The innovations in the field of teaching technologies and the increasing flood of information have made it necessary to use computers as a dominant tool in the learning process where people need and receive more information. Nowadays, computers continue to be used extensively to ensure active participation in learning and teaching processes in educational areas associated with information technologies (IT). Depending on the innovations in information technology, we also witness important changes and developments in the design of teaching materials. These developments mean that the integration of education and technology is inevitable and requires teachers to adapt more to technology (Özerbaş & Yalçınkaya, 2018).
The necessity of using computers and computer-based technological tools in the educational environment is increasing day by day in order to make education more efficient, to deal with the increasing complexity of content taught due to the increasing amount of information, to take into account individual needs and new approaches to learning(Gülcü & Alan, 2003; Şataf, 2009). Information technologies are considered an effective tool to promote teachers' competence and students' achievement in all educational programs. Based on this, computer assisted instruction is on the rise continuing to evolve with each passing day and changing perceptions. (Demirci, 2008; Gülcü et al., 2013). Computers are an important pedagogical tool to create an individual learning environment and make knowledge permanent (Kesicioğlu, 2011). With the widespread use of computer technologies in education, multimedia teaching is also widely used (Zhang, et al., 2022). The use of multimedia teaching is considered important in terms of motivating students, supporting lifelong learning, and making the curriculum flexible (Uşun, 2004).
In the literature, multimedia is referred to as educational tools that motivate learners by combining textual elements with images, diagrams, shapes, videos, animations, and sound in learning-teaching activities via information technologies (Özerbaş & Yalçınkaya, 2018). On this basis, multimedia is believed to increase students' interest and motivation and help develop a positive attitude toward the learning process by appealing to more than one sensory organ and one type of intelligence (Arslan & Bilgin, 2020). The use of multimedia in the educational environment can arouse students' attention and increase their motivation (Erce, 2021). As the use of multimedia in the learning process simplifies learning, the information becomes more understandable. Multimedia helps to concretize abstract expressions and enables meaningful learning (Efendioğlu, 2015). Computer-assisted instruction (CAI) applications are also popular because the need for information increases with the introduction of computers into learning environments that usually incorporate multiple media tools. With CAI, students can identify and address their shortcomings on a subject matter by interacting with the computer during the lesson, work in their own time and way by identifying their own learning speed, receive feedback and see what they have done right or wrong, increase their interest in the lesson thanks to animations, images, sounds, and shapes (Baki, 2002; Cingi, 2013).
If we consider where CAI is used, computers, which are considered as a tool in education, are used in almost all areas. The use of animations in a spectrum ranging from entertainment to education, from commercials to visual effects is increasing through the proliferation of computer-based instruction (Bağcı & Başaran, 2019; Topçu, Küçük & Göktaş, 2014). The use of web-based games and gamification animations in computer-based education environments is widespread (Solmaz, Uğur & Özonur, 2018), CAI supports lifelong learning (Sarıtepeci & Orak, 2019), and enables the use of the formal education curriculum outside school boundaries so that individuals can continue their education according to their own pace and interests (Kaleli-Yılmaz & Zengin, 2019).
Studies on computer-based mathematics teaching have gained momentum to provide qualified teaching in mathematics courses where abstract concepts are predominant, based on CAI combining education and technology on a strong foundation (Erce, 2021). Studies report that in mathematics classes, CAME makes difficult-to-understand and abstract topics more comprehensible, leading to more permanent learning (Gülcü et al., 2013). CAME plays an important role in introducing innovative approaches in mathematics education. In order for students to easily understand concepts, relationships, algebraic and geometric structures, and algorithms in mathematics, both teachers and students often resort to CAME (Baki, 2002). In mathematics teaching, computer-based materials are used as part of planned instructional activities at appropriate times (Kağızmanlı & Tatar, 2013). In the creation of instructional content, software, i.e., computer-based instructional materials, are used. Software that enables the teaching and learning of mathematics includes computer algebra systems based on the processing of symbolic expressions (Hohenwarter & Jones, 2007). These systems are designed to make abstract mathematical objects concrete, allowing students to use a variety of senses as they are visual and dynamic (Mayer, 2001). Dynamic mathematics learning objects (DMLOs) created using mathematics software can easily convey abstract mathematical concepts and the relationships between them, as well as the existence of equality. With the introduction of brand-new pedagogical approaches, these tools are now widely used at all levels of education. It is now possible to develop and design DMLOs using Mathematica, a symbolic mathematics software produced by Wolfram Research (Gülcü, 2004). The Mathematica programming language is an object-oriented software with a graphical interface. Dynamic materials created with this software have a positive impact on learning. The use of DMLO’s in university mathematics education, where abstract concepts are predominant, aims to provide students with an enjoyable learning process and ensure complete learning by equipping them with permanent and high-level learning skills (Yağcı, 2017).
In higher education, many students encounter problems in learning mathematical subjects, mostly related to skills that require abstract thinking (Bishop, 1986). According to Jackson (2008), negative perceptions of learning difficulties in mathematics have an impact on student learning. Attitudes toward mathematics and cognitive abilities impact students' learning of mathematics. Therefore, in addition to arousing positive beliefs and feelings about mathematics competence in students, it can contribute to the understanding of the content by increasing students' interest in the lesson and saving them from having to deal with piles of information (Yağcı, 2017). In this respect, it is possible to enable students to learn mathematics better by increasing their motivation and reducing their cognitive load (Timmerman, Toll & Van Luit, 2017).
Theoretical Framework
Learning Motivation and Cognitive Load
One of the important factors affecting the learning process is learning motivation. Studies on motivation define motivation in different ways. According to Eggen and Kauchak (1994), motivation is the internal power to continue individual activities. Keller (1987) defined motivation as the effort that sets the direction and magnitude of behavior. Motivation, necessary for behavioral change, is also necessary for learning (Sevinç, Özmen & Yiğit, 2011). Researchers have revealed that highly motivated students are more curious, persistent, determined, excited, diligent and interested in the learning process compared to low motivated students (Anderman et al., 1999; Süren, 2019). In fact, studies have reported that highly motivated students learn more, want to continue their education and feel better in proportion to their learner traits (Wolters & Rosenthal, 2000). In respect of ensuring students' motivation in the teaching process, plans should be made to increase student motivation while designing the teaching process. Studies emphasize that it is important for students to have high levels of motivation in order to participate effectively in the learning process (Song & Keller, 2001). The current study analyzed the impact of using DMLOs, based on the CAME method, on students' motivation in mathematics learning.
In addition to its affective effects in the learning process, the CAME method also has an impact on cognitive processes. Cognitive load can be defined as the information density in a student's cognitive systems at any given time (Sweller, van Merrienboer & Paas, 1998; Sweller, Van Merrienboer & Paas, 2019). Cognitive load addresses the instructional implications of the limited capacity of human memory and the development of instructional methods that enable students to effectively use their limited information processing capacity (Paas, Renkl & Sweller, 2003). The capacity of working memory is thought to be limited in terms of the amount of information that can be processed and the time in which that information can be stored. When these limits are exceeded, cognitive overload situations occur. The amount of mental resources required for learning can be defined as three basic constructs of cognitive load. These are intrinsic, extraneous, and germane cognitive loads (Leppink & Van der Heuvel, 2015; Sweller, Van Merrienboer & Paas, 1998, 2019). (1) Intrinsic cognitive load is the mental effort that the task to be performed in a learning environment causes in students' cognitive structures. It depends on the internal structure of the learning task and the learners' prior knowledge about the task. It refers to the amount of information in working memory during the learning process (Vogel-Walcutt et al., 2011; Van Merrienboer & Ayres, 2005). (2) Extraneous cognitive load, occurs, in contrast to internal cognitive load, as a result of unnecessary cognitive activities that are irrelevant to the learning goals, and unnecessary memory effort. External cognitive load is usually caused by poorly planned instructional design (Vogel-Walcutt et al., 2011). (3) Germane cognitive load refers to the basic processing of knowledge to create new knowledge structures (Sweller, van Merrienboer & Paas, 1998). It occurs in the process of creating schemas that play an important role in the learning process. In designing the learning process and learning materials, it is important to create a balance these three types of cognitive loads by reducing the roles of the intrinsic and extraneous loads and increasing that of the germane cognitive load. DMLOs have significant potential in terms of reducing students' cognitive load and facilitating an effective learning process by providing students with a multimedia learning environment. On that basis, the current study examined the impact of DMLOs on the cognitive loads of students.
Related Studies
Along with the developments in computer technologies, there is a burgeoning interest in CAME. Studies argue that the use of dynamic geometry software in the teaching of math subjects positively affects students' learning of geometry (Güven, 2002); that the use of CAME materials has a positive impact on students' attitudes towards mathematics (Baki et al., 2007) besides increasing students' mathematical problem solving skills and improving their approaches to solving mathematical problems (Lazakidou & Retalis, 2010). Studies also show that students exposed to dynamic visual materials exhibit high levels of mathematical self-efficacy, improve their problem-solving skills, and develop a better understanding of concepts and mathematical processes (Kohen et al., 2022). Doğanay and Dinçer (2017) also showed that students who can personalize educational software and use software with learning interfaces are more likely to embrace CAME. Kağızmanlı and Tatar (2012) found in their study on pre-service teachers that computer-assisted instruction with dynamic mathematics software concretizes and visualizes the subject matter and enables students to draw conclusions. Zengin et al. (2013) concluded that pre-service teachers were not only able to learn at their own pace thanks to dynamic math teaching objects such as visualization, facilitation, and concretization, but also that learners found it easier to remember the subject matters while enjoying higher levels of interest in math. Takaci et al. (2015) found in their study that students who used GeoGebra had better learning success in examining functions and drawing charts than students who did not. İliç and Akbulut (2019), in their study examining the effects of different fluency manipulations on learning outcomes, metacognitive assessment, and cognitive load, concluded that fluency manipulations in learning materials lead to better learning success by interfering with fluency, while the use of visual materials increased cognitive load. On the other hand, Lehmann et al. (2016) concluded that visuals with fluency potential used in the learning process facilitated the acquisition of new information by reducing the cognitive load of individuals.
Today, it can be argued that approaches to teaching mathematics have changed significantly due to the rapid advances in technology. There is now more focus on the use of cognitive tools that facilitate the learning of math and support the teacher in the teaching process. Instead of taxing the mind, memorizing a lot of abstract information, and subjecting students to tedious procedures, there is emphasis on alternative methods such as CEMA to help students develop mathematical thinking and problem-solving skills. Integrating education and technology, mathematics education strives to grow individuals who can continuously learn, think critically, ask questions, and keep up with innovations and new developments.
Many materials, both print and digital, are used to facilitate learning. The development of computer-based technologies has led to the frequent use of digital learning materials in the classroom. One of the most important digital learning materials is CAI, which involves multiple learning. In this regard, there is a need for DMLO materials in mathematics education where abstract concepts are prevalent (Golezani & Gülcü, 2021). The use of DMLOs in learning environments provides richer learning opportunities by putting the student at the center; it allows students to do and love mathematics, making teaching of mathematics fun, and providing an environment where mathematics can be written and discussed. It is predicted that the use of DMLOs in teaching mathematics on the basis of the method of CAME has multiple effects such as providing an effective learning environment for individuals, achieving an ideal level of learning and motivation to learn, and reducing cognitive load. Bu konuda farklı eğitim düzeylerinde kapsamlı ve daha fazla çalışmaya ihtiyaç bulunmaktadır. There are studies that examine various variables related to the use of DMLOs in learning at the college level. However, there are a limited number of studies on student motivation and cognitive load. In addition, utilization of DMLOs in studies conducted with pre-service teachers, the teachers of the future, may ensure the widespread use of DMLOs at different levels of education.
Objective of the Study
The objective of this research is to demonstrate the impacts of using DMLOs in math education on pre-service teachers' motivation and cognitive load.
The general objective of this research provides for the investigation of the following sub-objectives:
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Does the use of DMLOs have a significant impact on the motivation of students in the experimental group?
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What is the level of cognitive load among students in the experimental group who used DMLOs?
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What are the opinions and experiences of the students in the experimental group who have gone through the computer-assisted learning process?