Sosyal Bilgiler Öğretiminde Kullanılan Bilgisayar Temelli Materyallerin 6. Sınıf Öğrencilerinin Dikkat Düzeylerine Etkisinin Elektroansefalografi Cihazı Aracılığıyla Tespiti / Determination of the Effects of Computer Based Instructional Materials Used in Social Studies Education of Sixth Grade Students' Attention Levels via Using an Electroencephalography Device
DOI:
https://doi.org/10.7596/taksad.v6i4.1055Keywords:
Sosyal bilgiler öğretimi, Bilgisayar temelli materyaller, Dikkat düzeyi, Neurosky’s mindwave mindset (EEG), Social studies teaching, Computer based metarials, Attation level, Neurosky’s mindwave mindset (EEG).Abstract
Abstract
The purpose of this research is to investigate the effects of computer-based instructional materials used in social study courses of sixth grade attention levels via an electroencephalography device. In this study, a time series design was employed. The study group was composed 21 volunteer students who were allowed sixth grade in a public secondary school located in the Central District of Uşak province during the 2013-2014 academic year. NeuroSky's MindWave - EEG device was used as data collection tool in the study. "PYTHON" and "MATLAB" programs were used for the analysis of the obtained data. As a result of the research, prezi presentation, digital graphics, digital map, documentary and animation were found to increase the attention level of the students. Apart from the purpose of the research, the levels of attention dropped when the questions were asked students. According to the printed maps, digital maps increase students' attention and the hand movements of the teacher in the class is also effective in the attention levels of the students.
Öz
Bu araştırmanın amacı, sosyal bilgiler dersinde kullanılan bilgisayar temelli materyallerin 6. sınıf öğrencilerinin dikkat düzeylerine etkisinin tespit edilmesidir. Yarı deneysel modellerden zaman serisi deneysel deseni şeklinde gerçekleştirilen araştırmanın çalışma grubunu 2013–2014 eğitim - öğretim yılında, Uşak ili Merkez İlçesinde yer alan bir devlet ortaokulunda öğrenim gören 6. sınıflar arasından ailelerinden izin alınan 21 gönüllü öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak NeuroSky’s MindWave - EEG cihazı kullanılmıştır. Elde edilen verilerin çözümlenmesinde, “PYTHON” ve “MATLAB” programlarından yararlanılmıştır. Araştırma sonucunda, hazırlanan Prezi sunumu, dijital grafik, dijital harita, belgesel ve animasyonun öğrencilerin dikkat düzeyini artırdığı bulgusuna ulaşılmıştır. Ayrıca araştırmanın amacı dışında, öğrencilere soru sorulduğu anlarda dikkat düzeylerinin düştüğü, dijital haritaların basılı haritalara göre öğrenci dikkatini arttırdığı ve öğretmenin sınıf içerisinde ki el hareketlerinin de öğrencilerin dikkat düzeylerini etkilediği sonuçlarına da ulaşılmıştır.
References
Akbaba, B. (2013). The attitudes of pre-service history teachers towards teaching profession and technology and their self-efficacy about usage teaching materials. International Journal of Academic Research, 5(5), 94–101.
Akbaba, B. (2015). Sosyal bilgiler öğretiminde görsel materyallerin kullanımı. M. Safran (Ed.), Sosyal bilgiler öğretimi (4. baskı) içinde, 283-319. Ankara: Pegem Akademi yayıncılık.
Atkinson, R. L.; Atkinson, R. C. & Hilgard, E. R. (1995). Psikolojiye Giriş I. (K. Atakay, M. Atakay ve A. Yavuz, Çev.). İstanbul: Sosyal Yayınlar.
Barkley, R. A. (2008). Classroom Accommodations for Children with ADHD. http://www.russellbarkley.org/factsheets/ADHD_School_Accommodations.pdf adresinden 12.02.2014 tarihinde erişilmiştir.
Büyüköztürk, V.; Çakmak, E. K.; Akgün, Ö. E.; Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
Corkum, P.; McGonnell, M. & Schachar, R. (2010). Factors affecting academic achievement in children with ADHD. Journal of Applied Research on Learning, 3 (9), 1-14.
Crowley, K.; Sliney, A. & Murphy, D. (2010, July). Evaluating a brain-computer ınterface to categorise human emotional response. 10th IEEE International Conference on Advanced Learning Technologies. Sousse, Tunus.
Dayan, P.; Kakade, S. & Montague, P.R. (2000). Learning and selective attention. Nature neuroscience supplement, 3, 1218-1223.
Dion, E.; Roux, C.; Landry, D.; Fuchs, D.; Wehby, J. & Dupéré, V. (2011). Improving attention and preventing reading difficulties among low-income first-graders: A randomized study. Prev Sci, 12, 70–79.
Driscoll, M. P. (2012). Öğretim süreçleri ve öğrenme psikolojisi. (Ö. F. Tutkun, S. Okay ve E. Şahin, Çev.). Ankara: Anı.
Grimshaw, M. J.; Charlton, J. P. & Jagger, R. (2011). First-Person shooters: immersion and attention. Journal for Computer Game Culture, 5 (1), 29-44.
Grossberg, S. (2005). Linking attention to learning, expectation, competition, and consciousness. Neurobiology of Attention, 652-662.
İnel, Y. & Sezer, A. (2017). Coğrafya konuların öğretiminde materyal kullanımının öğrenci başarısına etkisi: Bir meta analiz çalışması. Journal of History Culture and Art Research, 6(3), 473-491. doi:http://dx.doi.org/10.7596/taksad.v6i3.913
Kahneman, D. (1973). Attention and effort. New Jersey: Prentice-Hall, Inc., Englewood Cliffs.
Kruschke, J. K. (2000). Learning involves attention. (Ed. G. Houghton), Connectionist
Models in Cognitive Psychology. London: Psychology Press.
Massoro, D. & Cowan, N. (1993). Information processing models: Microscopos of the mind. Annual Review of Psychology, 44, 383 – 395.
McNamara, D. (1994). Classroom pedagogy and primary practice, London and New York: Routledge.
Mesulam, M. M. (2004). Davranışsal ve kognitif nörolojinin ilkeleri. (İ. H. Gürvit, Çev.). İstanbul: Yelkovan.
Mindwave User Guide. (2009). 02.04.2014 tarihinde http://developer.neurosky.com/docs/lib/exe/fetch.php?media=mindwave_user_guide_en.pdf sayfasından erişilmiştir.
Morgan, C. T. (2011). Psikolojiye giriş. (S. Karakaş ve R. Eski Çev. Ed.). Konya: Eğitim Kitabevi.
Murray, D. W. & Rabiner, D. L. (2014). Teacher use of computer-assisted instruction for young students: Implications for implementation and teacher preparation. Journal of Education and Training Studies, 2 (2), 58-66.
Navarro, J. I.; Marchena, E.; Alcalde, C.; Ruiz, G.; Llorens, I. & Aguilar, M. (2003). İmproving attention behaviour in primary and secondary school children with a Computer Assisted Instruction procedure. International Journal of Psychology, 38 (6), 359–365.
Navarro, J. I.; Ruiz, G.; Alcalde, C.; Marchena, E. & Aguilar, M. (2001). How to increase attention using a computer assisted teaching procedure. International conference on educatıon and technology, Tallahassee, Florida (USA).
Özbay, Y. (2003). Gelişim ve öğrenme psikolojisi, Trabzon: Akademi.
Öztürk, B. (1999). Öğrenme ve öğrenmede dikkat. Milli Eğitim Dergisi. 144, 51-58.
Price, A., Crawford, S.; Tottle, J. & Maunula, S. (2006). Focusing on success teaching students with attention deficit/hyperactivity disorder. Alberta: Alberta Education.
Rabiner, D. L.; Murray, D. W.; Skinner, A. T. & Malone, P. S. (2010). A randomized trial of two promising computer-based interventions for students with attention difficulties. J Abnorm Child Psychol, 38, 131–142.
Rebolledo-Mendes, G.; Dunwell, I.; Martvnes-Miron, E. A.; Vargas-Cerdan, M. D.; de Freitas, S.; Liarokapis, F. & Garcva-Gaona, A. R. (2009 July). Assessing NeuroSky’s Usability to detect attention levels in an assessment exercise. Proc. of the 13th International Conference on Human-Computer Interaction, Vol. 5610/2009 San Diego, California, USA.
Richards, J. E. (2004). Attention. The Cambridge Encyclopedia of Child Development. England: Cambridge Press.
Rieber, L. P. (1991). Effects of visual grouping strategies of computer animated
presentations on selective attention in science. Educational Technology Research &
Development, 39 (4), 5-15.
Roda, C. & Nabeth, T. (2007). Supporting attention in learning environments: attention support services, and information management. Creating New Learning Experiences on A Global Scale, 4753, 277-291.
Salabun, W. (2014). Processing and spectral analysis of the raw EEG signal from the MindWave. doi:10.12915/pe.2014.02.44.
Schmidt, M. E. & Vandewater, E. A. (2008). Media and attention, cognition, and school achievement. The Future of Children, 18 (1), 63-85.
Schmidt, R. (2001). Attention. In P. Robinson (Ed.), Cognition and second language instruction (s. 3-32). England: Cambridge University Press.
Schunk, D. H. (2008). Learning theoies An educational perspective. New Jersey: Published by Pearson Education.
Scott, D. & Usher, R. (1999). Researchıng education data, methods and theory in educational enquiry. Eastbourne: CPI Antony Rowe.
Senemoğlu, N. (2005). Gelişim, öğrenme ve öğretim: kuramdan uygulamaya. Ankara: Gazi.
Sezer, A.; İnel, Y.; Seçkin, A. Ç. & Uluçınar, U. (2015). An investigation of university students' attention levels in real classroom settings with neurosky's mindwave mobile (EEG) device. Intenational Educational Technology Conference, İstanbul, Turkey, 27 – 29 May, 88 – 101.
Şahin, Y. G. & Çimen, F. M. (2011). An interactive attention board: improving the attention of individuals with autism and mental retardation. TOJET: The Turkish Online Journal of Educational Technology, 10 (1), 24-35.
Tahiroğlu, A. Y.; Çelik, G. G.; Seydaoğlu, G.; Uzel, M. & Altunbaş, H. (2010). Short-term effects of playing computer games on attention. J. Atten Disord, 13(6), 668-676.
Wiersma, W. (1985). Research methods in education. Massachusetts: Allyn and Bacon, Inc.
Downloads
Published
How to Cite
Issue
Section
License
All papers licensed under Creative Commons 4.0 CC-BY.- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
