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Article Citation - WoS: 70Citation - Scopus: 82The Effect of Uncertainty on Learning in Game-Like Environments(Pergamon-elsevier Science Ltd, 2013) Ozcelik, Erol; Cagiltay, Nergiz Ercil; Ozcelik, Nese SahinConsidering the role of games for educational purposes, there has an increase in interest among educators in applying strategies used in popular games to create more engaging learning environments. Learning is more fun and appealing in digital educational games and, as a result, it may become more effective. However, few research studies have been conducted to establish principles based on empirical research for designing engaging and entertaining games so as to improve learning. One of the essential characteristics of games that has been unexplored in the literature is the concept of uncertainty. This study examines the effect of uncertainty on learning outcomes. In order to better understand this effect on learning, a game-like learning tool was developed to teach a database concept in higher education programs of software engineering. The tool is designed in two versions: one including uncertainty and the other including no uncertainty. The experimental results of this study reveal that uncertainty enhances learning. Uncertainty is found to be positively associated with motivation. As motivation increases, participants tend to spend more time on answering the questions and to have higher accuracy in these questions. (C) 2013 Elsevier Ltd. All rights reserved.Article Citation - WoS: 58Citation - Scopus: 72Reducing the Spatial Distance Between Printed and Online Information Sources by Means of Mobile Technology Enhances Learning: Using 2d Barcodes(Pergamon-elsevier Science Ltd, 2011) Ozcelik, Erol; Acarturk, CengizOnline information sources, such as pictures and animations on web pages are frequently used for complementing printed course material in educational contexts. The concurrent use of online and printed information sources by students, however, requires going back and forth between physically separated course material, such as a course book and a computer screen, thus leading to suboptimal learning outcomes. Compatible with the principles identified by the recent theoretical frameworks for multimedia learning, mobile technology provides learners with the opportunity to bring online and printed course material close together. Mobile phones make online information available within a small desktop space, in close proximity to printed course material. The challenges that are relevant to text input methods can be overcome by the 2D barcode technology. This study investigates the use of camera-equipped mobile phone and 2D barcode technology as an alternative to the use of computer screen for complementing printed course material. The results of the experimental investigation suggest that, by facilitating the access to online information sources by 2D barcode tags on course books, mobile phones have the potential to enhance learning. (C) 2011 Elsevier Ltd. All rights reserved.Article Citation - WoS: 156Citation - Scopus: 192An Eye-Tracking Study of How Color Coding Affects Multimedia Learning(Pergamon-elsevier Science Ltd, 2009) Ozcelik, Erol; Karakus, Turkan; Kursun, Engin; Cagiltay, KursatColor coding has been proposed to promote more effective learning. However, insufficient evidence currently exists to show how color coding leads to better learning. The goal of this study was to investigate the underlying cause of the color coding effect by utilizing eye movement data. Fifty-two participants studied either a color-coded or conventional format of multimedia instruction. Eye movement data were collected during the study. The results indicate that color coding increased retention and transfer performance. Enhancement of learning by color coding was due to efficiency of locating corresponding information between illustration and text. Color coding also attracted attention of learners to perceptually salient information. (C) 2009 Elsevier Ltd. All rights reserved.Article Citation - WoS: 207Citation - Scopus: 240Why Does Signaling Enhance Multimedia Learning? Evidence From Eye Movements(Pergamon-elsevier Science Ltd, 2010) Ozcelik, Erol; Arslan-Ari, Ismahan; Cagiltay, KursatPrevious studies have suggested that signaling enhances multimedia learning. However, there is not enough evidence showing why signaling leads to better performance. The goal of this study was to examine the effects of signaling on learning outcomes and to reveal the underlying reasons for this effect by using eye movement measures. The participants were 40 undergraduate students who were presented with either signaled or nonsignaled multimedia materials. Labels in the illustration were signaled by temporarily changing the color of the items. The results suggest that the signaled group outperformed the nonsignaled group on transfer and matching tests. Eye movement data shows that signaling guided attention to relevant information and improved the efficiency and effectiveness of finding necessary information. (C) 2009 Elsevier Ltd. All rights reserved.Article Citation - WoS: 178Citation - Scopus: 227The Effect of Competition on Learning in Games(Pergamon-elsevier Science Ltd, 2015) Cagiltay, Nergiz Ercil; Ozcelik, Erol; Ozcelik, Nese SahinToday serious games are having an important impact on areas other than entertainment. Studies show that serious games have a potential of creating learning environments to better reach the educational and training goals. The game design characteristics and game elements are need to be explored in detail for increasing the expected benefits of the gaming environments. In this study, the effect of competition, one of the design elements of game environments, on learning is analyzed experimentally. The study is conducted with 142 students. The results of this study show that when a competition environment is created in a serious game, motivation and post-test scores of learners improve significantly. The results of this study are expected to guide the serious game designers for improving the potential benefits of serious games. (C) 2015 Elsevier Ltd. All rights reserved.
