Browsing by Subject "Technology acceptance model"
Now showing 1 - 5 of 5
- Results Per Page
- Sort Options
Item Open Access Developing a scenario-based video game generation framework for computer and virtual reality environments: a comparative usability study(Springer, 2021-12) Surer, E.; Erkayaoğlu, M.; Öztürk, Zeynep Nur; Yücel, F.; Bıyık, E. A.; Altan, B.; Şenderin, B.; Oğuz, Zeliha; Gürer, S.; Düzgün, H. Ş.Serious games—games that have additional purposes rather than only entertainment—aim to educate people, solve, and plan several real-life tasks and circumstances in an interactive, efficient, and user-friendly way. Emergency training and planning provide structured curricula, rule-based action items, and interdisciplinary collaborative entities to imitate and teach real-life tasks. This rule-based structure enables the curricula to be transferred into other systematic learning platforms. Although emergency training includes these highly structured and repetitive action responses, a general framework to map the training scenarios’ actions, roles, and collaborative structures to serious games’ game mechanics and game dialogues, is still not available. To address this issue, in this study, a scenario-based game generator, which maps domain-oriented tasks to game rules and game mechanics, was developed. Also, two serious games (i.e., Hospital game and BioGarden game) addressing the training mechanisms of Chemical, Biological, Radiological, Nuclear, and Explosives (CBRNe) domain, were developed by both the game developers and the scenario-based game generator for comparative analysis. Finally, the outcomes of these games were mapped to the virtual reality environment to provide a thorough training program. To test the usability, immersion, presence, and technology acceptance aspects of the proposed game generator’s outcomes, 15 game developer participants tested a complete set of games and answered the questionnaires of the corresponding phenomenon. The results show that although the game generator has higher CPU time and memory usage, it highly outperforms the game development pipeline performance of the game developers and provides usable and immersive games. Thus, this study provides a promising game generator which bridges the CBRNe practitioners and game developers to transform real-life training scenarios into video games efficiently and quickly.Item Open Access Developing a scenario-based video game generation framework for computer and virtual reality environments: a comparative usability study(Springer, 2020-10-31) Surer, E.; Erkayaoğlu, M.; Öztürk, Zeynep Nur; Yücel, F.; Bıyık, E. A.; Altan, B.; Senderin, B.; Oğuz, Zeliha; Gürer, S.; Düzgün, H. Ş.Serious games—games that have additional purposes rather than only entertainment—aim to educate people, solve, and plan several real-life tasks and circumstances in an interactive, efficient, and user-friendly way. Emergency training and planning provide structured curricula, rule-based action items, and interdisciplinary collaborative entities to imitate and teach real-life tasks. This rule-based structure enables the curricula to be transferred into other systematic learning platforms. Although emergency training includes these highly structured and repetitive action responses, a general framework to map the training scenarios’ actions, roles, and collaborative structures to serious games’ game mechanics and game dialogues, is still not available. To address this issue, in this study, a scenario-based game generator, which maps domain-oriented tasks to game rules and game mechanics, was developed. Also, two serious games (i.e., Hospital game and BioGarden game) addressing the training mechanisms of Chemical, Biological, Radiological, Nuclear, and Explosives (CBRNe) domain, were developed by both the game developers and the scenario-based game generator for comparative analysis. Finally, the outcomes of these games were mapped to the virtual reality environment to provide a thorough training program. To test the usability, immersion, presence, and technology acceptance aspects of the proposed game generator’s outcomes, 15 game developer participants tested a complete set of games and answered the questionnaires of the corresponding phenomenon. The results show that although the game generator has higher CPU time and memory usage, it highly outperforms the game development pipeline performance of the game developers and provides usable and immersive games. Thus, this study provides a promising game generator which bridges the CBRNe practitioners and game developers to transform real-life training scenarios into video games efficiently and quickly.Item Open Access Tertiary level EFL students’ perceptions regarding the use of Edmodo, Quizlet, and Canva within technology acceptance model (Tam)(2020-06) Çeçen, GözemThe purpose of this quantitative study was to examine tertiary level EFL learners’ perceptions on the use of the Web 2.0 tools (i.e. Edmodo, Quizlet, Canva). This study was conducted with 90 participants at an English language preparatory school of a state university in Turkey. The results indicated that lower level students reported more positive opinions pertaining the use of the tools individually or altogether when compared to higher level students. The participants significantly differed from one another in terms of their perceptions of the awareness and actual system usage of the tools. It was also found that the perceptions of the awareness could slightly and the perceptions of the actual system usage of the Web 2.0 tools could moderately predict the perceptions of the perceived usefulness of the tools. The implications of this study indicate that these already repeatedly used tools as a curricular task could be substituted or replaced with other tools to alleviate the oversaturation and reluctance of the use of the Web 2.0 tools by learners. Also, their opinions could also be taken into consideration when choosing which Web 2.0 tools to be implemented into language laboratory lessons so that their perceptions on the perceived usefulness, awareness and actual system usage of the tools could be positively shaped. Further research is required in the literature to give more support to generalize the results.Item Open Access Usability of virtual reality for basic design education: a comparative study with paper-based design(Springer, 2019) Özgen, Dilay Seda; Afacan, Yasemin; Sürer, E.Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of ‘the intention to use’ and ‘the perceived enjoyment’ between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education.Item Unknown Using webcasts for student presentations: a case study(Emerald Group Publishing Ltd., 2016) Ortaçtepe, D.Purpose – Adopting Davis’ (1989) technology acceptance model (TAM), the purpose of this paper is to investigate the perceived differences between asynchronous presentation tools (webcasts) and in-person presentations in a graduate program designed for the professional development of English as a foreign language (EFL) teachers at a private university in Turkey. Design/methodology/approach – Data were collected for the three different types of presentations (i.e. in-person, video, and Prezi webcasts) the students performed in four different courses throughout the 2013-2014 academic year. Findings – The analysis of the data coming from a three-part questionnaire revealed that students preferred in class presentations for learning purposes but agreed that webcasts were higher in quality as they included audio-visual materials. This study also concluded that for procedural knowledge that came from hands-on activities, students preferred in-person presentations, while for conceptual knowledge, Prezi webcasts were more preferred as they allocated time for students to reflect, do more research on, and effectively contribute to online discussions. Research limitations/implications – The data came from questionnaires; had there been interviews with the students, more insights could have been gained into their perceptions of webcasts as well as how the students actually used them for learning purposes. Originality/value – The studies specifically focussing on the use of audio and video podcasts/webcasts integrated these tools as supplementary materials to course content in traditional lectures. Yet, the use of webcasts as a student presentation tool rather than a duplicate of teachers’ lectures or supplementary materials still remains unknown especially in relation to the extent to which individuals’ acceptance of this instructional technology. © 2016, © Emerald Group Publishing Limited.