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With advances in information and communication technologies, the classical nature of educational institutions has changed. One innovative effort within teacher training is the Web-Based School Experience System (WBSES) developed by the researcher. In this study, the usability of an existing WBSES is evaluated from both teachers' (n = 13) and students' (n = 96) perspectives. A non-experimental survey method was applied to collect participant opinions. A usability questionnaire was designed, and analysis yielded five significant factors for the system: usefulness, helpfulness, visual effectiveness, customizability, and smoothness. To obtain more in-depth information, participants were asked to delineate their responses to five open-ended questions. Generally, students and teachers liked the tool in terms of its usability, but they also provided recommendations for design issues. [ABSTRACT FROM AUTHOR]

This study investigated the effects of the use of Online Puzzle System (OPS), an alternative learning strategy, on the learning and achievement levels of students. A pre- and post-test experimental model was used. In the study, 30 students were chosen from each of the tenth grade classes of the Department of Information Technologies of Gazi Anatolia Technical and Industrial Vocational High School in Elazýð. In total, experimental and control groups consisting of 60 students were formed. These groups were equalized based on a pre-test implemented in the 'Fundamentals of Information Technologies' course. The control group received traditional instruction; in addition to traditional instruction, the experimental group conducted puzzle activities with the OPS. Four weeks after implementation, an academic achievement test was re-applied to the groups to determine learning retention. In analysis, pre- and post-test means and standard deviation distributions were calculated, and t-test was used to determine significant difference. Moreover, the Online Puzzle Use Attitude Scale developed by the researcher measured the effects of the puzzles. It was concluded that using online puzzles increases academic achievement and retention. Moreover, it was seen that students enjoy online puzzles and think they are helpful in recalling technical terms. [ABSTRACT FROM AUTHOR]