Research Article
Bahadir Eristi, Cahit Erdem
CONTEMP EDUC TECHNOL, Volume 8, Issue 3, pp. 249-267
ABSTRACT
This study aims to develop a reliable and valid scale to identify the levels of media users’ media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out. Responses from 322 pre-service teachers, selected via purposeful sampling, were included in the analysis. Item discrimination was tested via item-total correlation and it indicated that none of the items were below .30. In the confirmatory factor analysis, it was found out that the scale and the theoretical model showed a fit between good and acceptable. Convergent validity, divergent validity and 27% upper-lower group means were also examined. As for the internal consistency, Cronbach’s alpha value of the scale was calculated as .919 and alpha values of the factors were calculated as .768, .833, .720 and .838 respectively. The results revealed that Media Literacy Skills Scale, which consists of 45 items gathered under the four main factors of ‘access, analyze, evaluate and communicate’, is a reliable and valid measurement instrument. This up-to-date scale covers all main skills of media literacy and it consists of a sufficient number of questions to obtain rich data and ensure measurement precision. In addition, it covers new media as well as mass media and this
Keywords: Media literacy, Scale development, Media literacy skills, New media, Confirmatory factor analysis
Research Article
Suzan Duygu Eristi, Ozden Sahin-Izmirli, Serkan Izmirli, Mehmet Firat, Halil Ibrahim Haseski
CONTEMP EDUC TECHNOL, Volume 1, Issue 4, pp. 348-366
ABSTRACT
The purpose of this study was to develop a scale which could be used to evaluate instructional website designs from the perspective of visual perception theories. For this purpose, a scale of 50 items was developed based on the literature and expert opinions. Visual perception theories such as Gestalt Theory, Brunswick’s Probabilistic Functionalism, Neuropsychological Theory, Theory of Direct Perception and Ecological Optics, Constructivist Visual Perception Theory and Computational Approach to Visual Perception provided a basis for the development of scale items; also a focus group discussion was employed. 196 students from the Computer Education and Instructional Technologies (CEIT) Department filled the scale. The exploratory factor analysis (EFA) was applied along with the principal component method on data. Following the factor analysis, a single factor scale was developed. The loading of each item in the scale was found to be over .30. The internal consistency coefficient of the overall scale was high (α=.961). The corrected item-total correlation coefficient of the items was .301 and over. Through factor analysis, it was revealed that the scale had a single-factor structure with an explained variance of 35%. At the end of the study, several recommendations were presented for future studies.
Keywords: Visual Perception, Scale development, Instructional website, Factor analysis
Research Article
Yavuz Akbulut, Yusuf Levent Sahin, Bahadir Eristi
CONTEMP EDUC TECHNOL, Volume 1, Issue 1, pp. 46-59
ABSTRACT
This study aimed to develop a scale to investigate cybervictimization among the members of an online social utility. Eight hundred ninety-six participants were recruited with a 36-item web-based survey, which was developed through literature review and expert opinions. The dataset was used for an exploratory factor analysis. After dysfunctional items were eliminated, a 28-item set emerged with a very high internal consistency coefficient explaining half of the total variance with a single-factor structure. The second administration was realized with 200 new participants to confirm the single-factor structure. Along with acceptable fit indices, higher values of internal consistency coefficient and explained variance were observed. It was confirmed that different forms of cyberbullying identified in the literature were included in the questionnaire such as flaming, harassment, cyberstalking, denigration, masquerade, outing and trickery, and exclusion. Receiving religious or politic messages, and unwanted behaviors specifically directed at participants were within the factor structure of the scale. When unwanted behaviors were directed at a larger set of audience, or when the exact target was not the users themselves, such behaviors were not within the factor structure even though somebody else was mistreated. Preliminary findings were discussed followed by implications and suggestions for further research.
Keywords: Cyberbullying, online bullying, electronic harassment, cybervictimization, online communication tools, factor analysis