Öz
The Covid-19 epidemic that occurred in 2019 prevented education from continuing face to face. Various searches were conducted as part of this procedure that can be used effectively in online education. As a result, the GeoHepta mobile application was created to help students study the 7th grade mathematics course subjects using the ADDIE design methodology. Activities using dynamic mathematics software that students may use interactively were created as part of the content of the built mobile application. Students were also given the opportunity to complete online evaluation using Web 2.0 tools after learning the lesson's topics. The research was performed by 7th-grade students in a secondary school in the Central Anatolia Region in the second term of the 2020-2021 academic year, utilizing a mobile application in the distance education process. A quasi-experimental design was used to conduct the study. The “Mobile Application Usability Scale” was involved in the analysis to assess the usability of the mobile application after the experimental group had been educated. As a result of the research, it was established that the GeoHepta mobile application is "usable" by the students, and their attitudes about the mobile application are good. Participants' opinions on the mobile application's style, colour, control, typeface and hierarchy are also "useful". The "control" function of the mobile application received the greatest score, while the "aesthetic" aspect of the mobile application received the lowest grade.
Anahtar Kelimeler
ADDIE design methodology mathematics education mobile learning usability of mobile applications
Kaynakça
- Albalawi, A. S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievement at University of Tabuk. International Journal of Research in Education and Science, 4 (1), 198-207.
- Branch, R. M. (2016). Instructional design: ADDIE approach. (İ. Varank, Trans. Ed.). Education Publisher: Konya.
- Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Routledge.
- Cihan, F., & Akkoç, H. (2020). Improving pre-service mathematics teachers' views on proof: A design study. Turkish Journal of Computer and Mathematics Education. 11 (1), 280-311.
- Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50 (1), 77-90.
- Çoban, M. (2020). The experiences of the prospective information technology teachers taking the multimedia design and production course with project-based learning method: A case study. Journal of Computer and Education Research, 8 (16), 720-737. http://doi.org/10.18009/758956
- Dede, Y., & Dursun, Ş. (2004). The factors affecting students’ success in mathematics: mathematics teachers’ perspectives. Gazi University Journal of Gazi Education Faculty, 24 (2), 217–233.
- Göksu, F. C., & Köksal, N. (2016). Teaching the lines, angles and polygons according to constructivisim supported by concept cartoons. Journal of Qualitative Research in Education, 4 (3), 68-91.
- Güler, Ç. (2019). A structural equation model to examine mobile application usability and use. International Journal of Informatics Technologies, 12 (3), 169-181.
- Karakış, H., Karamete, A., & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the ASSURE instructional design and the ARCS model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
- Kutluca, T. (2013). Yapılandırmacı öğrenme-öğretme yaklaşımı. In G. Ekici ve M. Güven (Eds.), Yeni öğrenme-öğretme yaklaşımları ve uygulama örnekleri (ss. 620-653). Ankara: Pegem Akademi.
- Lin, H. F. (2013). The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance. Campus-Wide Information Systems, 30 (4), 249-265.
- Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42, 34-36.
- Ocak, M. A. (2015). Öğretim tasarımı kuramlar, modeller ve uygulamalar (2. Baskı). Ankara: Anı Yayıncılık.
- Özdemir, E. & Uyangör, M. S. (2011). The instructional design model for mathematics education. e-Journal of New World Sciences Academy, 6 (2), 1786-1796. Richey, R. (1986). The theoretical and conceptual bases of instructional design. NY: Nicols Publishing.
Öz
The Covid-19 epidemic that occurred in 2019 prevented education from continuing face to face. Various searches were conducted as part of this procedure that can be used effectively in online education. As a result, the GeoHepta mobile application was created to help students study the 7th grade mathematics course subjects using the ADDIE design methodology. Activities using dynamic mathematics software that students may use interactively were created as part of the content of the built mobile application. Students were also given the opportunity to complete online evaluation using Web 2.0 tools after learning the lesson's topics. The research was performed by 7th-grade students in a secondary school in the Central Anatolia Region in the second term of the 2020-2021 academic year, utilizing a mobile application in the distance education process. A quasi-experimental design was used to conduct the study. The “Mobile Application Usability Scale” was involved in the analysis to assess the usability of the mobile application after the experimental group had been educated. As a result of the research, it was established that the GeoHepta mobile application is "usable" by the students, and their attitudes about the mobile application are good. Participants' opinions on the mobile application's style, colour, control, typeface and hierarchy are also "useful". The "control" function of the mobile application received the greatest score, while the "aesthetic" aspect of the mobile application received the lowest grade.
Anahtar Kelimeler
ADDIE design methodology mathematics education mobile learning usability of mobile applications
Kaynakça
- Albalawi, A. S. (2018). The effect of using flipped classroom in teaching calculus on students’ achievement at University of Tabuk. International Journal of Research in Education and Science, 4 (1), 198-207.
- Branch, R. M. (2016). Instructional design: ADDIE approach. (İ. Varank, Trans. Ed.). Education Publisher: Konya.
- Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental principles with process and practice (3rd ed.). Routledge.
- Cihan, F., & Akkoç, H. (2020). Improving pre-service mathematics teachers' views on proof: A design study. Turkish Journal of Computer and Mathematics Education. 11 (1), 280-311.
- Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50 (1), 77-90.
- Çoban, M. (2020). The experiences of the prospective information technology teachers taking the multimedia design and production course with project-based learning method: A case study. Journal of Computer and Education Research, 8 (16), 720-737. http://doi.org/10.18009/758956
- Dede, Y., & Dursun, Ş. (2004). The factors affecting students’ success in mathematics: mathematics teachers’ perspectives. Gazi University Journal of Gazi Education Faculty, 24 (2), 217–233.
- Göksu, F. C., & Köksal, N. (2016). Teaching the lines, angles and polygons according to constructivisim supported by concept cartoons. Journal of Qualitative Research in Education, 4 (3), 68-91.
- Güler, Ç. (2019). A structural equation model to examine mobile application usability and use. International Journal of Informatics Technologies, 12 (3), 169-181.
- Karakış, H., Karamete, A., & Okçu, A. (2016). The effects of a computer-assisted teaching material, designed according to the ASSURE instructional design and the ARCS model of motivation, on students’ achievement levels in a mathematics lesson and their resulting attitudes. European Journal of Contemporary Education, 15 (1), 105-113.
- Kutluca, T. (2013). Yapılandırmacı öğrenme-öğretme yaklaşımı. In G. Ekici ve M. Güven (Eds.), Yeni öğrenme-öğretme yaklaşımları ve uygulama örnekleri (ss. 620-653). Ankara: Pegem Akademi.
- Lin, H. F. (2013). The effect of absorptive capacity perceptions on the context-aware ubiquitous learning acceptance. Campus-Wide Information Systems, 30 (4), 249-265.
- Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42, 34-36.
- Ocak, M. A. (2015). Öğretim tasarımı kuramlar, modeller ve uygulamalar (2. Baskı). Ankara: Anı Yayıncılık.
- Özdemir, E. & Uyangör, M. S. (2011). The instructional design model for mathematics education. e-Journal of New World Sciences Academy, 6 (2), 1786-1796. Richey, R. (1986). The theoretical and conceptual bases of instructional design. NY: Nicols Publishing.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 14 Mart 2023 |
| Yayımlanma Tarihi | 21 Mart 2023 |
| Gönderilme Tarihi | 28 Ekim 2022 |
| Kabul Tarihi | 7 Ocak 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 11 Sayı: 21 |
Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.
Değerli Yazarlar,
JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.
Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.
Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır. ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "