基于Android的毕业设计外文翻译(教学和教育类应用文献)_基于android的毕业设计

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Cypriot Journal of Educational

Sciences

Volume 12, Issue 2, (2017) 58-68

www.cjes.eu

Development and evaluation of educational android application

Senay Kocakoyun*, Computer Programming Department, Anadolu BIL Vocational School of Higher Education,

Istanbul Aydın University, Istanbul, Turkey.

Huseyin Bicen, Ataturk Faculty of Education, Near East University, North Cyprus, Via Mersin 10, Turkey

Suggested Citation:

Kocakoyun, S. & Bicen, H. (2017). Development and Evaluation of Educational Android Application. Cypriot

Journal of Educational Science. 12(2), 58-68

Received January 19, 2017; revised April 1, 2017; accepted June 20, 2017.

Selection and peer review under responsibility of Prof Dr. Huseyin Uzunboylu & Assoc. Prof. Dr. Cigdem Hursen,

Near East University.

Abstract

In this study, a mobile application was developed for courses at undergraduate level. The application has not only been

developed and used, but has also been used practically for 8 weeks. In other words, the findings are based on a practical

experience rather than a theoretical basis. This study aimed to determine the opinions of students who participated in the

development and application process of an Android application named NEU-CEIT about the mobile learning environment,

educational and sharing structure of the developed application. A total of 27 students participated and students were asked

to upload the developed application and examine the content. Following the application, students were administered an

environment evaluation questionnaire. Data of the research were collected with survey method. Data obtained in the

research were analyzed through the views of experts. According to the results, it was revealed that outcomes related with

the usage structure of the developed application were positive, educational structure of the application is appropriate to

follow the curriculum, it is rich in terms of materials and it might be one of the applications that students can use for

communication. The results also showed that mobile applications will support education and increase motivation. This

study supports that mobile applications improve academic achievement.

Keywords: Mobile learning, android application, application development.

*ADDRESS FOR CORRESPONDENCE: Senay Kocakoyun*, Computer Programming Department, Istanbul Aydin University,

Anadolu BIL Vocational School of Higher Education, İstanbul, Turkey. E-mail address: senaykocakoyun@aydin.edu.tr

Kocakoyun, S. & Bicen, H. (2017). Development and Evaluation of Educational Android Application. Cypriot Journal of Educational Science.

12(2), 58-68

1. Introduction

Designing mobile environments appropriate for education based on rapid development of

technology facilitated the development and diversification of teaching contents developed in these

fields. Mobile devices such as mobile phones, laptops and personal digital assistants have become

learning tools with excellent potential both outdoors and in classrooms (Sung, Chang & Liu, 2016). In

this study, Android-based learning environment was developed and students were asked to evaluate

this mobile learning environment. Unlike other studies, the application was not only developed and

used but also practically used for 8 weeks. The findings of this study are based on a practical

experience of the developed application rather than a theoretical basis.

The focus of research on mobile learning is based on the fact that the learning content on mobile

devices, meaning learning mobility, can be reached "anywhere" as students move between space,

time and social interaction. Among students in the classroom, mobile technologies can support a

new method of cooperation. In a broader sense, students with intelligent devices can initiate self-

learning experiences at home or abroad with structured education (Sharples & Spikol, 2017).

Individuals have the opportunity of making research, sharing knowledge and accessing information at

any time. Approximately 8 out of 10 people check out their social media or messages (instant

messaging, email, and SMS) before the news (Deloitte, 2016).

For this reason, as the use of mobile devices becomes more widespread, it is thought that these

devices will provide countless opportunities that can be useful in the teaching and learning process,

support learning outside the classroom (Eppard, Nasser & Reddy, 2016; Khaddage, Muller & Flintoff,

2016). The use of mobile technology in education will alter the teaching and learning of educators

(Heflin, Shewmaker & Nguyen, 2017).

According to a five-year (2016-2020) forecast released by International Data Corporation (IDC) an

analyst firm for the smartphone market, the smartphone market, which was 1.44 billion in 2015, was

1.48 billion at the end of 2016; in 2020, smartphone market share is forecasted to reach 1.84 billion

(IDC, 2016a).

Deloitte Global Mobile User Survey 2015 (GMCS) was conducted in 6 continents, 30 countries and

with 49,000 participants. When the dependence of countries on smartphones is compared to each

other, the country with the highest average and over dependency level was determined to be

Turkey. It is predicted that dependency will increase with the increase of smartphone ownership in

the future. In Turkey, users control cell phones 70 times a day on average. This corresponds to

approximately 1 every 15 minutes during the awake time (Deloitte, 2016). Hall (2013) also believes

that young people are obsessed with smartphones. Adoption of technology will often affect users

(Azuddin, Malik & Mahmud, 2017). Therefore, appropriate applications are developed in order to use

these mobile devices for the aims as mentioned.

In this study, Android operating system was preferred since it enables free software and it is

frequently used. According to IDC (2015), Android and IOS mobile operating systems account for

96.3% of all smartphone shipments. IDC data also clearly shows that the Android mobile operating

system is the most common operating system in the world (Android 32%, IOS 27%). Android has an

86.8% share of the smartphone market and IOS has a market share of 12.5% with 45.5 million

shipments (IDC, 2016b). One of the most important reasons of this is that Android devices have a

wide range of prices that everyone can buy (IDC, 2015).

According to the report published by We Are Social in 2015, it was revealed that the 37.7% of the

total number of 76.7 million people in our country are internet users. Nevertheless, there are 69.6

million active mobile user subscriptions (Kemp, 2015). We Are Social and Hootsuite's 2017 Global

Overview report reveals that more than half of the new Digital world population is using the Internet.

The general effect of many people around the world on the use of these tools and on the social life

has been documented empirically at many levels (Greenwood, Perrin & Duggan, 2016; We Are Social

& Hootsuite, 2017).

Mobile technologies, which inevitably become a part of everyday social and academic life, have

dramatically changed the ways in which students communicate, access information, become active

and organize their own learning. Educational policy makers are aware of this change and should look

for ways to make the most of pedagogically effective new mobile technologies (Yokus, 2016). It

Kocakoyun, S. & Bicen, H. (2017). Development and Evaluation of Educational Android Application. Cypriot Journal of Educational Science.

12(2), 58-68

should be viewed as an opportunity which provides high phone use and rapid adaptation of young

users to different applications (Deloitte, 2016).

In this context, use of mobile devices in learning environments can be seen as a component which

can increase efficiency in learning-teaching process. In this process, it is essential to evaluate mobile

learning environments and determine the existing opportunities in order to achieve the integration

of mobile learning technologies and mobile applications into education in a successful manner.

However, the development of mobile application software is rather weak and there are few accepted

methodologies for the progress of such mobile applications. There is still a shortage of research

methods and at the same time there is a lack of understanding and analysis of the concerns and

difficulties that may arise in the mobile application development process (Kumar, Krishna & Manjula,

2016).

This study is important in terms of producing practical results for faculty and practitioners.

However, if the programming classes continue to become more interdisciplinary, it may be possible

for the trainees to use NEU-CEIT mobile application software to get all levels of the students and take

an active role in classroom training to further implement the learned basic programming concepts.

The feature of being comprehensive and being open to improvement and application makes this

research more important. Are students ready for mobile learning environments? In this context, use

of Android mobile learning application, evaluation of learning environment and identifying the

opinions of students towards this environment constitute the problem of this research.

2. Aim of the Research

The general aim of this study was to determine the opinions of the students about the use of

NEU-CEIT Android application and the educational structure of mobile learning environment. The

findings of this study are based on a practical basis rather than a theoretical one. Sub-aims of the

study in order to reach this general aim are as follows:

What are the opinions of the students about;

a. Educational usage structure,

b. Sharing structure,

c. Educational environment of NEU-CEIT Android application?

3. Method

3.1. Participants

Students from the department of Computer Education and Instructional Technology who have

Android operating system constituted the study group of this research. Study group included

students enrolled in Ataturk's Principles and History of Turkish Revolution 101-102 course and

Turkish Language 102 and elective field course CEIT-340 (Flash). There are 27 students in the group.

The students voluntarily participated in the research and stated that they would show sincere and

genuine considerations during the interviews.

3.2. Data Collection Tool

While the data collection tool was being developed, the opinions of the subject experts were

consulted firstly and whether the measurement tool was suitable for the purpose to be used was

taken into consideration. In accordance with the opinions of the experts, necessary arrangements

were made in the interview questions. Questionnaire was used to collect the data of this study. The

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