Akademik Veri Yönetim Sistemi
2nd International Conference on Science, Mathematics, Entrepreneurship and Technology Education, Bursa, Türkiye, 19 - 22 Kasım 2020, ss.462
Although interaction design first emerged and was defined in the 1980s, humankind has been in
interaction with other people, nature, tools, and machines unconsciously for centuries since its
existence.
Contrary to popular belief, interaction design is not only used in the field of technology. In fact, it
is present in all areas of communication, study, and life. Interaction does not occur only between a
person and an object or a technological device. It arises spontaneously in bilateral relations as well, for
example between individuals or communities.
Education is one of the areas where interaction and its design are significant. First interaction
studies on education focused on teacher, student, content and interface interactions, focusing mainly
on distance education. It has been observed that they did not address the teaching-learning processes
in face-to-face classroom environment. Ignoring the interaction in face-to-face education creates an
important gap in the literature since face-to-face learning environments also represent a process of
interaction whose effectiveness and efficiency should be determined.
From this point of view, the purpose of this study is to propose a model which ensures that
interaction is designed effectively in all learning environments. To this end, studies on interaction design
in the literature were reviewed and the existing definitions, components and indicators were analyzed.
It has been observed that the studies conducted so far have mostly focused on the online
environments. However, since the interaction can occur in any learning environment, a model that can
be used in traditional classroom settings is suggested. In this model, there are four basic interaction
components, namely teacher, student, content and e