Özet:

This study was aimed at evaluating the impact of web-backed mixed learning and mobile-backed mixed learning environments on academic success and motivation. The research model used the experimental model with the first test-final test-control group in this study, the participants were determined with the aim of sampling, and the Gazi University Faculty of Education computers and teaching technologies education 2nd grade students from the 2014-2015 Spring Semester Teaching Design course of the total of 60 students. According to the Mobile Device Detection Survey prepared for the research, it was divided into two groups of 30 people, including a experiment and control group. The control group is defined as students in a web-supported mixed learning environment, while the experiment group is defined as students in a mobile-supported mixed learning environment. Web-supported mixed learning and mobile-supported mixed learning have been used to identify the effects of student academic success and motivation, Academic Success Test, Success-focused Motivation Scale, Teaching Materials Motivation Survey to analyze data by means of the SPSS 18 statistical analysis program Kolmogorov Smirnov-Z Test, dependent groups t-test and independent groups t-test. According to the results of the study, there was no statistically meaningful difference between mobile-supported mixed learning and web-supported mixed learning in terms of their impact on academic success and motivation. When the data obtained by the qualified interview form from the experimental group of students were analyzed, the mobile-supported mixed learning environment was seen as a motivating environment that can be applied in theoretical courses, accessible in the desired environment and in time. When qualitative and quantitative data are evaluated together, it can be said that mobile learning can be used as a component of e-learning in mixed learning.

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