Abstract
In this study, the effects of interactive video usage in programming education on academic achievement and self-efficacy perception of programming were investigated by taking into account learning styles. The research was patterned according to causal-comparative model, and also, correlation analysis was performed for relationship research. Sixty-one students attending 3rd grade in Computer and Instructional Technology Education (CEIT) of Yıldız Technical University participated in the study. Research data were collected with “Interview form,” “Academic Achievement Test,” “self-efficacy scale for programming,” “learning styles index” and “interactive Video system.” ANCOVA, Correlation and Kruskal Wallis H-test were used in the analysis of the data. The data was analyzed on the computer with the SPSS package program. According to research findings, interactive video monitoring rates did not differ significantly in the students ' academic achievement and self-efficacy perceptions of programming. It was found that students ' learning style preferences had no impact on interactive video viewing rates. The relationship between the change in students ' academic achievement and the change in self-efficacy perception scores related to programming has been examined; as academic achievement increases, it has been concluded that the perception of self-efficacy about programming has fallen.
Highlights
With the technology that develops day by day, internet tools have been affected by these developments and have brought up a new concept with them.: Web 2.0 (Akar, 2010)
3.1 Self-efficacy perception Interactive video monitoring rates were obtained in hours/seconds by Interactive Video System (IVS)
Who Viewed The Interactive Video Infrequently Who watches for 1.5 hours or less 15
Summary
With the technology that develops day by day, internet tools have been affected by these developments and have brought up a new concept with them.: Web 2.0 (Akar, 2010). Different researchers offer various definitions of Web 2.0. For example; Tu, Blocher, and Ntoruru (2008) define it as "a Web technology that aims to enhance creativity, information sharing and collaboration among users" Scrum and Levin (2009) emphasize the same features and explain it as the second generation of the internet that supports creativity, information sharing and collaboration. Akar (2010) states that Web 2.0 is a technology that makes the internet more participatory, creative and social. With the perspective of interaction, Web 2.0
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