122
G. A¸ sıksoy et al.
technique, the most appropriate models can be determined for teaching different
academic disciplines.
The results of this study are beneficial for educators who want to choose appropriate teaching methods and strategies. However, the literature on fuzzy logic in the
education field is limited. Therefore, this study can provide valuable guidance for
future educational research.
13.6 Conclusion
Using multi-criteria decision making techniques such as PROMETHEE provides
effective results by combining fuzzy information. Furthermore, while comparing
with other multi criteria decision making techniques, it has been found that fuzzy
PROMETHEE is proficient in numerous fields, since it depends on raw data. This
method was used for analyzing the different learning methods and beneficial results
were found and demonstrate. This study can be expanded by adding more criteria
or alternative teaching methods. Both teachers and students can benefit extensively
from the outcomes of this study and they can make comparisons between the different
learning methods. Additionally, this technique can be applied to other decision
making problems that arise in educational science.
References
Abeysekera L, Dawson P (2015) Motivation and cognitive load in the flipped classroom: definition,
rationale and a call for research. High Educ Res Dev 34(1):1–14
A¸ sıksoy G (2017) The effects of the gamified flipped classroom environment (GFCE) on students’
motivation, learning achievements and perception in a physics course. Qual Quant 1–17
Barkley E, Major C, Cross K (2014) Collaborative learning techniques. Jossey-Bass, San Francisco,
California
Berber NC, Berber NC, Sarı M (2010) The effects of conceptual change-based teaching strategies
on some affective feature improvements devoted to physics lesson. Ahi Evran Univ J Kır¸ sehir
Educ Faculty 11(2):45–64
Bergmann J, Sams A (2014) Flipping for mastery. Educ Leadership 71(4):24–29
Bilsel RU, Buyukozkan G, Ruan D (2006) A fuzzy preference ranking model for a quality evaluation
of hospital web sites. Int J Intell Syst 21(11):1181–1197
Brans JP, Vincke P, Mareschal B (1986) How to select and how to rank projects: the PROMETHEE
method. Eur J Oper Res 24:228–238
Breuer R, Sewilam H, Nacken H, Pyka C (2017) Exploring the application of a flood risk
management Serious Game platform. Environ Earth Sci 76–93
Bunchball I (2010) Gamification 101: an introduction to the use of game dynamics to influence
behavior. White Paper, 9
Chen Y, Wang Y, Kinshuk, Chen NS (2014) Is FLIP enough? Or should we use the FLIPPED model
instead? Comput Educ 79:16–27
G. A¸ sıksoy et al.
technique, the most appropriate models can be determined for teaching different
academic disciplines.
The results of this study are beneficial for educators who want to choose appropriate teaching methods and strategies. However, the literature on fuzzy logic in the
education field is limited. Therefore, this study can provide valuable guidance for
future educational research.
13.6 Conclusion
Using multi-criteria decision making techniques such as PROMETHEE provides
effective results by combining fuzzy information. Furthermore, while comparing
with other multi criteria decision making techniques, it has been found that fuzzy
PROMETHEE is proficient in numerous fields, since it depends on raw data. This
method was used for analyzing the different learning methods and beneficial results
were found and demonstrate. This study can be expanded by adding more criteria
or alternative teaching methods. Both teachers and students can benefit extensively
from the outcomes of this study and they can make comparisons between the different
learning methods. Additionally, this technique can be applied to other decision
making problems that arise in educational science.
References
Abeysekera L, Dawson P (2015) Motivation and cognitive load in the flipped classroom: definition,
rationale and a call for research. High Educ Res Dev 34(1):1–14
A¸ sıksoy G (2017) The effects of the gamified flipped classroom environment (GFCE) on students’
motivation, learning achievements and perception in a physics course. Qual Quant 1–17
Barkley E, Major C, Cross K (2014) Collaborative learning techniques. Jossey-Bass, San Francisco,
California
Berber NC, Berber NC, Sarı M (2010) The effects of conceptual change-based teaching strategies
on some affective feature improvements devoted to physics lesson. Ahi Evran Univ J Kır¸ sehir
Educ Faculty 11(2):45–64
Bergmann J, Sams A (2014) Flipping for mastery. Educ Leadership 71(4):24–29
Bilsel RU, Buyukozkan G, Ruan D (2006) A fuzzy preference ranking model for a quality evaluation
of hospital web sites. Int J Intell Syst 21(11):1181–1197
Brans JP, Vincke P, Mareschal B (1986) How to select and how to rank projects: the PROMETHEE
method. Eur J Oper Res 24:228–238
Breuer R, Sewilam H, Nacken H, Pyka C (2017) Exploring the application of a flood risk
management Serious Game platform. Environ Earth Sci 76–93
Bunchball I (2010) Gamification 101: an introduction to the use of game dynamics to influence
behavior. White Paper, 9
Chen Y, Wang Y, Kinshuk, Chen NS (2014) Is FLIP enough? Or should we use the FLIPPED model
instead? Comput Educ 79:16–27