Abstract
The purpose of this study is to identify pre-service primary mathematics teachers' views regarding on Web-based Intelligent Tutoring Systems (WBITS) in relation to its usability and influence on teaching. A survey method was used. The study was conducted with 43 students attending the mathematics teaching program under the department of elementary education. The data were collected through a paper-based survey composed of three parts. In the first part of the survey, there are 9 items about demographic information demographic profile of the respondents such as name, gender, age, study styles, learning styles, and motivation styles. In the second part, there is a scale about Innovation Awareness Scale and in the third part there is a scale about views concerning the usability and the influence of WBITS on learning. The data obtained from the study were analyzed using SPSS-21 based on descriptive statistics such as frequency, percentage distribution, and arithmetic mean in addition to MANOVA, which is a parametric test, and Pearson product-moment correlation coefficient. Analysis indicated that the participants were neither negative or positive regarding both WBITS and innovation. It was seen that there was no significant relationship between participant awareness regarding innovation and their views regarding WBITS. Another important finding is that study styles, learning styles, and motivation styles are not influential variables over their views about WBITS' usability and its effect on learning attitudes towards WBITS.
Highlights
The increased effectiveness of information technology in human life has led to changes in learning environments
The purpose of this study is to explore the influence of the demographic characteristics and the innovation awareness of pre-service mathematics teachers’, who have experiences with web-based intelligent tutoring systems (WBITS), on their opinions regarding the usability of Web-based Intelligent Tutoring Systems (WBITS) and their effect on learning
Based on the Demographic Characteristics of the Pre-Service Mathematics Teachers
Summary
The increased effectiveness of information technology in human life has led to changes in learning environments. Due to transition from “digital immigrant” generation to “digital native” generation, the education given to this new generation has led to the emergence of technology-based educational and instructional paradigms thanks to innovative technologies [1]. Books are replaced by the Internet and web technologies which constitute independent teaching environments. One of the most important products of these technologies is web-based learning environments. Web-based learning environments are the synthesis of distant learning, Internet/web technologies, and learning environments [2,3]. Learning environment is a concept to describe teaching processes, and it has a wide spectrum ranging from de facto psycho-social learning environments to environments created with computer and Internet technologies [2,4,5]
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