The purpose of my study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. In the development process, 4 focus group interviews were conducted with 10 mentors and 12 mentees who... more
The purpose of my study was to develop and validate a scale to assess peer mentoring practices that aim to enhance learning. In the development process, 4 focus group interviews were conducted with 10 mentors and 12 mentees who participated in 8 weeks of peer mentoring. In addition to the literature, the findings from interviews were used to develop items. The 11-item form was administered to 126 college students. After the confirmatory factor analysis, the scale took on its final form with 10 items in 3 factors as Contribution to Mentee, Mentor Characteristics, and Peer Relationships. The results of confirmatory analysis were: GFI .92, CFI .99, NNFI .98, RMSEA .080, and Cronbach α coefficient was found to be .954.
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Bu çalışma, bir Yapılandırmacı Öğrenme İnanç Ölçeği geliştirme çalışmasıdır. Temelde öğretmenler için geliştirilmiş olan ölçek, yapılandırmacı öğrenme yaklaşımını temsil ettiği düşünülen öğretim uygulaması ifadelerinden oluşmaktadır. 6... more
Bu çalışma, bir Yapılandırmacı Öğrenme İnanç Ölçeği geliştirme çalışmasıdır. Temelde öğretmenler için geliştirilmiş olan ölçek, yapılandırmacı öğrenme yaklaşımını temsil ettiği düşünülen öğretim uygulaması ifadelerinden oluşmaktadır. 6 alt boyut ve 26 maddeden oluşan ölçek, “Hiçbir zaman”, “Nadiren”, “Bazen”, “Çoğunlukla”, “Her zaman” seçenekleriyle 5’li likert tipinde düzenlenmiştir. Ölçeğin alt boyutları, Kompleks Bağlamsal Düzenleme, Aktif / Manipülatif Katılım, İşbirliğine-Diyaloğa Açık Çalışma, Amaçlı / Anlamlı Etkinlikler, Bilgiyi Yapılandırma, Yansıtıcı Düşünme olarak belirlenmiştir. Ölçek geliştirme çalışması 414 öğretmenin verileri üzerinden gerçekleştirilmiştir. Doğrulayıcı Faktör Analizi sonucunda ölçeğin RMSEA değeri .066; Cronbach α güvenirlik katsayısı ise α= .94 olarak hesaplanmıştır.
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The goal of this study is to design a gamified learning environment that could motivate all of the different type of players in an online gamified learning environment. The study is based on the player types achiever, explorer, killer,... more
The goal of this study is to design a gamified learning environment that could motivate all of the different type of players in an online gamified learning environment. The study is based on the player types achiever, explorer, killer, and socializer as defined by Bartle (1996). The following components are used for their assigned player types; Leader Board and Points for Killers; Leader Board, Points, Content Unlocking, Levels, Achievements for Achievers; Achievement, Badge, Narrative for Explorers; Badge, Team and Gifting for Socializers. The player types of 41 undergraduate students who used the gamified online learning environment have been determined by Player Type Scale, developed by researchers based on Bartle's framework of 4 player types. Since it is known that most of the players have no dominant player type and that each individual could display characteristics of more than one player type, the data obtained by Player Type Scale is clustered. The motivation levels of students were determined through " Course Interest Survey " , which was developed by Keller (1995) based on ARCS motivation model, and adapted by Varank (2003). The study focused on whether the motivations of students displayed any significant difference depending on different player type clusters. As a result, it was determined that motivation levels displayed no significant difference based on clusters depicting different player types, and all the students were highly motivated. The data obtained from the study is discussed in regards to player types, motivation, and gamified learning environment focus.