Uyarlanabilir içerik ve uyarlanabilir gezinme kullanılan hiper ortamların öğrencilerin başarıları doyumları ve bilişsel yüklenmelerine etkisi
The purpose of this study is to determine effect of adaptability of the learning media and adaptability levels on the academic achievement, satisfaction and cognitive load of students. The experimental period of the research is applied to 120 students from the 1st and 4th year of their education at 2011-2012 semester who are studying at Atılım University. The students studying their 1st year have been chosen from the ones excluding the engineering field and the students studying their 4th year have been chosen among the engineering departments. Three different media have been developed during the research. Media have been design as with non adaptive, adaptive presentation based and adaptive navigation based environments.The research work has been designed and realized with the repeated measures within the frame of 3X2 factorial pattern. One of the two independent variables of the research which is adaptability has three levels that can be summarized as adaptive presentation, adaptive navigation and non adaptive; and the second independent variable that is the repeated measures has two levels as pre-test and final test.On the single factor that arises from the pre-test and final test application of the success variable that belong to the students working with the web media that consists of adaptive presentation, adaptive navigation and with non adaptive; two dimensional ANOVA test has been applied for the repeated measures. According to the obtained findings, the adaptability of the learning media and the levels of adaptability are seemed to have the influence on the students? academic success. It has been detected that the students who are working on the media where there is the adaptive navigation have a higher level academic success compared to the students who are working on the media with adaptive presentation and non adaptive.For the measurement of the dependent variable of research work which is cognitive load, cognitive load scale has been used that is developed by Paas in 1992. The scale that consists of a single material can be used in form of seven, nine each and eleven each. In this research work nine each assessment scale has been used. To identify whether there is a significant difference of the observations among the groups? cognitive load scores arithmetic averages? and to identify the influences of the pre-knowledge levels of the students on the media, ANOVA test has been applied on the single factor for the repeated measures (Repeated Measure ANOVA). According to the findings, the cognitive load situations of the students where there is a possibility of navigation and adaptive presentation is relatively less compared to the students where there is non adaptive. The difference between the cognitive load scores of the students from the adaptive presentation and adaptive navigation has not been assessed significant.Since the satisfaction related scales are applied at the end of the experimental period solely as a final test; in order to test whether there exists a difference among the groups, one-sided variance analysis (ANOVA) has been applied different from the others. The scale that has been modified according to the groups has been prepared separately for three different media. According to the results, the satisfaction levels of the students where there is a adaptive navigation is relatively higher compared to the ones where there is non adaptive and where there is the adaptive presentation. The differentiation of the satisfaction levels for the adaptive navigation compared to the other media can be considered as a significant finding that signals the variability of the adaptivity levels (presentation and navigation) internally.In order to examine all scales? structural validity basic components (factor) analysis technique is used, and to determine the reliabilities internal coherence coefficients (Cronbach Alpha) have been calculated. For the knowledge test in the material analysis work t-test has been applied and the reliability has been determined with the Kuder-Richardson-21 (KR-21) technique. For the test of entire attempts .05 significance level has been considered as basis.