Systematic Reviews and Meta Analysis
Çizgi Romanların Eğitimde Kullanmasının Etkililiği: Bir Meta-analitik ve Meta-tematik Analizi Çalışması
Abstract
Çalışmanın amacı eğitici çizgi romanları meta-analitik ve meta-tematik analiz bağlamında değerlendirmektir. Meta-analiz kapsamında 2005 yılından 2021 yılına kadar eğitici çizgi roman üzerine yapılan çalışmalar farklı veri tabanlarından elde edilmiştir. Eğitici çizgi roman çalışmalarının başarı üzerindeki etki büyüklüğü orta (g=0.71) ve tutumlar üzerindeki etki büyüklüğü de orta (g=0.70) olup, eğitici çizgi roman akademik başarı ve tutum puanları lehinedir. Meta-analitik süreç içerisinde moderatör analizleri yapılmış olup, eğitici çizgi roman etkinliğinin öğretim seviyeleri, uygulama süreci, konu alanları ve örneklem büyüklükleri açısından durumunun ele alınması amaçlanmaktadır. Meta-analiz sürecinin güvenilirliğine dikkat edilmiş ve meta-analiz sürecindeki işlemler güvenilir seviyelerde tamamlanmıştır. Meta tematik boyut için nitel boyutları olan ulusal ve uluslararası çalışmalara ulaşılmıştır. Çizgi romanın bazı küçük kusurlarına rağmen öğrencilerin akademik başarıları, tutumları ile bilişsel ve duyuşsal boyutları üzerinde olumlu etkileri olduğu görülmüştür. Ortaya çıkan bu veriler iki yönde birleştirilerek çalışmanın genel bir sonuca ulaşması sağlanmıştır. Farklı veri kaynakları ile hem meta-analiz hem de meta-tematik analiz yapılmasının araştırmanın kapsamına ve güvenilirliğine katkı sağlayacağı düşünülmektedir.
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References
- Abell, S. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416.
- Akkaya, A. (2013). A different activity in grammar learning in Turkish course: Educational comic strips. International Journal of Academic Research, 5(5), 118-123.
- Alsaç, Ü. (1994). Türkiye'de karikatür, çizgi roman ve çizgi film [Caricature, comics and cartoons in Turkey] (Vol. 144). İletişim Publications.
- Barker, M. (1989). Comics: Ideology, power and the critics. Manchester, US: Manchester University Press.
- Batdı, V. (2017). Smart board and academic achievement in terms of the process of integrating technology into instruction: A study on the McA. Croatian Journal of Education, 19(3), 763-80.
- Borenstein, M., & Higgins, J. P. (2013). Meta-analysis and subgroups. Prevention Science, 14(2), 134-143.
- Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2009). Introduction to meta−analysis. Chichester, UK: John Wiley.
- Bose, S., & Singh, P. (2023, June). The potential of digital comics in the classroom. In AIP Conference Proceedings (Vol. 2782, No. 1). AIP Publishing.
- Bozkurt, O. (2023). The effect of using educational comics in science class on hidden attitude, motivation and academic achievement. International Journal of Education Technology and Scientific Researches, 8(23), 1301-1328.
- Brown, S. A. (1991). Measuring quality of primary studies for meta−analysis: A realistic yet rigorous approach. Nursing Research, 40, 352−355.
- Brown, S. A., Upchurch, S. L., & Acton, G. J. (2003). A framework for developing a coding scheme for meta−analysis. Western Journal of Nursing Research, 25, 205−222.
- Candrayani, N. M. W., & Sujana, I. W. (2023). Digital Comics: Character Value-Based Learning Media in the Ramayana Puppet Story Content Social Studies Elementary School. Indonesian Values and Character education Journal, 6(1), 63-72.
- Cary, S. (2004). Goinggraphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann. Çelik, K., & İlhan, G. O. (2021). Çocuk haklarına yönelik eğitici çizgi roman: “Sadece Biriyim”. Türkiye Eğitim Dergisi, 6(1), 262-279.
- Cheung, A. C. K., & Slavin, R. E. (2011). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
- Chute, H. (2008). Comics as literature? Reading graphic narrative. PMLA, 123(2), 452-465.
- Çiçek Şentürk, Ö., & Selvi, M. (2023). Argumentation-supported educational comics as a teaching tool for environmental education. Environmental Education Research, 1-20.
- Cihan, N. (2014). Comics-adaptation of the content for 8th grade Turkish courses as teaching tools. Journal of Research in Education and Teaching, 3(3), 313-321.
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Multivariate statistical SPSS and LISREL applications for social sciences (4th edition). Pegem Academi.
- Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2nd ed.). Russell Sage Publication.
- Crawford, P. (2004). Using graphic novels to attract reluctant readers and promote literacy. Library Media Connection, 22(5), 26-28.
- Doğan, Y. (2014). Using marketing brochures in teaching Turkish vocabulary to foreigners. Journal of Language and Linguistic Studies, 10(1), 89-98.
- Diegritz, T. (1979). Sind comics schmutz und schund. Der Evangelische Buchberater, 33(1), 1-6. Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34, 917-928.
- Eisner, W. (1974). Comic books in thelibrary. School Library Journal, 21(2), 75-79. Field, A. P., & Gillett, R. (2010). How to do a meta‐analysis. British Journal of Mathematical and Statistical Psychology, 63(3), 665-694.
- Freeman, D., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. Güngör, A. (2020). Evaluation of narrative iconic and visual graphic languages in the context of comics and graphic novels. The Journal of Academic Social Sicience, 8(109), 284-300.
- Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92, 490–499.
- Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557-560.
- Haugaard, K. (1973). Comic books: Conduits to culture? The Reading Teacher, 27, 54-55.
- Hoover, S. (2012), “The case for graphic novels”. Communications in Information Literacy, 5(2), 174‐86.
- Hosler, J., and K. B. Boomer. 2011. “Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?” CBE Life Sciences Education 10(3), 309–317.
- İlhan, G. O. (2016). Comics in social studies teaching. (Doctoral Thesis). Afyon Kocatepe University,
- İlhan, G. O., & Oruç, Ş. (2019). Comic books use in social studies lesson: Texas history. Education and Science, 44, 327−341.
- Inge, M. T. (1997). Comic books. Sanat Dünyamız [Our world of art], 64, 70−79.
- Karagöz, B. (2018). Applicability to the strategies of determining and interpreting interdisciplinary content of educational comic novels: the case of “adam olmuş cocuklar ve kahraman kadınlarımız series”. Erzincan University Journal of Education Faculty, 20(3), 637-661.
- Kirchoff, J. (2017). Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students. Texas Journal of Literacy Education, 5(2), 117-129.
- Koenke, K. (1981). The careful use of comic books. Reading Teacher, 34, 592-595.
- Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
- Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension, in TESOL. Quarterly, 38(2), 225-243.
- Mamun, A. S. (2023). The Effect of Using Digital Comic Book on Students’ Reading Comprehenion Achievement in Narratie Text. In Prosiding Seminar Nasional Literasi dan Pedagogi (SRADA) (pp. 168-178). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pancasakti Tegal.
- McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282.
- Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative texts to Indonesian EFL students. TEFLIN Journal, 23(2), 183-205.
- Meriç, A. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and Their Implications, 4(1), 54-64.
- Metken, G. (1970). Comics. Frankfurt: Fischer Bücherei.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage.
- Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6 (7), e1000097.
- Muzumdar, J. (2016). An overview of comic books as an educational tool and implications for pharmacy. Innovations in Pharmacy, 7(4), 1-10.
- Olson, J. C. (2008). The comic strip as a medium for promoting science literacy. Northridge: California State University Press.
- Pereira, H. L., Paula, J. A., & Lopes, S. M. M. C. (2019). The use of comics as a motivational tool for high school physics education. Revista Amazonica, 24, 417-445.
- Platin, A. (1985). Tek resimden dizi resme geçiş. [Transition from a single image to a series of image]. Gösteri Sanat-Edebiyat Dergisi, 61, 64-65.
- Purnell, K. N., & Solman, R. T. (1991). The influence of technical illustrations on students’ comprehension in geography. Reading Research Quarterly, 26(3), 277-299.
- Richter, T., A. Rendigs, and C. P. Maminirina. 2015. “Conservation Messages in Speech Bubbles–Evaluation of an Environmental Education Comic Distributed in Elementary Schools in Madagascar.” Sustainability 7(7), 8855–8880.
- Rosenberg, M., Adams, D., & Gurevitch, J. (2000). Metawin statistical software for meta-analysis version 2.0. Massachusetts, MA: Sinauer Associates Inc.
- Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.
- Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118, 183–192. Short, J. C., & Reeves, T. C. (2009). The graphic novel: A “cool” format for communicating to generation Y. Business Communication Quarterly, 72(4), 414-430.
- Silverman, D. (2001). Interpreting qualitative data: Methods for analysing talk, text and interaction. London: SAGE Publication.
- Sones, W. (1944). The comics and instructional method. Journal of Educational Sociology, 18, 232-240.
- Symeon, R. (2008). State of the art comics in education using web comics in education. Project Deliverable Report.
- Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and ınteractive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739.
- Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved May 12, 2020 from http://education.gsu.edu/coshima/EPRS8530/EffectSizes_pdf4.pdf
- Topkaya, Y., & Yılar, B. (2015). Analysis student views related to educative comics. Route Educational and Social Science Journal, 2(3), 106-117.
- Tuncer, N. (1993). Çizgi roman ve çocuk [Comic strips and kid], TR: Kids Foundation Publication.
- Uğureli, G., Küçükaltun, Ç., Çalışkan, M., Avan, B., Evgin, H. G., & Yurtbekler, M. (2023). An Effective Material in Disaster Education: Educational Comics. Journal of Interdisiplinary Education Resaerch, 7(15), 231-240.
- Verhallen, M. J. A., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419.
- Williams, N. (1995). The comic book as course book: Why and how. Paper presented at the annual meeting of the teachers of English to speakers of other languages. Long Beach.
- Wright, G., & Sherman, R. (1994). What is black and white and read all over? The funnies! Reading Improvement, 31(1), 37-48.
- Yani, I., Susanto, L. H., Ichsan, I. Z., & Marhento, G. (2023). Develop Comics as Learning Media to Improve Students’ Knowledge about Environmental Disaster in Biology Learning. Jurnal Penelitian Pendidikan IPA, 9(6), 4124-4129.
- Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (9. Edt.). Seçkin Publication.
- Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of educational computing research, 40(1), 47-87.
Year 2023,
Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı, 922 - 940, 29.10.2023
Abstract
The aim of the study is to assess educational comics in the context of meta-analytic and meta-thematic analysis. Within the scope of meta-analysis, studies on educational comics from 2005 to 2021 were obtained from different databases. The effect size of educational comics studies on achievement was medium (g=0.71), and on attitudes was also medium (g=0.70), with educational comics in favour of academic achievement and attitude points. Moderator analyses were conducted in the meta-analytic process and it is aimed to address the status of educational comic activity in terms of teaching levels, application process, subject matter domains and sample sizes. The reliability of meta-analysis process was considered and the operations in the meta-analysis process were completed at reliable levels. For the meta-thematic aspect, national and international studies with qualitative dimensions were reached. Despite some minor flaws of the comic, it has been seen that it has positive effects on academic achievement, attitude and cognitive and affective dimensions of students. These emerging data were combined in two directions and it was ensured that the study reached a general conclusion. It is thought that performing both meta-analysis and meta-thematic analysis with different data sources contributes to the scope and reliability of the research.
Project Number
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References
- Abell, S. (2008). Twenty years later: Does pedagogical content knowledge remain a useful idea? International Journal of Science Education, 30(10), 1405-1416.
- Akkaya, A. (2013). A different activity in grammar learning in Turkish course: Educational comic strips. International Journal of Academic Research, 5(5), 118-123.
- Alsaç, Ü. (1994). Türkiye'de karikatür, çizgi roman ve çizgi film [Caricature, comics and cartoons in Turkey] (Vol. 144). İletişim Publications.
- Barker, M. (1989). Comics: Ideology, power and the critics. Manchester, US: Manchester University Press.
- Batdı, V. (2017). Smart board and academic achievement in terms of the process of integrating technology into instruction: A study on the McA. Croatian Journal of Education, 19(3), 763-80.
- Borenstein, M., & Higgins, J. P. (2013). Meta-analysis and subgroups. Prevention Science, 14(2), 134-143.
- Borenstein, M., Hedges, L., Higgins, J., & Rothstein, H. (2009). Introduction to meta−analysis. Chichester, UK: John Wiley.
- Bose, S., & Singh, P. (2023, June). The potential of digital comics in the classroom. In AIP Conference Proceedings (Vol. 2782, No. 1). AIP Publishing.
- Bozkurt, O. (2023). The effect of using educational comics in science class on hidden attitude, motivation and academic achievement. International Journal of Education Technology and Scientific Researches, 8(23), 1301-1328.
- Brown, S. A. (1991). Measuring quality of primary studies for meta−analysis: A realistic yet rigorous approach. Nursing Research, 40, 352−355.
- Brown, S. A., Upchurch, S. L., & Acton, G. J. (2003). A framework for developing a coding scheme for meta−analysis. Western Journal of Nursing Research, 25, 205−222.
- Candrayani, N. M. W., & Sujana, I. W. (2023). Digital Comics: Character Value-Based Learning Media in the Ramayana Puppet Story Content Social Studies Elementary School. Indonesian Values and Character education Journal, 6(1), 63-72.
- Cary, S. (2004). Goinggraphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann. Çelik, K., & İlhan, G. O. (2021). Çocuk haklarına yönelik eğitici çizgi roman: “Sadece Biriyim”. Türkiye Eğitim Dergisi, 6(1), 262-279.
- Cheung, A. C. K., & Slavin, R. E. (2011). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113.
- Chute, H. (2008). Comics as literature? Reading graphic narrative. PMLA, 123(2), 452-465.
- Çiçek Şentürk, Ö., & Selvi, M. (2023). Argumentation-supported educational comics as a teaching tool for environmental education. Environmental Education Research, 1-20.
- Cihan, N. (2014). Comics-adaptation of the content for 8th grade Turkish courses as teaching tools. Journal of Research in Education and Teaching, 3(3), 313-321.
- Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2016). Multivariate statistical SPSS and LISREL applications for social sciences (4th edition). Pegem Academi.
- Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and meta-analysis (2nd ed.). Russell Sage Publication.
- Crawford, P. (2004). Using graphic novels to attract reluctant readers and promote literacy. Library Media Connection, 22(5), 26-28.
- Doğan, Y. (2014). Using marketing brochures in teaching Turkish vocabulary to foreigners. Journal of Language and Linguistic Studies, 10(1), 89-98.
- Diegritz, T. (1979). Sind comics schmutz und schund. Der Evangelische Buchberater, 33(1), 1-6. Durlak, J. A. (2009). How to select, calculate, and interpret effect sizes. Journal of Pediatric Psychology, 34, 917-928.
- Eisner, W. (1974). Comic books in thelibrary. School Library Journal, 21(2), 75-79. Field, A. P., & Gillett, R. (2010). How to do a meta‐analysis. British Journal of Mathematical and Statistical Psychology, 63(3), 665-694.
- Freeman, D., & Freeman, Y. (2000). Teaching reading in multilingual classrooms. Portsmouth, NH: Heinemann. Güngör, A. (2020). Evaluation of narrative iconic and visual graphic languages in the context of comics and graphic novels. The Journal of Academic Social Sicience, 8(109), 284-300.
- Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92, 490–499.
- Higgins, J. P., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003). Measuring inconsistency in meta-analyses. BMJ, 327(7414), 557-560.
- Haugaard, K. (1973). Comic books: Conduits to culture? The Reading Teacher, 27, 54-55.
- Hoover, S. (2012), “The case for graphic novels”. Communications in Information Literacy, 5(2), 174‐86.
- Hosler, J., and K. B. Boomer. 2011. “Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciating Science?” CBE Life Sciences Education 10(3), 309–317.
- İlhan, G. O. (2016). Comics in social studies teaching. (Doctoral Thesis). Afyon Kocatepe University,
- İlhan, G. O., & Oruç, Ş. (2019). Comic books use in social studies lesson: Texas history. Education and Science, 44, 327−341.
- Inge, M. T. (1997). Comic books. Sanat Dünyamız [Our world of art], 64, 70−79.
- Karagöz, B. (2018). Applicability to the strategies of determining and interpreting interdisciplinary content of educational comic novels: the case of “adam olmuş cocuklar ve kahraman kadınlarımız series”. Erzincan University Journal of Education Faculty, 20(3), 637-661.
- Kirchoff, J. (2017). Using Digital Comics to Develop Digital Literacy: Fostering Functionally, Critically, and Rhetorically Literate Students. Texas Journal of Literacy Education, 5(2), 117-129.
- Koenke, K. (1981). The careful use of comic books. Reading Teacher, 34, 592-595.
- Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
- Liu, J. (2004). Effects of comic strips on L2 learners’ reading comprehension, in TESOL. Quarterly, 38(2), 225-243.
- Mamun, A. S. (2023). The Effect of Using Digital Comic Book on Students’ Reading Comprehenion Achievement in Narratie Text. In Prosiding Seminar Nasional Literasi dan Pedagogi (SRADA) (pp. 168-178). Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pancasakti Tegal.
- McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282.
- Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative texts to Indonesian EFL students. TEFLIN Journal, 23(2), 183-205.
- Meriç, A. (2013). The effect of comic strips on EFL reading comprehension. International Journal on New Trends in Education and Their Implications, 4(1), 54-64.
- Metken, G. (1970). Comics. Frankfurt: Fischer Bücherei.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: Sage.
- Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6 (7), e1000097.
- Muzumdar, J. (2016). An overview of comic books as an educational tool and implications for pharmacy. Innovations in Pharmacy, 7(4), 1-10.
- Olson, J. C. (2008). The comic strip as a medium for promoting science literacy. Northridge: California State University Press.
- Pereira, H. L., Paula, J. A., & Lopes, S. M. M. C. (2019). The use of comics as a motivational tool for high school physics education. Revista Amazonica, 24, 417-445.
- Platin, A. (1985). Tek resimden dizi resme geçiş. [Transition from a single image to a series of image]. Gösteri Sanat-Edebiyat Dergisi, 61, 64-65.
- Purnell, K. N., & Solman, R. T. (1991). The influence of technical illustrations on students’ comprehension in geography. Reading Research Quarterly, 26(3), 277-299.
- Richter, T., A. Rendigs, and C. P. Maminirina. 2015. “Conservation Messages in Speech Bubbles–Evaluation of an Environmental Education Comic Distributed in Elementary Schools in Madagascar.” Sustainability 7(7), 8855–8880.
- Rosenberg, M., Adams, D., & Gurevitch, J. (2000). Metawin statistical software for meta-analysis version 2.0. Massachusetts, MA: Sinauer Associates Inc.
- Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641.
- Rosenthal, R. (1995). Writing meta-analytic reviews. Psychological Bulletin, 118, 183–192. Short, J. C., & Reeves, T. C. (2009). The graphic novel: A “cool” format for communicating to generation Y. Business Communication Quarterly, 72(4), 414-430.
- Silverman, D. (2001). Interpreting qualitative data: Methods for analysing talk, text and interaction. London: SAGE Publication.
- Sones, W. (1944). The comics and instructional method. Journal of Educational Sociology, 18, 232-240.
- Symeon, R. (2008). State of the art comics in education using web comics in education. Project Deliverable Report.
- Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and ınteractive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739.
- Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. Retrieved May 12, 2020 from http://education.gsu.edu/coshima/EPRS8530/EffectSizes_pdf4.pdf
- Topkaya, Y., & Yılar, B. (2015). Analysis student views related to educative comics. Route Educational and Social Science Journal, 2(3), 106-117.
- Tuncer, N. (1993). Çizgi roman ve çocuk [Comic strips and kid], TR: Kids Foundation Publication.
- Uğureli, G., Küçükaltun, Ç., Çalışkan, M., Avan, B., Evgin, H. G., & Yurtbekler, M. (2023). An Effective Material in Disaster Education: Educational Comics. Journal of Interdisiplinary Education Resaerch, 7(15), 231-240.
- Verhallen, M. J. A., Bus, A. G., & de Jong, M. T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419.
- Williams, N. (1995). The comic book as course book: Why and how. Paper presented at the annual meeting of the teachers of English to speakers of other languages. Long Beach.
- Wright, G., & Sherman, R. (1994). What is black and white and read all over? The funnies! Reading Improvement, 31(1), 37-48.
- Yani, I., Susanto, L. H., Ichsan, I. Z., & Marhento, G. (2023). Develop Comics as Learning Media to Improve Students’ Knowledge about Environmental Disaster in Biology Learning. Jurnal Penelitian Pendidikan IPA, 9(6), 4124-4129.
- Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (9. Edt.). Seçkin Publication.
- Zucker, T. A., Moody, A. K., & McKenna, M. C. (2009). The effects of electronic books on pre-kindergarten-to-grade 5 students' literacy and language outcomes: A research synthesis. Journal of educational computing research, 40(1), 47-87.
There are 67 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Instructional Technologies |
| Journal Section | Articles |
| Authors | |
| Project Number | - |
| Early Pub Date | October 22, 2023 |
| Publication Date | October 29, 2023 |
| Acceptance Date | October 6, 2023 |
| Published in Issue | Year 2023 Volume: 5 Issue: 3 - Türkiye Cumhuriyeti 100.Yıl Özel Sayısı |
