Abstract
The aim of this research
was to reveal the effects of the lessons taught by using the cloud-based Prezi
presentation tool on students' academic achievement and learning retention. In
this quantitative study, the posttest-only control group design from experimental
research designs was used. The sample group of this study consisted of 47
pre-service teachers who were freshmen and were studying in the department of
Turkish Language Education, Faculty of Education at Bartın University. The
students were randomly assigned to the experimental group in which the lecture
took place using the Prezi presentation tool and to the control group in which
the lecture took place using the traditional PowerPoint presentation tool. The
academic achievement test was applied to both groups to determine the students’
academic achievement after the completion of the lectures. 10 weeks after
administering the first test, the same academic achievement test was applied to
the students in both groups to evaluate the long-term impact of the
presentations. As a result of analyzing data obtained from the research, it was found that there was no
significant difference in the effects of the lessons taught using Prezi
presentations and the lessons traditionally taught using PowerPoint presentations
on student achievement. However, the students who attended the courses taught
using Prezi were significantly higher in the long-term recall of the
information they learned than the students who attended the courses taught
using PowerPoint.
References
- Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2002). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Theory into Practice, 41(4), 211-218.
- Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73-82.
- Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160.
- Çakmak, E. K. (2007). Çoklu ortamlarda dar boğaz: Aşırı bilişsel yüklenme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), 1-24.
- Diamond, S. (2010). Prezi for dummies. John Wiley & Sons.
- Duffy, R. M., Guerandel, A., Casey, P., Malone, K., & Kelly, B. D. (2015). Experiences of using Prezi in psychiatry teaching. Academic Psychiatry, 39(6), 615-619.
- Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis: Pearson Education Limited.
- Huang, Y. M. (2017). Exploring the intention to use cloud services in collaboration contexts among Taiwan’ private vocational students. Information Development, 33(1), 29-42.
- Karasar, N. (2009). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım.
- Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational research, 42(1), 43-57.
- Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
- Monetle, D.R., Sullivan, T.J., & DeJong C.R. (1990). Applied Social Research. New York: Harcourt Broce Jovanovich, Inc.
- Özen, Y., & Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (15), 394-422.
- Perron, B., & Stearns, A. (2010). A review of a presentation technology: Prezi. Research on Social Work Practice, 1-2.
- Rahimi, E., van den Berg J. & Veen, W. (2015) Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers and Education, 81, 235–246.
- Rahman, H. A., Asrowi, A., & Ahyar, M. (2018). Development of Learning Media Based on Prezi on Sociology Subject at 11th Grade of Social Program. International Journal of Multicultural and Multireligious Understanding, 5(4), 442-452.
- Settle, Q., Abrams, K. M., & Baker, L. M. (2011). Using Prezi in the classroom. NACTA Journal, 55(4), 105-106. Špernjak, A. (2014). Is Prezi more usefullness education tool than PowerPoint?. The Eurasia Proceedings of Educational and Social Sciences, 1, 191-195.
- Strasser, N. (2014). Using Prezi in higher education. Journal of College Teaching & Learning, 11(2), 95.
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
- Sweller, J., Van Merrienboer, J. J. G. ve Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psyhology Review, 10(3), 251-296.
- Thomas, P. Y., (2011). Cloud computing: A potential paradigm for practising the scholarship of teaching and learning. The Electronic Library, 29(2), 214-224.
- Ustun, A. B. (2019). Students’ experiences in learning and using Prezi in higher education. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 928-946.
Abstract
Bu araştırmanın amacı, bulut tabanlı Prezi sunu aracı
vasıtasıyla anlatılan derslerin öğrencilerin akademik başarısına ve öğrenme
kalıcılığına etkisini ortaya çıkarmaktır. Nicel bir araştırma olan bu çalışmada
deneysel desenlerden son test kontrol gruplu model kullanılmıştır. Bu
araştırmanın çalışma grubunu 2018-2019 akademik yılı bahar döneminde Bartın
Üniversitesi Eğitim Fakültesi Türkçe bölümü 1. Sınıfta eğitim ve öğrenimine
devam eden 47 öğretmen adayı oluşturmaktadır. Öğrenciler seçiksiz atama
yapılarak Prezi sunu aracı kullanılarak ders sunumlarının gerçekleştiği deney
grubuna ve geleneksel olarak PowerPoint sunu aracı kullanılarak ders
sunumlarının gerçekleştiği kontrol grubuna dağıtılmıştır. Konu anlatımlarının
bitiminin akabinde öğrencilerin akademik başarısını belirlemek için her iki
gruba da akademik başarı testi uygulanmıştır. Derslerin bitiminden 10 hafta
sonra, yapılan sunumların uzun vadedeki etkisini değerlendirebilmek için aynı
başarı testi her iki gruptaki öğrencilere tekrar uygulanmıştır. Araştırmadan
elde edilen veriler üzerinde yapılan analizler neticesinde, Prezi sunumları
kullanılarak anlatılan dersler ile geleneksel olarak PowerPoint sunumu
kullanılarak anlatılan derslerin öğrenci başarısına etkisinde anlamlı bir
farklılığın olmadığı bulunmuştur. Fakat, Prezi ile sunulan derslere katılan
öğrenciler, PowerPoint ile sunulan derslere katılan öğrencilere göre
öğrendikleri bilgileri uzun vadede hatırlama düzeyleri anlamlı bir biçimde daha
yüksek çıkmıştır.
References
- Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2002). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Theory into Practice, 41(4), 211-218.
- Chou, P. N., Chang, C. C., & Lu, P. F. (2015). Prezi versus PowerPoint: The effects of varied digital presentation tools on students’ learning performance. Computers & Education, 91, 73-82.
- Craig, R. J., & Amernic, J. H. (2006). PowerPoint presentation technology and the dynamics of teaching. Innovative Higher Education, 31(3), 147-160.
- Çakmak, E. K. (2007). Çoklu ortamlarda dar boğaz: Aşırı bilişsel yüklenme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 27(2), 1-24.
- Diamond, S. (2010). Prezi for dummies. John Wiley & Sons.
- Duffy, R. M., Guerandel, A., Casey, P., Malone, K., & Kelly, B. D. (2015). Experiences of using Prezi in psychiatry teaching. Academic Psychiatry, 39(6), 615-619.
- Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2013). Multivariate Data Analysis: Pearson Education Limited.
- Huang, Y. M. (2017). Exploring the intention to use cloud services in collaboration contexts among Taiwan’ private vocational students. Information Development, 33(1), 29-42.
- Karasar, N. (2009). Bilimsel araştırma yöntemi: kavramlar-ilkeler-teknikler. Nobel Yayın Dağıtım.
- Kinchin, I. M., Hay, D. B., & Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational research, 42(1), 43-57.
- Mayer, R. E. (2001). Multimedia learning. New York: Cambridge University Press.
- Monetle, D.R., Sullivan, T.J., & DeJong C.R. (1990). Applied Social Research. New York: Harcourt Broce Jovanovich, Inc.
- Özen, Y., & Gül, A. (2007). Sosyal ve eğitim bilimleri araştırmalarında evren-örneklem sorunu. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (15), 394-422.
- Perron, B., & Stearns, A. (2010). A review of a presentation technology: Prezi. Research on Social Work Practice, 1-2.
- Rahimi, E., van den Berg J. & Veen, W. (2015) Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers and Education, 81, 235–246.
- Rahman, H. A., Asrowi, A., & Ahyar, M. (2018). Development of Learning Media Based on Prezi on Sociology Subject at 11th Grade of Social Program. International Journal of Multicultural and Multireligious Understanding, 5(4), 442-452.
- Settle, Q., Abrams, K. M., & Baker, L. M. (2011). Using Prezi in the classroom. NACTA Journal, 55(4), 105-106. Špernjak, A. (2014). Is Prezi more usefullness education tool than PowerPoint?. The Eurasia Proceedings of Educational and Social Sciences, 1, 191-195.
- Strasser, N. (2014). Using Prezi in higher education. Journal of College Teaching & Learning, 11(2), 95.
- Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-285.
- Sweller, J., Van Merrienboer, J. J. G. ve Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psyhology Review, 10(3), 251-296.
- Thomas, P. Y., (2011). Cloud computing: A potential paradigm for practising the scholarship of teaching and learning. The Electronic Library, 29(2), 214-224.
- Ustun, A. B. (2019). Students’ experiences in learning and using Prezi in higher education. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 928-946.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | June 22, 2020 |
| Submission Date | March 26, 2020 |
| Acceptance Date | May 16, 2020 |
| Published in Issue | Year 2020 Volume: 2 Issue: 1 |
Bilgi ve İletişim Teknolojileri Dergisi
Journal of Information and Communication Technologies