April 2012 Volume 15 Number 2 - Educational Technology & Society

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their disclosure of information related Internet usage. Finally, the IAT scores represent the level of Internet abuse at the time of data collection and do not provide information about its development process. Acknowledgements This research was supported by grants from the Center for Scientific Research at the Suleyman Demirel University under the Project 2277–YL–10. The authors also thank to Isparta Provincial Office of National Education and participating schools for their support in providing the subjects, and to Gulin Ulusoy and Melike Sultan Yasar for their proofreading of this paper. References Bayraktar, F. (2001). Internet kullaniminin ergen gelisimindeki rolu [The role of Internet use in adolescent development] (Unpublished master’s thesis). Ege University, Izmir, Turkey. Bayraktar, F., & Gun, Z. (2007). Incidence and correlates of Internet usage among adolescents in North Cyprus. CyberPsychology & Behavior, 10(2), 191–197. Beard, K. W. (2005). Internet addiction: A review of current assessment techniques and potential assessment questions. CyberPsychology & Behavior, 8(1), 7–14. Cakır–Balta, O., & Horzum, M. B. (2008). Web tabanli ogretim ortamindaki ogrencilerin Internet bagimliligini etkileyen faktorler [The factors effecting Internet addiction of students in a web-based instruction]. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 41(1), 187–205. Cao, F., & Su, L. (2007). Internet addiction among Chinese adolescents: Prevalence and psychological features. Child Care Health & Development, 33(3), 275–281. Chen, K., Tarn, M. J., & Han, B. T. (2004). Internet dependency: Its impact on online behavioral patterns in e–commerce. Human Systems Management, 23(1), 49–58. Chou, C., Condron, L., & Belland, J. C. (2005). A review of the research on Internet addiction. Educational Psychology Review, 17(4), 363–388. Chou, C., & Hsai, M. C. (2000). Internet addiction, usage, gratification and pleasure experience: The Taiwan college students’ case. Computers & Education, 35(1), 65–80. comScore. (2009, May). Turkey has 7th largest and most engaged online audience in Europe [Press release]. Retrieved from http://www.comscore.com/Press_Events/Press_Releases/2009/5. Ferraro, G., Caci, B., D’amico, A., & Blasi, M. D. (2007). Internet addiction disorder: An Italian study. CyberPsychology & Behavior, 10(2), 170–175. Frangos, C. C., Frangos, C. C., & Kiohos, A. P. (2010). Internet addiction among Greek university students: Demographic associations with the phenomenon, using the Greek version of Young’s internet addiction test. International Journal of Economic Sciences and Applied Research, 3(1), 49–74. Hardie, E., & Tee, M. Y. (2007). Excessive Internet use: The role of personality, loneliness and social support networks in Internet addiction. Australian Journal of Emerging Technologies and Society, 5(1), 34–47. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). Thousand Oaks: Sage Publications. Gurol, M., & Sevindik, T. (2007). Profile of internet cafe users in Turkey. Telematics and Informatics, 24(1), 59–68. Johansson, A., & Gotestam, G. (2004). Internet addiction: Characteristics of a questionnaire and prevalence in Norwegian youth (12–18 years). Scandinavian Journal of Psychology, 45(3), 223–224. Koc, M., & Ferneding, K. A. (2007). The consequences of Internet café use on Turkish college students’ social capital. Turkish Online Journal of Educational Technology, 6(3), 88–97. Lee, M. S., Ko, Y. H., Song, H. S., Kwon, K. H., Lee, H. S., Nam, M., & Jung, I. K. (2007). Characteristics of Internet use in relation to game genre in Korean adolescents. CyberPsychology & Behavior, 10(2), 278–285. Lin, S. S. J., & Tsai, C. C. (2002). Sensation seeking and internet dependence of Taiwanese high school adolescents. Computers in Human Behavior, 18(4), 411–426. 35
MEB. (2009). Internete erisim projesi [The annual activity report 2009]. Retrieved from the Ministry of Education website: http://www.meb.gov.tr/ADSL/adsl_index.html. Miniwatts Marketing Group. (2010). Internet world stats: Usage and population statistics. Retrieved from the Internet World Stats website: http://www.internetworldstats.com/stats.htm. Montgomery, K., Gottlieb–Robles, B., & Larson, G. O. (2004). Youth as E–Citizens: Engaging the digital generation. Retrieved from http://www.centerforsocialmedia.org/sites/default/files/documents/pages/youthreport.pdf. Morahan–Martin, J. (2008). Internet abuse: Emerging trends and lingering questions. In A. Barak (Ed.), Psychological aspects of cyberspace: Theory, research, applications (pp. 32–69). Cambridge, UK: Cambridge University Press. Morahan–Martin, J., & Schumacher, P. (2000). Incidence and correlates of pathological Internet use among college students. Computers in Human Behavior, 16(1), 13–29. Park, S. K., Kim, J. Y., & Cho, C. B. (2008). Prevalence of Internet addiction and correlations with family factors among South Korean adolescents. Adolescence, 43(172), 895–909. Segrin, C., & Flora, J. (2005). Family communication. Hillsdale, NJ: Lawrence Erlbaum Associates. Soule, L. C., Shall, L. W., & Kleen, B. A. (2003). Exploring Internet addiction: Demographic characteristics and stereotypes of heavy Internet users. Journal of Computer Information Systems, 44(1), 64–73. Tahiroglu, A. Y., Celik, G. G., Uzel, M., Ozcan, N., & Avci, A. (2008). Internet use among Turkish adolescents. CyberPsychology & Behavior, 11(5), 537–543. Tezcan, M. (1976). Bos zaman egitimi ve egitim politikamiz [Spare time education and our educational policy]. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi, 9(1), 403–414. Tsai, C. C., & Lin, S. S. J. (2003). Internet addiction of adolescents in Taiwan: An interview study. CyberPsychology & Behavior, 6(6), 649–652. TUIK. (2010). Information and communication technology (ICT) usage survey in households and individuals [Press release]. Retrieved from http://www.turkstat.gov.tr/PreHaberBultenleri.do?id=6308. TUIK. (2011). Information and communication technology (ICT) usage survey in households and individuals [Press release]. Retrieved from http://www.turkstat.gov.tr/PreHaberBultenleri.do?id=8572. Widyanto, L., & McMurran, M. (2004). The psychometric properties of the Internet addiction test. CyberPsychology & Behavior, 7(4), 443–450. Yang, S. C., & Tung, C. J. (2007). Comparison of Internet addicts and non-addicts in Taiwanese high school. Computers in Human Behavior, 23(1), 79–96. Yoo, H. J., Cho, S. C., Ha, J., Yune, S. K., Kim, S. J., Hwang, J., Chung, A., Sung Y. H., & Lyoo, I. K. (2004). Attention deficit hyperactivity symptoms and Internet addiction. Psychiatry and Clinical Neurosciences, 58(5), 487–494. Young, K. S. (1998). Caught in the Net: How to recognize the signs of Internet addiction—and a winning strategy for recovery. New York: Wiley Publishing. Young, K. S., Yue, X. D., & Ying, L. (2011). Prevalence estimates and etiologic models of Internet addiction. In K. S. Young & C. N. de Abreu (Eds.), Internet addiction: A handbook and guide to evaluation and treatment (pp. 3–18). Hoboken, NJ: John Wiley & Sons. 36
Page 1 and 2: April 2012 Volume 15 Number 2
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Contextualizing a MALL: Practice De
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
Page 15 and 16: information as human mediation mean
Page 17 and 18: Blau, I., & Barak, A. (2012). How D
Page 19 and 20: examined whether the readiness to p
Page 21 and 22: Table 5 presents the ANOVA for the
Page 23 and 24: However, in discussing a non-sensit
Page 25 and 26: deviations showed smaller variance,
Page 27 and 28: actual participation discussing sen
Page 29 and 30: Mesch, G., & Elgali, Z. (2009). Soc
Page 31 and 32: Although prior research on overall
Page 33 and 34: with a score of 39 and below as “
Page 35 and 36: Table 2 demonstrates mean scores an
Page 37 and 38: Discussion Although the recent Inte
Page 39: Furthermore, the most preferred pla
Page 43 and 44: Learning Management Systems (LMS) b
Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
Page 49 and 50: At an international conference on m
Page 51 and 52: � Ability to produce rich assessm
Page 53 and 54: Meishar-Tal, H., & Tal-Elhasid, E.
Page 55 and 56: Tsai, S. C. (2012). Integration of
Page 57 and 58: order to decrease text complexity a
Page 59 and 60: matter how the learners’ aptitude
Page 61 and 62: If compared by programs, WP student
Page 63 and 64: mean F2F 4.64 4.52 4.35 4.44 *: p
Page 65 and 66: een analyzed and were compared with
Page 67 and 68: Chen, G.-D., Lee, J.-H., Wang, C.-Y
Page 69 and 70: and diverse cognitional and emotion
Page 71 and 72: Encourage and persuade students wit
Page 73 and 74: Materials and procedure Each studen
Page 75 and 76: The lower part of Figure 4 shows st
Page 77 and 78: Mayer, R. E., Sobko, K., & Mautone,
Page 79 and 80: that an item is answered correctly
Page 81 and 82: Table 1. Relative concepts frequenc
Page 83 and 84: The Account Management Module provi
Page 85 and 86: Experiment 1 and results Figure 7.
Page 87 and 88: Utilization of Test Item 36 33 30 2
Page 89 and 90: Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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