Abstract
The purpose of this study is to determine the effects of using interactive video in web-based courses on students' technology proficiency and digital literacy levels as well as the students' perspectives on this. For this purpose, the study was conducted with quasi-experimental patterns, one of the quantitative research approaches. The quantitative data collected with data collection tools were analyzed with the dependent and independent samples t-tests, and the qualitative data were analyzed using content analysis. The study's findings revealed that there was a significant difference between the technology proficiency and digital literacy pre-test and post-test scores of the students in the experimental group. Moreover, based on the study findings, it was seen that there was a significant difference favorable to the experimental group between the technology proficiency and digital literacy scores of the experimental and control groups. Study results showed that using interactive videos in web-based lessons can improve students' technology proficiency and digital literacy levels. This study will contribute to the literature in terms of the positive effects of using interactive video in web-based courses on students' technology proficiency and digital literacy levels as well as the students' perspectives on this.
Publisher
Afyon Kocatepe University