Bilgisayar Teknolojileri Bölümü: Recent submissions
Now showing items 1-20 of 41
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Design of Multimedia Elements: Dual-Coding in Designing Listening Software.
(2016-05-16)ABSTRACT: In interactive multimedia environments (IMEs), a wide range of digital elements (i.e. video, audio, text, still or motion visuals – pictures/images/graphics/figures/animations-, captions, glossaries, icons, help, ... -
Learners’ perceptions towards dual-Coding in designing learning environments: Keywords, visuals and captions
(4th International Instructional Technologies & Teacher Education Symposium (ITTES), 2016-10-06)In this study, 57 participants’ (N= 57) perceptions towards dual-coding in design of a specific Interactive Multimedia (Language Learning) Environment (IME) and any differences between their perceptions in terms of ... -
Advanced Turkish
(ReCALL, 2010)Advanced Turkish is advertised as language software aiming to expand target learners’ knowledge of Turkish language and culture through engaging, in-depth dialogues by native speakers. This classroom-tested, peer-reviewed ... -
Beginning Kurmanji Kurdish
(CALICO Journal, 2011)The Beginning Kurmanji Kurdish software is advertised as language software aiming to give (language) learners a solid foundation in Kurmanji-Kurdish for both oral and written expressions. The contents of the software are ... -
Learners' attitudes to repetitious exposure in multimedia listening software
(The EUROCALL Review, 2011)The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway ... -
Design of feedback in interactive multimedia language learning environments
(Linguistik Online, 2012)In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, ... -
The use of educational technology at tertiary level
(Hacettepe Üniversitesi Eğitim Fakültesi, 2013)This study examined the use of educational technology at tertiary level at one of the newly established (i.e. 2007) universities in the eastern part of Turkey in the spring of 2012. The study examined the tertiary teaching ... -
Design of cultural differences in hypermedia environments
(2014)In this article, initially, the definition of the relevant terms such as culture/cultural differences and hypermedia will be focussed on. Later, the role and importance of the inclusion and design of cultural differences ... -
Teachers’ computer self-efficacy and their use of educational technology
(2014)This study examined the use of educational technology by primary and subject teachers (i.e. secondary and high school teachers) in a small town in the eastern part of Turkey in the spring of 2012. The study examined the ... -
Learners’ perceptions towards interactive multimedia environments
(2014)In this study, 113 participants’ (N= 113) perceptions of a specific Interactive Multimedia Environment (IME) (i.e. World Talk English software) and any differences between their perceptions in terms of gender, age, job and ... -
Design of the while-listening tasks in autonomous hypermedia environments
(2015)In this article, firstly the definition of autonomy will be briefly touched on. Secondly, the categorisation of autonomy will be shortly made. Mainly, what needs to be taken into account in order to be able to design ... -
Design of pre-listening tasks in hypermedia environments
(2015)In this article, firstly the definition of autonomy will be slightly touched on. Secondly, the categorisation of autonomy will be briefly made. Mainly and finally, what need to be taken into account in order to be able ... -
Vocational School Students’ Information and Communication Technology Self-efficacy Beliefs and the Factors Affecting their Use of such a Technology
(2015)The purpose of vocational schools (VSs) in Turkey, which offer two-year degree courses, is to provide the students who have completed a high school programme successfully with practical introductory experience in skilled ... -
Tertiary Students’ ICT Self-efficacy Beliefs and the Factors Affecting their ICT-use.
(2015)This study looked at tertiary (i.e. undergraduate /a four-year degree) students’ information and communication technology (ICT) self-efficacy beliefs and their level in use of certain common programmes at a newly established ... -
Design of language learning software
(2013)In this chapter, the authors focus on the principles and guidelines that should be borne in mind when designing and developing (interactive multimedia) language software for foreign language learning. The stages of software ... -
The use and design of supplementary visuals for the enhancement of listening skills in hypermedia
(2014)This chapter investigates the attitudes and opinions (perceptions) of 43 language learners (LLs) towards the use of supplementary contextual visuals (SCVs) in a HME for enhancing listening skills as a part of Foreign ... -
Hypermedia and its’ role in learning
(2015)In this article, initially, the definition and outstanding aspects of the relevant terms such as multimedia, multiple media, interactive multimedia (IMM) hypermedia and adaptive hypermedia (AHM) will be focussed on. ... -
The inclusion and design of cultural differences in Interactive multimedia environments
(2014)A concern for social justice and the inclusion of cultural differences as a requirement of social justice in all learning materials, whether they are in the form of conventional materials or Interactive Multimedia Environments ... -
Factors affecting listening
(2014)In this chapter, the author looks at the difficulties that stem from listening materials in terms of affecting listening. To be able to select or create effective listening materials, some of the vital points that need to ... -
Priority of listening materials for autonomous intermediate language learners
(2014)In this chapter, the author offers suggestions to help in determining the priority of listening materials both for self-access Foreign Language Learning (FLL) centres and for home/self-study from the standpoint of view of ...
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