Yazar "Cakiroglu, Unal" seçeneğine göre listele

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    Designing learner control in instructional software: a lens of 'time spent on tasks' to determine the mental effort
    (Inderscience Enterprises Ltd, 2022) Cakiroglu, Unal; Aksoy, Dilara Arzugul; Gencan, Aysegul; Sen, Hasan
    This study aims to determine the relationships between mental effort and the use of learner controls while working with instructional software. Various versions of instructional software including control components were developed to examine this relationship. Twenty-four secondary school students participated in the study and studied with instructional software including different controls in the content pages. All content pages consisted of the content area, image area, and control panel components. Five different page templates including different positions of these components were placed on the pages. Quantitative data were gathered from the cognitive load scale and the time spent on tasks was used for measuring the mental effort spent on the tasks in the software. The results indicated that students who used more controls spent more mental effort. Along with the study findings, the factors affecting the perceptions of cognitive load regarding the time spent on the controls were discussed. Implications were suggested for designers within the cognitive effects of learner control.
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    Scientific habits of arguing minds: enhancing online argumentation to foster SHOM
    (Springer, 2025) Cakiroglu, Unal; Guven, Onurhan; Yaman, Havva; Guven, Ebru Mazlum
    This paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates' scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom, sentence openers, prompt questions and videos were used to facilitate the online argumentation process. Five different SSIs were given as discussion and argumentation tasks for the participants who worked in online groups. The results indicated that, the SHOM scores of the teacher candidates were slightly decreased while the argumentation skills were significantly increased. In addition, there was a medium, positive correlation between the levels of scientific habits of mind and levels of argumentation skills. Participants' perspectives also showed the contributions of virtual argumentation strategy implemented in this study. Sentence openers, prompt questions, videos and feedback were the prominent factors shaped the online argumentation process. We believe that the findings of this study would assist in future design and implementation of online tools for enhancing argumentation.