THE PERCEPTION OF STUDENTS TOWARDS USEFULNESS AND EASE OF USING KAHOOT FOR LEARNING / (Kayıt no. 283437)
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| 000 -BAŞLIK | |
|---|---|
| Sabit Uzunluktaki Kontrol Alanı | 03228nam a22002777a 4500 |
| 003 - KONTROL NUMARASI KİMLİĞİ | |
| Kontrol Alanı | KOHA_MİRAKIL |
| 005 - EN SON İŞLEM TARİHİ ve ZAMANI | |
| Kontrol Alanı | 20211208110111.0 |
| 008 - SABİT UZUNLUKTAKİ VERİ ÖGELERİ - GENEL BİLGİ | |
| Sabit Alan | 211208d2021 cy ||||| m||| 00| 0 eng d |
| 040 ## - KATALOGLAMA KAYNAĞI | |
| Özgün Kataloglama Kurumu | CY-NiCIU |
| Kataloglama Dili | eng |
| Çeviri Kurumu | CY-NiCIU |
| Açıklama Kuralları | rda |
| 041 ## - DİL KODU | |
| Metin ya da ses kaydının dil kodu | eng |
| 090 ## - Yerel Tasnif No | |
| tasnif no | D 282 |
| Cutter no | I36 2021 |
| 100 1# - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Idowu, Adeleye Olusanya |
| 245 14 - ESER ADI BİLDİRİMİ | |
| Başlık | THE PERCEPTION OF STUDENTS TOWARDS USEFULNESS AND EASE OF USING KAHOOT FOR LEARNING / |
| Sorumluluk Bildirimi | ADELEYE OLUSANYA IDOWU; SUPERVISOR: ASSOC. PROF. DR. MUESSER NAT |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Date of production, publication, distribution, manufacture, or copyright notice | 2021 |
| 300 ## - FİZİKSEL TANIMLAMA | |
| Sayfa, Cilt vb. | 165 sheets; |
| Boyutları | 31 cm. |
| Birlikteki Materyal | Includes CD |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 502 ## - TEZ NOTU | |
| Tez Notu | Thesis (PHD) - Cyprus International University. Institute of Graduate Studies and Research Management Information Systems Department |
| 504 ## - BİBLİYOGRAFİ NOTU | |
| Bibliyografi Notu | Includes bibliography (sheets 121-157) |
| 520 ## - ÖZET NOTU | |
| Özet notu | ABSTRACT<br/>Kahoot! is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use of Kahoot! in a learning environment. Therefore, this research added system interactivity, task-technology and learning-game conflict factors into the Technology Acceptance Model to investigate students intention and usage of Kahoot!. The success of this instructional approach largely depends on students’ acceptance to study with the game based learning in the learning environment. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has a positive influence on perceived usefulness of Kahoot!, while task-technology fit has a positive influence on Kahoot! usage. Furthermore, findings show that learning-game conflict has a positive influence on student behavioral intention. A linear multiple regression was used to analyze the collected data to answer the research question four to five of the study employed an experimental method approach which tested student engagement, class attendance and class performance. Students’ engagement has a direct and positive influence on their attendance and academic performance in class using Kahoot!. Thus, students’ class attendance mediates the relationship between students’ engagement and their academic performance. The findings serve as a guide for planning, designing and implementing Kahoot! to foster university students’ academic performance, engagement, attendance and learning experience. Also, results showed that the TAM model with the inclusion of learning-game conflict, system interactivity, and Task-Technology Fit factors help to predict and explain university students’ acceptance of game based learning to improve their academic performance, attendance and engagement. |
| 650 #0 - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ | |
| Konusal terim veya coğrafi ad | Structural equation modeling |
| Alt başlık biçimi | Dissertations, Academic |
| 650 #0 - KONU BAŞLIĞI EK GİRİŞ - KONU TERİMİ | |
| Konusal terim veya coğrafi ad | Educational technology |
| Alt başlık biçimi | Dissertations, Academic |
| 700 1# - EK GİRİŞ - KİŞİ ADI | |
| Yazar Adı (Kişi adı) | Nat, Müesser |
| İlişkili Terim | supervisor |
| 9 (RLIN) | 1870 |
| 942 ## - EK GİRİŞ ÖGELERİ (KOHA) | |
| Sınıflama Kaynağı | Dewey Onlu Sınıflama Sistemi |
| Materyal Türü | Thesis |
| Geri Çekilme Durumu | Kayıp Durumu | Sınıflandırma Kaynağı | Kredi için değil | Koleksiyon Kodu | Kalıcı Konum | Mevcut Konum | Raf Yeri | Kayıt Tarih | Source of acquisition | Yer Numarası | Demirbaş Numarası | Son Görülme Tarihi | Fatura Tarihi | Materyal Türü | Genel / Bağış Notu |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Onlu Sınıflama Sistemi | Tez Koleksiyonu | CIU LIBRARY | CIU LIBRARY | Tez Koleksiyonu | 08.12.2021 | Bağış | D 282 I36 2021 | T2550 | 08.12.2021 | 08.12.2021 | Thesis | Management Information Systems Department | |||
| Dewey Onlu Sınıflama Sistemi | CIU LIBRARY | CIU LIBRARY | Görsel İşitsel | 08.12.2021 | Bağış | D 282 I36 2021 | CDT2550 | 08.12.2021 | 08.12.2021 | Suppl. CD | Management Information Systems Department |