorial design was employed, with video type (no on-screen instructor, human instructor, animated pedagogical agent) and knowledge type (declarative, procedural) as the independent variables. A total of 160 university students participated in the study. Results indicated that instructor presence influenced retention and visual attention allocation depending on the knowledge domain. Procedural knowledge videos led to higher transfer scores and mental effort than declarative ones. Importantly, however, the presence of an on-screen instructor - whether human or a pedagogical agent - did not produce differences in mental effort or learning transfer. Both human and animated pedagogical agent drew learners' visual attention, potentially dividing it between the instructor and the learning content, whereas videos without instructors directed visual attention more exclusively toward the content itself. These findings highlight the importance of knowledge type in determining the effectiveness of on-screen instructors, suggesting pedagogical agents as viable alternatives to human instructors.Öğe The relationship between undergraduate students' digital literacy and self-regulation in online interaction(Routledge Journals, Taylor & Francis Ltd, 2023) Kayaduman, Halil; Battal, Ali; Polat, HamzaThe present study explored the relationship between undergraduate students' digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and learning practices. The researchers collected data from 195 undergraduate students during the Covid-19 pandemic. Canonical correlation results indicated a significant and positive correlation (Rc = .41), meaning that having a positive attitude and high technical knowledge and skills regarding digital technologies can help students manage online teacher, peer, and content interactions. Moreover, the study identified that the digital literacy scale's technical variable contributes to the correlation more than the attitude variable. This result implies that developing technical knowledge and skills might be more critical to promoting self-regulation in online interaction. Based on these results, the implications for online education and recommendations for supporting self-regulation in student interactions are discussed.Öğe Trend and Issues in Educational Video Research: A Bibliometric Mapping Analysis(Int Council Open & Distance Education, 2025) Polat, Hamza; Kayaduman, Halil; Battal, AliRecent advancements in internet technologies and open and distance education have led to increased research on instructional video. The current study reveals the influential aspects of instructional videos, emerging trends, and critical factors. This study analyzed 221 peer-reviewed articles published until the end of 2022 to provide an overview of recent research on the use of educational videos. A bibliometric approach identified common keywords and their interactions through co-occurrence and thematic analysis. The findings showed the growing importance of video-based research in education, focusing on cognitive aspects such as learning performance, cognitive load, attention and their relations. The study highlights the need for further research on cognitive variables and design-related issues. Affective variables and the theoretical aspects of multimedia learning and cognitive load theory are also emphasized. Future exploration areas include video modelling examples, emotional design, and instructional aspects of video lectures in online learning environments.
