Mehmet Kesim

Bio: Mehmet Kesim is an academic researcher from Anadolu University. The author has contributed to research in topics: Interactivity & Augmented reality. The author has an hindex of 6, co-authored 20 publications receiving 383 citations.

Construct validation of ICT Indicators Measurement Scale (ICTIMS)

Abstract: This study aims to analyze psychometric features of a scale which was developed to measure indicators of Information and Communication Technologies (ICTs) at an undergraduate institution in Turkey. Issues forming successful ICT integration were identified according to competencies stated by UNESCO (2002). Besides, each competency sheltered further sub-components which were adapted from UNESCO (2002) and Odabasi et al. (2006). Questionnaire items for each factor were prepared and verified through expert panels. The questionnaire was administered to 359 education college students at a Turkish state university. Exploratory factor analysis eliminated 13 of 54 questions in the scale, identified 10 factors accounting for 51.557 % of the variance. The internal consistency was also high (α=.888). Then a confirmatory factor analysis was conducted which eliminated three more questions and revealed an ideal model fit. The model summary of the confirmatory factor analysis was provided along with implications and suggestions for further research.

Growing up digital.

Abstract: The Victorian Department of Education and Early Childhood Development [DEECD], Symantec, Cyber Safe Kids and Common Sense Media are currently conducting a pilot collaborative project in which 10 selected schools are trialing a digital citizenship curriculum. This digital citizenship curriculum has been aligned with local/national and international curriculum achievement standards, learning areas, competencies/capabilities. Participating schools will also trial the use of an Incident Response Tool.

Audience Evolution: New Technologies and the Transformation of Media Audiences

Abstract: Audience Evolution: New Technologies and the Transformation of Media Audiences. Philip M. Napoli. New York, NY: Columbia University Press, 2010. 272 pp. $27.50 pbk. Philip Napoli's new book, Audience Evolution: New Technologies and the Transformation of Media Audiences, is a good combination of a critical approach to audience measurement as well as a thorough review of the development of audience information systems. His key argument is that technologies foster the collection and compilation of audience information beyond the traditional exposure model, and allow new dimensions of audience information be incorporated into business use. Napoli, a professor in the Graduate School of Business at Fordham University and director of the Donald McGannon Communication Research Center, focuses on the institutionalized audience, in which the audience is understood and used as currencies in the formal procedures and practices of institutions such as media organizations and advertisers. "The concept of audience is constructed and defined to reflect the economic and strategic imperatives of media organizations," he says. The book consists of six parts: (1) introduction, (2) contextualizing audience evolution, (3) the transformation of media consumption, (4) the transformation of audience information systems, (5) contesting audiences, and (6) the implications of audience revolution. Throughout, Napoli reminds readers that new and alternative dimensions of audience, such as engagement and appreciation of content, should be considered for a more complete picture of the audience's interaction with the content beyond the traditional exposure model. He also suggests that the new dimensions may increase acceptance of audience research results by content producers. The book builds on his previous Audience Economics: Media Institutions and the Audience Marketplace (2003). In this work, Napoli recognizes two key phenomena causing the change in media industries' conceptualization of audience related to technologies: audience fragmentation and audience autonomy. The proliferation of media platforms and outlets has resulted in diverting audience attention to more media channels. Various interactive technologies empower audiences to make choices and create user-generated content. The process of rationalization of audience understanding in the media industries highlighted in Audience Evolution is of high relevance to practitioners and researchers. By using "scientific methods" to collect audience information and then base business decisions upon them, media industries have moved from an intuitive model based on executive judgment to a more rational and objective model. There are, of course, negative consequences of such a model, such as stifling creativity and encouragement of homogenization. I like Napoli's discussion of the political economy of the audience measurement industry, in which various established media and stakeholders resist changes for their own interests and do not Support new measurement initiatives. …

Learning English with Augmented Reality: Do learning styles matter?

Abstract: This study attempted to develop and compare two Augmented Reality (AR) educational game systems for third graders to learn English vocabulary in free and situated surroundings. One system was developed based on a self-directed learning approach which did not restrict the learning sequence, while the other was based on a task-based learning approach which limited the learning sequence. The flow experience, cognitive load, foreign language learning anxiety, and learning effectiveness of the students with different learning styles (i.e., serial or global) were assessed. The results showed that the students using the self-directed or task-based AR educational game system had similar and high learning effectiveness, although those using the self-directed system revealed higher flow experience. However, the students with a serial learning style had lower mental effort and foreign language learning anxiety regardless of using the self-directed or the task-based AR educational game system. It was found that the challenge and control of the system conformed to the students' proficiency. The learning objects (e.g., pen, pencil, book, chair, desk, eraser, ruler, etc.) did not have a restrictive learning sequence. Providing free learning steps was preferable, and restricting which step to begin with was not necessary. This study confirms that the mental efforts of students are greater when they experience more learning anxiety at the same time; however, it is not the case that lower learning anxiety and mental effort is better for learning. On the contrary, a little learning anxiety and mental effort, but not too much, is helpful for learning.