WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
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Article The Effects of Physiological Stress on Learning Instructional Materials(Editura Univ Oradea, 2022) Tuncol, Aleyna Su; Cengil, Betul Beyza; Aydin, Oyku; Kaynak, Hande; Ozcelik, ErolPsychophysiological studies have shown that stress can both enhance and impair learning. However, there is not enough research on the effects of stress on learning ecologically valid materials. Considering this need, the goal of the current study is to examine the effects of physiological stress on learning instructional materials. Thirty-eight healthy participants held their hands in either ice-cold water (cold pressor stress group) or warm water (control group) for three minutes after studying the instructional material. Learning was assessed by recall and recognition tests given on the following day. The results showed that physiological stress impaired recall but did not affect recognition, suggesting that extreme stress levels had a detrimental effect on learning tests that rely on self-initiated cues.Article Citation - WoS: 4Citation - Scopus: 3The Effect of Integrative Prequestions on Learning From Text: an Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2024) Bostan, Esra; Ozcelik, ErolAsking questions before studying (i.e., prequestions) is an effective strategy for learning, but there is not enough evidence demonstrating how integrative prequestions lead to a general benefit of learning. Considering this need, this study aimed to reveal the underlying cognitive processes contributing to this learning benefit using eye movement measurements. This study included 24 adults aged 18-35. Half of the participants were randomly selected to answer integrative questions before reading the passage (Prequestion Group). The other half did not receive prequestions before reading (Control Group). The results show that answering integrative questions before reading enhances the learning of both prequestioned and non-prequestioned sentences. Eye movement data demonstrates that the Prequestion Group exhibited increased attention, with a greater fixation number and longer complete fixation time on prequestioned sentences than the Control Group, and they also displayed more gaze transitions between these sentences during reading due to combining information related to prequestions. Interestingly, the Prequestion Group achieved higher post-test scores on non-prequestioned sentences, even though they paid less attention to these items than the Control Group. These findings suggest that integrative prequestioning can be used as an active learning strategy for students to foster deeper cognitive processes through the integration of information.Article Citation - WoS: 3Citation - Scopus: 5Enhancing Multimedia Learning by Emotional Arousal(Routledge Journals, Taylor & Francis Ltd, 2024) Arslan-Ari, Ismahan; Ozcelik, ErolSeveral studies in multimedia learning have examined the effect of emotional design. Recent findings from cognitive psychology provide opportunities for educators to use more direct ways of manipulating emotion to enhance learning. These studies have shown that emotionally arousing words and pictures are remembered better than neutral ones. Building upon these findings, this experimental study investigates the effect of arousal of instructional materials on learning. A total of 154 participants were randomly divided into a "high-emotional arousal" and a "low-emotional arousal" group in a between-subjects design. These results suggest that emotional arousal enhanced learning. Mediation analyses show that the effect of arousal on learning was partially mediated by interest. Accordingly, emotional arousal increased interest, which in turn improved transfer scores. The findings imply that motivational factors such as situational interest encouraged elaborative processing and deeper levels of learning. The direct effect of emotional arousal on learning was also significant.