How Mobile Devices Affect Students According To Teachers' Beliefs

The purpose of this study is to examine teachers' beliefs concerning the effects on students using mobile devices, and to determine whether these beliefs vary according to the demographic characteristics and Internet usage purposes. For this purpose, a demographic information questionnaire and the scale developed by Diker Coskun & Kizilkaya Cumaoglu (2013) were revised with validity and reliability studies and utilized on teachers (N=200). In total, the scale has three dimensions (with a total of 15 items). These are social effects (9 items), psychological effects (3 items), and learning-related effects (3 items). According to the results of the study, teachers believe that students are affected by mobile devices on all three dimensions of the scale (social, psychological, and learning dimensions). The most striking finding of the study is related to the learning dimension of the beliefs concerning mobile devices scale. In every Internet usage purpose examined within the study, it was determined that the teachers' beliefs concerning the "learning" dimension are always more positive than those that do not use the Internet for any given purpose

Scale of Teachers’ Beliefs on the Effect of the Use of Mobile Devices on Students

AbstractThe aim of this study was to develop a scale to determine beliefs of teachers about students’ mobile device usage. Development process is composed of literature review, writing down the items, obtaining expert views, applying scale forms (N=130) and validity and reliability studies. As a result of factor analysis which is carried out within validity study of scale, it was determined that the scale is composed of 2 dimensions; academic development and social development. The scale which included 28 items in pilot application was reduced to 16 items as a result of analyses. Reliability coefficient of the whole scale is (∝) .91, reliability coefficient of academic development is .85, reliability coefficient of social development was calculated as .81

The effects of computer games on primary school students' achievement and motivation in geography learning

The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students' achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning