{"id":1166,"date":"2023-04-16T12:47:00","date_gmt":"2023-04-16T09:47:00","guid":{"rendered":"https:\/\/legendhomework.com\/tr\/?p=1166"},"modified":"2023-04-16T12:47:00","modified_gmt":"2023-04-16T09:47:00","slug":"cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri","status":"publish","type":"post","link":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","title":{"rendered":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\u00a0"},"content":{"rendered":"<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">\u00c7ok \u00d6l\u00e7ekli Analiz<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. Ba\u015flang\u0131\u00e7ta, sinyal bir yakla\u015f\u0131ma ve birlikte orijinali veren bir ayr\u0131nt\u0131ya b\u00f6l\u00fcn\u00fcr.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Alt b\u00f6l\u00fcmleme, yakla\u015f\u0131k sinyal d\u00fc\u015f\u00fck frekanslar\u0131 i\u00e7erecek ve detay sinyali kalan y\u00fcksek frekanslar\u0131 toplayacak \u015fekildedir. Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar uygulanmas\u0131yla, yakla\u015f\u0131m\u0131n kendisi daha kaba ve daha kaba hale gelirken, giderek kabala\u015fan \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcn ayr\u0131nt\u0131lar\u0131 ayr\u0131l\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu algoritma fikrini g\u00f6sterir. Orijinal g\u00f6r\u00fcnt\u00fc Deveku\u015fu solda sunulmu\u015ftur. Ortas\u0131nda, Deveku\u015fu&#8217;nun kaba bir \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fc art\u0131 ince taneli detaylar\u0131n birlikte orijinali olu\u015fturdu\u011fu ilk ayr\u0131\u015ft\u0131rma ad\u0131m\u0131 g\u00f6rselle\u015ftirilir. Sa\u011f tarafta, ayn\u0131 prosed\u00fcr ilk ayr\u0131\u015ft\u0131rman\u0131n yakla\u015f\u0131m\u0131nda tekrarlanm\u0131\u015ft\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Birinci ad\u0131mda ayr\u0131lan detay de\u011fi\u015fmeden tutulurken, birinci ad\u0131mdaki yakla\u015f\u0131m \u015fimdiye kadarki orijinal olarak ele al\u0131n\u0131r, yani bu seviyedeki bir detay g\u00f6r\u00fcnt\u00fcs\u00fc ayr\u0131l\u0131r ve daha da kaba bir yakla\u015f\u0131m kal\u0131r. Orijinal Deveku\u015fu, &#8220;g\u00f6r\u00fcnt\u00fcn\u00fcn \u00fc\u00e7 versiyonuna da a\u015fa\u011f\u0131dan yukar\u0131ya bak\u0131larak ve yakla\u015f\u0131kl\u0131k art\u0131 iki detay g\u00f6r\u00fcnt\u00fcs\u00fc toplanarak&#8221; elde edilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00c7ok \u00f6l\u00e7ekli analiz, yeni bir i\u015flev olan \u00f6l\u00e7ekleme i\u015flevini tan\u0131tarak dalgac\u0131k teorisine ba\u011fland\u0131. MSA, dalgac\u0131klarla analiz ve sentez i\u00e7in h\u0131zl\u0131 algoritmalar\u0131n olu\u015fturulmas\u0131n\u0131 ve hatta dalgac\u0131k tabanlar\u0131n\u0131n tan\u0131mlanmas\u0131n\u0131 sa\u011flar. Son olarak, h\u0131zl\u0131 dalgac\u0131k d\u00f6n\u00fc\u015f\u00fcm\u00fcn\u00fcn g\u00f6zden ge\u00e7irilmesine ve \u00d6rnek 1.1&#8217;deki eksik detay bilgilerinin kurtar\u0131lmas\u0131na olanak tan\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00c7ok \u00f6l\u00e7ekli analizde, bir alt uzaya bir sinyal yans\u0131t\u0131l\u0131r. Daha \u00f6nce bahsedilen ikili yakla\u015f\u0131mda, bir yinelemeden di\u011ferine \u00e7\u00f6z\u00fcn\u00fcrl\u00fck, de\u011ferlendirmelerimizi alt uzaylarla s\u0131n\u0131rlad\u0131\u011f\u0131m\u0131z fakt\u00f6re g\u00f6re de\u011fi\u015fir. Projeksiyon, sinyalin ayr\u0131nt\u0131lar\u0131n\u0131 ay\u0131r\u0131r ve yaln\u0131zca yakla\u015f\u0131kl\u0131\u011f\u0131 seviyede tutar. Yakla\u015ft\u0131rmada bu prosed\u00fcr\u00fcn yenilenmi\u015f uygulamas\u0131 yeni bir altuzay verir.<\/span><\/p>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">Yakla\u015f\u0131m<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Amac\u0131m\u0131z, her bir alt uzayda daha kaba sinyallerle rastgele bir sinyale yakla\u015fmak. Bu nedenle, bu alt uzaylar\u0131n temel fonksiyonlar\u0131na ihtiyac\u0131m\u0131z var. Yani, her \u00e7\u00f6z\u00fcn\u00fcrl\u00fckte (veya \u00f6l\u00e7ekte) alt uzaylar\u0131 kapsayan i\u015flevler ar\u0131yoruz. &#8216;nin bir alt uzay \u00fczerine izd\u00fc\u015f\u00fcm\u00fcn\u00fcn a\u00e7\u0131k bir g\u00f6sterimi olacakt\u0131r. A\u015fa\u011f\u0131daki teorem, tek bir fonksiyonun geni\u015flemesi ve \u00f6telenmesi yoluyla tan\u0131mlanan ortonormal bir taban\u0131n var oldu\u011funu g\u00f6stermektedir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Denklem, belirli bir \u00e7\u00f6z\u00fcn\u00fcrl\u00fckteki temel i\u015flevi iki kat daha y\u00fcksek bir \u00e7\u00f6z\u00fcn\u00fcrl\u00fckteki temel i\u015fleve ba\u011flad\u0131\u011f\u0131 i\u00e7in \u00f6l\u00e7eklendirme denklemi olarak adland\u0131r\u0131l\u0131r. \u00f6l\u00e7ekleme i\u015flevi i\u00e7in filtre maskesi olarak adland\u0131r\u0131l\u0131r. Ayr\u0131k filtre katsay\u0131lar\u0131, fonksiyonun se\u00e7imine ba\u011fl\u0131d\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u0130ki \u00f6rnek, belirli bir \u00e7\u00f6z\u00fcn\u00fcrl\u00fckteki bir fonksiyon, bu \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcn iki kat\u0131 olan \u00e7e\u015fitli \u00f6telemeleri arac\u0131l\u0131\u011f\u0131yla temsil edildi\u011finde, filtre maskesinin yap\u0131s\u0131n\u0131 g\u00f6stermektedir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u015eimdiye kadar, \u00f6l\u00e7eklendirme i\u015flevini, filtre maskesini ve belirli bir altuzayda bir sinyalin yakla\u015f\u0131m\u0131n\u0131 tart\u0131\u015ft\u0131k. Bu yakla\u015f\u0131mlarla, orijinal sinyal hakk\u0131ndaki bilgileri kaybederiz. Yukar\u0131da bahsedildi\u011fi gibi, \u00e7\u00f6z\u00fcn\u00fcrl\u00fcklerin ve sonraki yakla\u015f\u0131mlar aras\u0131ndaki fark, seviyenin detay bilgisi olarak an\u0131l\u0131r. Bu ayr\u0131nt\u0131lar, tam olarak yak\u0131nla\u015ft\u0131rma s\u0131ras\u0131nda kaybolan bilgilerdir. Bu detay alan\u0131 ile g\u00f6sterilirse, daha ince olan alan do\u011frudan bir toplamd\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Denklem&#8217;de daha \u00f6nce g\u00f6rd\u00fc\u011f\u00fcm\u00fcz ve tekrar yaz\u0131lan \u015fey, orijinal sinyalin sonsuz say\u0131da ayr\u0131nt\u0131ya ayr\u0131\u015ft\u0131r\u0131labilece\u011fidir. Pratik de\u011ferlendirmelerde, yaln\u0131zca sonlu toplamlar hesaplanacakt\u0131r ve \u00f6l\u00e7eklendirme i\u015flevinin devreye girdi\u011fi yer buras\u0131d\u0131r. \u00d6l\u00e7ekleme i\u015flevi, &#8220;durdurma d\u00fczeyinde&#8221; yakla\u015f\u0131m\u0131 tan\u0131mlar. B\u00f6ylece en kaba yakla\u015f\u0131m\u0131n \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcn\u00fc tan\u0131mlar.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu olmadan, yukar\u0131daki t\u00fcm hususlar\u0131n ba\u015flang\u0131\u00e7 noktalar\u0131 tan\u0131ms\u0131z olacakt\u0131r. Deveku\u015fu ba\u011flam\u0131nda, \u00f6l\u00e7ekleme i\u015flevi sa\u011f altta kaba yakla\u015f\u0131m\u0131 belirlerken, dalgac\u0131klar sa\u011f \u00fcst ve ortadaki iki d\u00fczeydeki ayr\u0131nt\u0131lar\u0131 belirler.<\/span><\/p>\n<hr \/>\n<p style=\"text-align: center\"><span style=\"color: #008080\">\u00c7OK BOYUTLU <a href=\"https:\/\/legendhomework.com\/tr\/\" target=\"_blank\" rel=\"noopener\">\u00d6L\u00c7EKLEME<\/a> analizi<\/span><br \/>\n<span style=\"color: #008080\">5&#8217;li likert \u00f6l\u00e7e\u011fi de\u011ferlendirme<\/span><br \/>\n<span style=\"color: #008080\">5&#8217;li Likert \u00f6l\u00e7e\u011fine g\u00f6re aritmetik ortalamalar\u0131n de\u011ferlendirme aral\u0131\u011f\u0131<\/span><br \/>\n<span style=\"color: #008080\">\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME ANAL\u0130Z\u0130 SPSS<\/span><br \/>\n<span style=\"color: #008080\">5&#8217;li likert tipi anket<\/span><br \/>\n<span style=\"color: #008080\">Likert \u00f6l\u00e7e\u011fi analizi<\/span><br \/>\n<span style=\"color: #008080\">\u00c7ok boyutlu \u00f6l\u00e7ek nedir<\/span><br \/>\n<span style=\"color: #008080\">5&#8217;li de\u011ferlendirme skalas\u0131<\/span><\/p>\n<hr \/>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Her iterasyonda ikiye b\u00f6l\u00fcnm\u00fc\u015f \u00e7\u00f6z\u00fcn\u00fcrl\u00fcklere odakland\u0131\u011f\u0131m\u0131z i\u00e7in, s\u0131ras\u0131yla al\u00e7ak ge\u00e7iren filtreler, yani \u00f6l\u00e7ekleme fonksiyonlar\u0131 ve y\u00fcksek ge\u00e7iren filtreler, bant ge\u00e7iren filtreler, yani dalgac\u0131klar olarak kabul edilen \u00e7ok \u00f6l\u00e7ekli algoritmalar i\u00e7in ba\u015fka bir bulu\u015fsal y\u00f6ntem sa\u011flar.\u00a0<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u015eimdi, B\u00f6l\u00fcm 1.4&#8217;teki dalgac\u0131k Heisenberg kutular\u0131n\u0131n zaman-frekans \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fc ve ikili dalgac\u0131k d\u00f6n\u00fc\u015f\u00fcm\u00fcn\u00fcn \u00f6rnekleme \u0131zgaras\u0131 hakk\u0131ndaki d\u00fc\u015f\u00fcncelerimizi hat\u0131rlarsak, a\u015fa\u011f\u0131dakileri ke\u015ffederiz. \u00c7ok \u00f6l\u00e7ekli analiz, her yineleme ad\u0131m\u0131nda belirli bir sinyalin frekans \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcn\u00fc ikiye b\u00f6ler.\u00a0<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6te yandan, bir Heisenberg dalgac\u0131k\u00e7\u0131\u011f\u0131n\u0131n bir sonraki daha kaba \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011fe genel zaman-frekans \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fc, zaman-yay\u0131l\u0131m\u0131 iki kat\u0131na \u00e7\u0131kar. Tersine, \u00e7\u00f6z\u00fcn\u00fcrl\u00fckten bir sonraki daha ince \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011fe ge\u00e7i\u015f, &#8220;belirsizlik b\u00f6lgesini&#8221; yar\u0131 yar\u0131ya azalt\u0131r. Bir sinyalin tam frekans spektrumu, tam zaman kapsam\u0131na g\u00f6re ayarlan\u0131rsa ve bu ikili dalgac\u0131k d\u00f6n\u00fc\u015f\u00fcm\u00fcn\u00fcn zaman-frekans Heisenberg kutular\u0131 boyan\u0131rsa, zaman-frekans d\u00fczleminde bir d\u00f6\u015feme benzeri sonu\u00e7lar ortaya \u00e7\u0131kar.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">\u00d6l\u00e7ekleme i\u015flevinin rol\u00fc, en alttaki kutuyu (noktal\u0131 olarak boyanm\u0131\u015f) belirlemektir. Ba\u015fka bir fenomen a\u00e7\u0131klama bulur. Dalgac\u0131kla d\u00f6n\u00fc\u015ft\u00fcr\u00fclm\u00fc\u015f bir sinyalin bilgisi, zaman-frekans alan\u0131nda katsay\u0131lar olarak verildi\u011finden, b\u00f6yle bir katsay\u0131n\u0131n zaman etkisi, frekans\u0131 ne kadar d\u00fc\u015f\u00fck olursa o kadar geni\u015fler.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Ba\u015fka bir deyi\u015fle, \u00fcst s\u0131radaki bir katsay\u0131, \u00fcstten ikinci s\u0131radaki bir katsay\u0131 kadar orijinal sinyalin katsay\u0131lar\u0131n\u0131n yaln\u0131zca yar\u0131s\u0131n\u0131 etkiler. Alttaki iki s\u0131ra, orijinal sinyal \u00fczerindeki etkisi \u00fcst s\u0131radakinin d\u00f6rt kat\u0131 olan katsay\u0131lar\u0131 i\u00e7erir.<\/span><\/p>\n<h3 style=\"text-align: center\"><strong><span style=\"color: #ff00ff;font-family: 'times new roman', times, serif\">H\u0131zl\u0131 Dalgac\u0131k D\u00f6n\u00fc\u015f\u00fcm\u00fc<\/span><\/strong><\/h3>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Yukar\u0131da sunulan \u00e7ok \u00f6l\u00e7ekli analiz, bir sinyali farkl\u0131 \u00e7\u00f6z\u00fcn\u00fcrl\u00fcklerdeki bile\u015fenlerine ay\u0131rman\u0131n basit ve h\u0131zl\u0131 bir y\u00f6ntemini sa\u011flar: Her \u00f6l\u00e7ekteki yakla\u015f\u0131m, sinyali ayr\u0131nt\u0131lar\u0131ndan &#8220;rahatlat\u0131r&#8221;. Bu algoritma, ilk yinelemede \u00e7ok ince ayr\u0131nt\u0131lardan ba\u015flayarak ve daha kaba ve daha kaba ayr\u0131nt\u0131larla devam ederek ayr\u0131nt\u0131lar\u0131 art arda ay\u0131r\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Her ad\u0131mda, detay bilgileri dalgac\u0131k fonksiyonu yard\u0131m\u0131yla kodlan\u0131r, yani ( taraf\u0131ndan ind\u00fcklenen filtre maskesi ile. Yakla\u015ft\u0131rmay\u0131 kodlamak i\u00e7in \u00f6l\u00e7ekleme fonksiyonu kullan\u0131l\u0131r. B\u00f6ylece \u00f6l\u00e7eklendirme fonksiyonunun terc\u00fcme edilmi\u015f versiyonlar\u0131 belirli bir \u00f6l\u00e7ekte, verilen \u00e7\u00f6z\u00fcn\u00fcrl\u00fckteki sinyale yakla\u015f\u0131rken, geni\u015fletilmi\u015f s\u00fcr\u00fcmler, sinyalin iki kat daha kaba \u00e7\u00f6z\u00fcn\u00fcrl\u00fckte bir g\u00f6r\u00fcnt\u00fcs\u00fcn\u00fc olu\u015fturur.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Sinyal i\u015flemede bu, filtre maskesinin uygulanmas\u0131yla ger\u00e7ekle\u015ftirilir. Sonraki ad\u0131m, \u00e7\u00f6z\u00fcn\u00fcrl\u00fc\u011f\u00fcn yar\u0131s\u0131 kadard\u0131r ve iki \u00f6rnekten biri al\u0131narak &#8216;kesilmi\u015f&#8217; sinyal \u00fczerinde y\u00fcr\u00fct\u00fcl\u00fcr. Bu yok etme, bir sinyalin alt \u00f6rneklemesi olarak adland\u0131r\u0131l\u0131r.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Her yineleme, sinyal \u00f6rneklerinin say\u0131s\u0131n\u0131 yar\u0131ya indirdi\u011fi i\u00e7in, sinyal h\u0131zla yaln\u0131zca bir katsay\u0131n\u0131n en kaba yakla\u015f\u0131m\u0131na indirgenerek ortalama de\u011feri belirtir. At\u0131lan t\u00fcm bilgiler ayr\u0131nt\u0131larda kodland\u0131\u011f\u0131ndan, s\u00fcre\u00e7 kay\u0131ps\u0131z bir \u015fekilde tersine \u00e7evrilebilir.<\/span><\/p>\n<p style=\"text-align: justify\"><span style=\"color: #000000;font-family: 'times new roman', times, serif\">Bu h\u0131zl\u0131 dalgac\u0131k d\u00f6n\u00fc\u015f\u00fcm\u00fc, kom\u015fu katsay\u0131lar\u0131n ortalamalar\u0131n\u0131n olu\u015fturulmas\u0131 (dolay\u0131s\u0131yla toplamalar) ve katsay\u0131lar\u0131n bu ortalamalara do\u011fru farklar\u0131n\u0131n hesaplanmas\u0131 (b\u00f6ylece \u00e7\u0131karmalar) olarak yorumlanabilir. 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Mail kanallar\\u0131n\\u0131 kullanabilirsiniz.<\\\/span><\\\/strong><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">)<br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p><\\\/p>\\n<div style=\\\"text-align: center;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">+ 90 542&nbsp;<\\\/span><\\\/span><font color=\\\"#0000ff\\\"><b>371 29 52<\\\/b><\\\/font><span style=\\\"font-weight: 600;\\\">&nbsp;(<\\\/span><strong><span style=\\\"color: #800080;\\\"><span style=\\\"color: #0000ff;\\\">Sadece mailde ciddi g\\u00f6rd\\u00fc\\u011f\\u00fcm\\u00fcz ki\\u015filerle payla\\u015f\\u0131yoruz.<\\\/span><\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\">)<\\\/span><\\\/div>\\n<div style=\\\"text-align: center;\\\"><br><\\\/div>\\n<div style=\\\"text-align: center;\\\"><strong><span style=\\\"color: #000000;\\\">akademikodevcim@gmail.com<\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\"><span <span=\\\"\\\">&nbsp;(Belgelerinizi Buraya G\\u00f6nderin)<\\\/span><\\\/span><\\\/div>\\n<p><span style=\\\"font-weight: 600;\\\"><\\\/span><\\\/p>\\n<p style=\\\"font-size: 16px; line-height: 1.5; margin: 1em 0px; box-sizing: border-box; text-align: center;\\\"><span style=\\\"box-sizing: border-box; color: rgb(0, 0, 255);\\\"><strong style=\\\"font-weight: 600; box-sizing: border-box;\\\">A\\u015fa\\u011f\\u0131daki formu doldurup, an\\u0131nda fiyat teklifinizi al\\u0131n.<\\\/strong><\\\/span><\\\/p>\",\"container_class\":\"\",\"element_class\":\"\",\"key\":\"html_1547918134689\",\"drawerDisabled\":false,\"field_label\":\"HTML\",\"field_key\":\"html_1547918134689\",\"id\":5,\"beforeField\":\"\",\"afterField\":\"\",\"value\":\"<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">Talep Formu<\\\/span><\\\/span><\\\/span><\\\/p><p style=\\\"text-align: center;\\\"><span id=\\\"nf-drawer-content\\\"><span class=\\\"nf-setting-groups\\\"><span class=\\\"nf-field-settings\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">\\u0130\\u015fleriniz Ankara'da Billgatesweb \\u015firketi garantisiyle yap\\u0131lmaktad\\u0131r.<\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><\\\/span><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\"><br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p style=\\\"text-align: center;\\\"><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">0312 276 75 93 (<\\\/span><\\\/span><\\\/span><strong><span style=\\\"color: #000000;\\\">Telefonlara cevap vermiyoruz. Mail kanallar\\u0131n\\u0131 kullanabilirsiniz.<\\\/span><\\\/strong><span style=\\\"color: rgb(255, 102, 0); font-size: 18pt;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">)<br><\\\/span><\\\/span><\\\/span><\\\/p>\\n<p><\\\/p>\\n<div style=\\\"text-align: center;\\\"><span style=\\\"font-weight: 600;\\\"><span style=\\\"color: rgb(0, 0, 255);\\\">+ 90 542&nbsp;<\\\/span><\\\/span><font color=\\\"#0000ff\\\"><b>371 29 52<\\\/b><\\\/font><span style=\\\"font-weight: 600;\\\">&nbsp;(<\\\/span><strong><span style=\\\"color: #800080;\\\"><span style=\\\"color: #0000ff;\\\">Sadece mailde ciddi g\\u00f6rd\\u00fc\\u011f\\u00fcm\\u00fcz ki\\u015filerle payla\\u015f\\u0131yoruz.<\\\/span><\\\/span><\\\/strong><span style=\\\"font-weight: 600;\\\">)<\\\/span><\\\/div>\\n<div style=\\\"text-align: center;\\\"><br><\\\/div>\\n<div style=\\\"text-align: center;\\\"><strong><span style=\\\"color: 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Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar&hellip; <br \/> <a class=\"button small blue\" href=\"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/\">Devam\u0131<\/a><\/p>\n","protected":false},"author":2,"featured_media":448,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[3441,3442,3440],"tags":[3450,3444,3445,3447,3449,3443,3446,3448],"class_list":["post-1166","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-5li-likert-olcegi-degerlendirme","category-5li-likert-olcegine-gore-aritmetik-ortalamalarin-degerlendirme-araligi","category-cok-boyutlu-olcekleme-analizi","tag-5li-degerlendirme-skalasi","tag-5li-likert-olcegi-degerlendirme","tag-5li-likert-olcegine-gore-aritmetik-ortalamalarin-degerlendirme-araligi","tag-5li-likert-tipi-anket","tag-cok-boyutlu-olcek-nedir","tag-cok-boyutlu-olcekleme-analizi","tag-cok-boyutlu-olcekleme-analizi-spss","tag-likert-olcegi-analizi"],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 4.9.7.2 - aioseo.com -->\n\t<meta name=\"description\" content=\"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. 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Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH\" \/>\n\t\t<meta property=\"og:description\" content=\"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. 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G\\u00f6rd\\u00fc\\u011f\\u00fcn\\u00fcz gibi, her iki s\\u00fcr\\u00fcm de ayn\\u0131 temel bilgileri sunuyor, ancak ki\\u015fiselle\\u015ftirilmi\\u015f s\\u00fcr\\u00fcmde bilgisayar do\\u011frudan \\u00f6\\u011frenciyle konu\\u015fuyor.\\n\\nBe\\u015f \\u00e7al\\u0131\\u015fman\\u0131n be\\u015finde, ki\\u015fiselle\\u015ftirilmi\\u015f metinle \\u00f6\\u011frenen \\u00f6\\u011frenciler sonraki transfer testlerinde resmi metinle \\u00f6\\u011frenen \\u00f6\\u011frencilere g\\u00f6re daha iyi performans g\\u00f6sterdi. Genel olarak, ki\\u015fiselle\\u015ftirilmi\\u015f gruptaki kat\\u0131l\\u0131mc\\u0131lar, transfer sorunlar\\u0131na resmi gruba g\\u00f6re y\\u00fczde 20 ila 46 daha fazla \\u00e7\\u00f6z\\u00fcm \\u00fcretti ve etki b\\u00fcy\\u00fckl\\u00fckleri 1'in \\u00fczerindeydi.\\n\\n\\u0130yile\\u015fmenin y\\u00fczde 46 oldu\\u011fu ve etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fcn\\u00fcn 1,55 oldu\\u011fu ve bunun b\\u00fcy\\u00fck oldu\\u011fu d\\u00fc\\u015f\\u00fcn\\u00fclen bir \\u00e7al\\u0131\\u015fman\\u0131n sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6sterir.\\u00a0Konu\\u015fma resmi tarzdan ziyade konu\\u015fma tarz\\u0131nda oldu\\u011funda, insanlar \\u015fim\\u015fek olu\\u015fumu hakk\\u0131nda anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frenebilirler.\\n\\n\\u00d6rne\\u011fin, y\\u0131ld\\u0131r\\u0131m dersindeki son c\\u00fcmleyi ele alal\\u0131m: \\\"\\u0130nsanlar\\u0131n \\u015fim\\u015fek \\u00e7akmas\\u0131 olarak alg\\u0131lad\\u0131klar\\u0131 parlak \\u0131\\u015f\\u0131\\u011f\\u0131 \\u00fcretir.\\\" Ki\\u015fiselle\\u015ftirmek i\\u00e7in \\\"insanlar\\u0131\\\" basit\\u00e7e \\\"siz\\\" olarak de\\u011fi\\u015ftirebiliriz.\\n\\nBunun gibi de\\u011fi\\u015fikliklere ek olarak, \\u00f6\\u011frenciye \\\"Art\\u0131k bulutunuz doldu\\u011funa g\\u00f6re, size hikayenin geri kalan\\u0131n\\u0131 anlatay\\u0131m\\\" gibi do\\u011frudan yorumlar eklendi. Y\\u0131ld\\u0131r\\u0131m dersinin ki\\u015fiselle\\u015ftirilmi\\u015f versiyonunu alan \\u00f6\\u011frenciler, iki farkl\\u0131 deneyde 1'den b\\u00fcy\\u00fck etki boyutlar\\u0131 vererek, bir transfer testinde almayanlara g\\u00f6re \\u00f6nemli \\u00f6l\\u00e7\\u00fcde daha iyi performans g\\u00f6sterdi.\\n\\nBu sonu\\u00e7lar ayn\\u0131 zamanda insan akci\\u011ferlerinin nas\\u0131l \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131n\\u0131 i\\u00e7eren anlat\\u0131ml\\u0131 animasyonlardan \\u00f6\\u011frenme i\\u00e7in de ge\\u00e7erlidir. \\u00d6rne\\u011fin, akci\\u011ferler dersinin son c\\u00fcmlesini ele alal\\u0131m: \\u201cNefes verme s\\u0131ras\\u0131nda diyafram yukar\\u0131 do\\u011fru hareket ederek akci\\u011ferlere daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerden ve bo\\u011fazdan ge\\u00e7erek burun ve a\\u011fza gider ve burada v\\u00fccuttan ayr\\u0131l\\u0131r. \\u201d\\n\\nBu c\\u00fcmleyi be\\u015f yerde de\\u011fi\\u015ftirerek \\u015fu hale getirerek ki\\u015fiselle\\u015ftirin: \\\"Nefes verirken diyafram\\u0131n\\u0131z yukar\\u0131 do\\u011fru hareket ederek ci\\u011ferlerinize daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerinizden ve bo\\u011faz\\u0131n\\u0131zdan burnunuza do\\u011fru hareket eder ve a\\u011f\\u0131z, v\\u00fccudunu terk etti\\u011fi yer.\\\"\\n\\nGenel olarak, on bir yerde de\\u011fi\\u015ftirerek akci\\u011ferler dersi i\\u00e7in ki\\u015fiselle\\u015ftirilmi\\u015f bir senaryo olu\\u015fturdular. \\u00dc\\u00e7 deneyde, bu olduk\\u00e7a k\\u00fc\\u00e7\\u00fck de\\u011fi\\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\\u015ftirmelerle sonu\\u00e7land\\u0131.\\n\\nBu sonu\\u00e7lar, ki\\u015fiselle\\u015ftirmenin her zaman yararl\\u0131 bir fikir oldu\\u011fu anlam\\u0131na gelmemelidir. Ki\\u015fiselle\\u015ftirmenin abart\\u0131ld\\u0131\\u011f\\u0131 durumlar vard\\u0131r. \\u00d6rne\\u011fin, \\\"Vay can\\u0131na, merhaba dostum, sana her \\u015feyi \\u00f6\\u011fretmek i\\u00e7in buraday\\u0131m..., o y\\u00fczden \\u015fapkan\\u0131 s\\u0131k\\u0131 tut ve i\\u015fte ba\\u015fl\\u0131yoruz!\\\" gibi \\u00e7ok fazla ki\\u015fisel malzeme ekledi\\u011finizde ne olaca\\u011f\\u0131n\\u0131 d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nSonu\\u00e7, ki\\u015fiselle\\u015ftirmenin avantajlar\\u0131n\\u0131n, \\u00f6\\u011frencinin dikkatini da\\u011f\\u0131tma ve \\u00f6\\u011frenme i\\u00e7in uygun olmayan bir ton olu\\u015fturma dezavantajlar\\u0131yla dengelenmesi olabilir.\\n\\nBu nedenle, ki\\u015fiselle\\u015ftirme ilkesini uygularken, yeterli kay\\u0131t d\\u0131\\u015f\\u0131l\\u0131kla yazmak istedi\\u011finiz senaryonun izleyicilerini ve bili\\u015fsel sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6z \\u00f6n\\u00fcnde bulundurmak her zaman yararl\\u0131d\\u0131r; dikkati da\\u011f\\u0131lm\\u0131\\u015f veya malzemenin alt\\u0131 oyulmu\\u015f.\\n\\nAsl\\u0131nda, ki\\u015fiselle\\u015ftirme ilkesini uygulamak, derste yaln\\u0131zca ince bir de\\u011fi\\u015fiklik yaratmal\\u0131d\\u0131r; Birka\\u00e7 birinci ve ikinci \\u015fah\\u0131s zamiri kullan\\u0131larak \\u00e7ok \\u015fey ba\\u015far\\u0131labilir.\\n\\nD\\u00fc\\u015f\\u00fcnerek konu\\u015fma Teknikleri\\nKonu\\u015fma becerisini GEL\\u0130\\u015eT\\u0130RME yollar\\u0131\\nEtkili konu\\u015fma maddeleri\\nG\\u00fczel konu\\u015fma Kurallar\\u0131\\nKibar konu\\u015fma teknikleri\\nNazik konu\\u015fma kelimeleri\\nHaz\\u0131rl\\u0131k gerektiren bir konu\\u015fma yapacaksak nelere dikkat Etmeliyiz\\nAk\\u0131c\\u0131 konu\\u015fma teknikleri\\n\\nSes Kalitesi Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\n\\u00d6zetlenen son ara\\u015ft\\u0131rma, do\\u011fru ko\\u015fullar alt\\u0131nda insanlar\\u0131n \\\"bilgisayarlara ger\\u00e7ek insanlar gibi davrand\\u0131\\u011f\\u0131n\\u0131\\\" g\\u00f6steriyor. Bilgisayarlara ger\\u00e7ek insanlarm\\u0131\\u015f gibi davranman\\u0131n bir par\\u00e7as\\u0131 da onlar\\u0131n ileti\\u015fimlerini anlamak i\\u00e7in daha fazla \\u00e7aba sarf etmektir.\\n\\nBu g\\u00f6r\\u00fc\\u015fle tutarl\\u0131 olarak, konu\\u015fmac\\u0131n\\u0131n sesi .79'luk bir etki boyutuyla makine sim\\u00fclasyonu yerine insan sesi oldu\\u011funda, insanlar\\u0131n \\u015fim\\u015fek olu\\u015fumuyla ilgili anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frendi\\u011fini buldu. Daha yak\\u0131n zamanlarda, muhabbet ku\\u015fu Peedy adl\\u0131 bir ekran arac\\u0131s\\u0131n\\u0131n \\u00e7e\\u015fitli problemleri \\u00e7\\u00f6zme ad\\u0131mlar\\u0131n\\u0131 a\\u00e7\\u0131klad\\u0131\\u011f\\u0131 \\u00e7evrimi\\u00e7i matematik dersleri sunuldu.\\n\\nPeedy bir makine sesi yerine bir insan sesiyle konu\\u015ftu\\u011funda, iki deneyde \\u00f6\\u011frenciler bir sonraki transfer testinde daha iyi performans g\\u00f6sterdiler ve .69 ve .78'lik etki b\\u00fcy\\u00fckl\\u00fckleri sa\\u011flad\\u0131lar. Bu bulgular\\u0131 ses ilkesi olarak adland\\u0131rabiliriz: \\u0130nsanlar, makine sesli anlat\\u0131mdansa insan sesiyle anlat\\u0131mdan daha iyi \\u00f6\\u011frenirler.\\n\\nKonu\\u015fmac\\u0131n\\u0131n sesinin \\u00f6zelliklerinin, insanlar\\u0131n bilgisayar tabanl\\u0131 ileti\\u015fimlere nas\\u0131l tepki verdi\\u011fi \\u00fczerinde g\\u00fc\\u00e7l\\u00fc bir etkisi olabilece\\u011fini g\\u00f6steren ek ara\\u015ft\\u0131rmalar sa\\u011flad\\u0131k.\\n\\n\\u0130nsanlar\\u0131n yabanc\\u0131 bir aksan yerine standart aksanl\\u0131 bir insan sesinden daha iyi \\u00f6\\u011frendi\\u011fine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r, ancak bu \\u00e7al\\u0131\\u015fma sadece k\\u0131sa bir sunumda kullan\\u0131lan bir Rus aksan\\u0131na odaklanmakla s\\u0131n\\u0131rl\\u0131d\\u0131r.\\n\\nHem erkeklerin hem de kad\\u0131nlar\\u0131n, insan ili\\u015fkileri gibi kad\\u0131n kli\\u015fele\\u015fmi\\u015f konularda kad\\u0131n seslerinden, teknoloji gibi erkek kli\\u015fele\\u015fmi\\u015f konularda erkek seslerinden \\u00f6\\u011frenmeyi tercih ettiklerine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r. Ancak, sesin cinsiyetinin \\u00f6\\u011frenme \\u00e7\\u0131kt\\u0131lar\\u0131n\\u0131 etkileyip etkilemedi\\u011fini belirlemek i\\u00e7in daha fazla \\u00e7al\\u0131\\u015fmaya ihtiya\\u00e7 vard\\u0131r.\\n\\nKibar Konu\\u015fma Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\nKi\\u015fiselle\\u015ftirme ilkesinin ilgili bir anlam\\u0131, ekrandaki temsilcilerin kibar olmas\\u0131 gerekti\\u011fidir. \\u00d6rne\\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\\u011fi e\\u011fitici bir oyunu d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nTemsilcinin geri bildirimi koyman\\u0131n do\\u011frudan bir yolu, \\\"ENTER tu\\u015funa t\\u0131klay\\u0131n\\\" ve daha kibar bir ifadeyle, \\\"ENTER tu\\u015funa basmak isteyebilirsiniz\\\" veya \\\"ENTER tu\\u015funa t\\u0131klamak ister misiniz? \\u201d veya \\u201cENTER tu\\u015funa basal\\u0131m.\\u201d\\n\\nDo\\u011frudan bir ifade, \\\"\\u015eimdi bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullan\\u0131n\\\" ve daha kibar bir versiyonu, \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmaya ne dersiniz?\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanabilirsiniz\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmal\\u0131y\\u0131z.\\\"\\n\\nNezaket teorisine g\\u00f6re, bu alternatif ifadeler, \\u00f6\\u011frencinin bir miktar hareket \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcne sahip olmas\\u0131na izin vererek veya \\u00f6\\u011frencinin vekil ile i\\u015fbirli\\u011fi i\\u00e7inde \\u00e7al\\u0131\\u015fmas\\u0131na izin vererek itibar\\u0131n\\u0131 kurtarmaya yard\\u0131mc\\u0131 olur.\\n\\n\\u00d6\\u011frencilerin, yeniden ifade edilen ifadeleri do\\u011frudan ifadelerden daha kibar olarak de\\u011ferlendirdikleri, bu da insanlar\\u0131n geri bildirim ifadelerinin kibarl\\u0131k tonuna kar\\u015f\\u0131 duyarl\\u0131 olduklar\\u0131n\\u0131 g\\u00f6sterdi. Bilgisayarlarla \\u00e7al\\u0131\\u015fma konusunda daha az deneyime sahip olan \\u00f6\\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \\u00fcslubuna kar\\u015f\\u0131 \\u00e7ok duyarl\\u0131yd\\u0131.\\n\\nKibar ekran temsilcileri, do\\u011frudan temsilcilerden daha derin \\u00f6\\u011frenmeyi te\\u015fvik ediyor mu? Bir \\u00f6n \\u00e7al\\u0131\\u015fma, cevab\\u0131n evet oldu\\u011funu g\\u00f6steriyor. \\u00d6\\u011frenciler, Sanal Fabrika adl\\u0131 e\\u011fitici bir oyun oynayarak end\\u00fcstri m\\u00fchendisli\\u011fi hakk\\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\\u015fim kurdular.\\n\\nSonraki bir problem \\u00e7\\u00f6zme transfer testinde, nazik bir yard\\u0131mc\\u0131 ile \\u00f6\\u011frenen \\u00f6\\u011frenciler, do\\u011frudan bir temsilci ile \\u00f6\\u011frenenlerden daha iyi performans g\\u00f6sterdi ve .70'lik bir etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fc sa\\u011flad\\u0131. Genel olarak, \\u00f6\\u011frencilerin \\u00f6\\u011frenmesinin yaln\\u0131zca ekrandaki temsilcilerin s\\u00f6ylediklerinden de\\u011fil, ayn\\u0131 zamanda nas\\u0131l s\\u00f6ylediklerinden de etkilendi\\u011fine dair kan\\u0131tlar vard\\u0131r.\\n\\nBu sonu\\u00e7lar\\u0131n sanal s\\u0131n\\u0131f kolayla\\u015ft\\u0131r\\u0131c\\u0131lar\\u0131 i\\u00e7in \\u00f6nemli etkileri vard\\u0131r. Bir\\u00e7ok sanal s\\u0131n\\u0131fta sadece e\\u011fitmenin sesi iletilir. Sanal s\\u0131n\\u0131f e\\u011fitmeni, sosyal varl\\u0131\\u011f\\u0131n \\u00f6\\u011frenme \\u00fczerindeki faydalar\\u0131n\\u0131 en \\u00fcst d\\u00fczeye \\u00e7\\u0131karmak i\\u00e7in kibar konu\\u015fma dilini bir ara\\u00e7 olarak kullanarak bu y\\u00f6nergeleri uygulayabilir.\"},\"datePublished\":\"2023-04-16T12:47:00+03:00\",\"dateModified\":\"2023-04-16T12:47:00+03:00\",\"inLanguage\":\"tr-TR\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\"},\"articleSection\":\"5'li likert \\u00f6l\\u00e7e\\u011fi de\\u011ferlendirme, 5'li Likert \\u00f6l\\u00e7e\\u011fine g\\u00f6re aritmetik ortalamalar\\u0131n de\\u011ferlendirme aral\\u0131\\u011f\\u0131, \\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME analizi, 5'li de\\u011ferlendirme skalas\\u0131, 5'li likert \\u00f6l\\u00e7e\\u011fi de\\u011ferlendirme, 5'li Likert \\u00f6l\\u00e7e\\u011fine g\\u00f6re aritmetik ortalamalar\\u0131n de\\u011ferlendirme aral\\u0131\\u011f\\u0131, 5'li likert tipi anket, \\u00c7ok boyutlu \\u00f6l\\u00e7ek nedir, \\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME analizi, \\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME ANAL\\u0130Z\\u0130 SPSS, Likert \\u00f6l\\u00e7e\\u011fi analizi\"},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\",\"itemListElement\":[{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"position\":1,\"name\":\"Ev\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/cok-boyutlu-olcekleme-analizi\\\/#listItem\",\"name\":\"\\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME analizi\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/cok-boyutlu-olcekleme-analizi\\\/#listItem\",\"position\":2,\"name\":\"\\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME analizi\",\"item\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/cok-boyutlu-olcekleme-analizi\\\/\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"name\":\"\\u00c7ok \\u00d6l\\u00e7ekli Analiz \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\\u00a0\"},\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr#listItem\",\"name\":\"Ev\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#listItem\",\"position\":3,\"name\":\"\\u00c7ok \\u00d6l\\u00e7ekli Analiz \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri\\u00a0\",\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/category\\\/cok-boyutlu-olcekleme-analizi\\\/#listItem\",\"name\":\"\\u00c7OK BOYUTLU \\u00d6L\\u00c7EKLEME analizi\"}}]},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"telephone\":\"+905423712952\",\"logo\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/10\\\/rapor.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\",\"width\":304,\"height\":166,\"caption\":\"Rapor Nas\\u0131l Yaz\\u0131l\\u0131r ?\\u00a0 \\u2013 Rapor Nas\\u0131l Haz\\u0131rlan\\u0131r? \\u2013 Rapor \\u00d6devi Nedir? \\u2013 Rapor Haz\\u0131rlatma -Rapor \\u00dccretleri \\u2013 Rapor Haz\\u0131rlatma \\u00dccretleri\"},\"image\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#organizationLogo\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/\",\"name\":\"Makale Deniz\",\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/secure.gravatar.com\\\/avatar\\\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g\"}},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#webpage\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/\",\"name\":\"\\u00c7ok \\u00d6l\\u00e7ekli Analiz \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6devleri \\u2013 Multimedya B\\u00f6l\\u00fcm\\u00fc Tez Yapt\\u0131rma \\u2013Multimedya B\\u00f6l\\u00fcm\\u00fc \\u00d6dev \\u00dccretleri - Makale Yapt\\u0131rma - LH\",\"description\":\"\\u00c7ok \\u00d6l\\u00e7ekli Analiz Bir sinyalin \\u00e7ok \\u00f6l\\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\\u015f\\u0131ma ve ayr\\u0131nt\\u0131ya ard\\u0131\\u015f\\u0131k ayr\\u0131\\u015fmaya dayan\\u0131r. Ba\\u015flang\\u0131\\u00e7ta, sinyal bir yakla\\u015f\\u0131ma ve birlikte orijinali veren bir ayr\\u0131nt\\u0131ya b\\u00f6l\\u00fcn\\u00fcr. Alt b\\u00f6l\\u00fcmleme, yakla\\u015f\\u0131k sinyal d\\u00fc\\u015f\\u00fck frekanslar\\u0131 i\\u00e7erecek ve detay sinyali kalan y\\u00fcksek frekanslar\\u0131 toplayacak \\u015fekildedir. Bu alt b\\u00f6lme kural\\u0131n\\u0131n yakla\\u015f\\u0131ma tekrar tekrar\",\"inLanguage\":\"tr-TR\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#breadcrumblist\"},\"author\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"creator\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/author\\\/yazilimdeniz\\\/#author\"},\"image\":{\"@type\":\"ImageObject\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/wp-content\\\/uploads\\\/2022\\\/11\\\/pr.jpeg\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\",\"width\":1024,\"height\":683,\"caption\":\"Konu\\u015fma Stilini Kullanma\\n\\nE-\\u00f6\\u011frenmeye uyguland\\u0131\\u011f\\u0131 \\u015fekliyle bu teknik hen\\u00fcz incelenmeye ba\\u015flansa da, e-\\u00f6\\u011frenme derslerinde konu\\u015fma stilinin kullan\\u0131m\\u0131na ili\\u015fkin \\u00f6n kan\\u0131tlar zaten var. Botanik \\u00fczerine bilgisayar tabanl\\u0131 bir e\\u011fitici oyunu i\\u00e7eren be\\u015f deneysel \\u00e7al\\u0131\\u015fmadan olu\\u015fan bir sette, kelimelerin resmi tarzda oldu\\u011fu versiyonlarla, kelimelerin sohbet tarz\\u0131nda oldu\\u011fu versiyonlarla kar\\u015f\\u0131la\\u015ft\\u0131r\\u0131ld\\u0131.\\n\\n\\u00d6rne\\u011fin, bilgisayar tabanl\\u0131 botanik oyununda konu\\u015fulan giri\\u015f yaz\\u0131s\\u0131n\\u0131 verir; \\u00fcst k\\u0131s\\u0131m resmi versiyonu ve alt k\\u0131s\\u0131m ki\\u015fiselle\\u015ftirilmi\\u015f versiyonu g\\u00f6sterir. G\\u00f6rd\\u00fc\\u011f\\u00fcn\\u00fcz gibi, her iki s\\u00fcr\\u00fcm de ayn\\u0131 temel bilgileri sunuyor, ancak ki\\u015fiselle\\u015ftirilmi\\u015f s\\u00fcr\\u00fcmde bilgisayar do\\u011frudan \\u00f6\\u011frenciyle konu\\u015fuyor.\\n\\nBe\\u015f \\u00e7al\\u0131\\u015fman\\u0131n be\\u015finde, ki\\u015fiselle\\u015ftirilmi\\u015f metinle \\u00f6\\u011frenen \\u00f6\\u011frenciler sonraki transfer testlerinde resmi metinle \\u00f6\\u011frenen \\u00f6\\u011frencilere g\\u00f6re daha iyi performans g\\u00f6sterdi. Genel olarak, ki\\u015fiselle\\u015ftirilmi\\u015f gruptaki kat\\u0131l\\u0131mc\\u0131lar, transfer sorunlar\\u0131na resmi gruba g\\u00f6re y\\u00fczde 20 ila 46 daha fazla \\u00e7\\u00f6z\\u00fcm \\u00fcretti ve etki b\\u00fcy\\u00fckl\\u00fckleri 1'in \\u00fczerindeydi.\\n\\n\\u0130yile\\u015fmenin y\\u00fczde 46 oldu\\u011fu ve etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fcn\\u00fcn 1,55 oldu\\u011fu ve bunun b\\u00fcy\\u00fck oldu\\u011fu d\\u00fc\\u015f\\u00fcn\\u00fclen bir \\u00e7al\\u0131\\u015fman\\u0131n sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6sterir.\\u00a0Konu\\u015fma resmi tarzdan ziyade konu\\u015fma tarz\\u0131nda oldu\\u011funda, insanlar \\u015fim\\u015fek olu\\u015fumu hakk\\u0131nda anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frenebilirler.\\n\\n\\u00d6rne\\u011fin, y\\u0131ld\\u0131r\\u0131m dersindeki son c\\u00fcmleyi ele alal\\u0131m: \\\"\\u0130nsanlar\\u0131n \\u015fim\\u015fek \\u00e7akmas\\u0131 olarak alg\\u0131lad\\u0131klar\\u0131 parlak \\u0131\\u015f\\u0131\\u011f\\u0131 \\u00fcretir.\\\" Ki\\u015fiselle\\u015ftirmek i\\u00e7in \\\"insanlar\\u0131\\\" basit\\u00e7e \\\"siz\\\" olarak de\\u011fi\\u015ftirebiliriz.\\n\\nBunun gibi de\\u011fi\\u015fikliklere ek olarak, \\u00f6\\u011frenciye \\\"Art\\u0131k bulutunuz doldu\\u011funa g\\u00f6re, size hikayenin geri kalan\\u0131n\\u0131 anlatay\\u0131m\\\" gibi do\\u011frudan yorumlar eklendi. Y\\u0131ld\\u0131r\\u0131m dersinin ki\\u015fiselle\\u015ftirilmi\\u015f versiyonunu alan \\u00f6\\u011frenciler, iki farkl\\u0131 deneyde 1'den b\\u00fcy\\u00fck etki boyutlar\\u0131 vererek, bir transfer testinde almayanlara g\\u00f6re \\u00f6nemli \\u00f6l\\u00e7\\u00fcde daha iyi performans g\\u00f6sterdi.\\n\\nBu sonu\\u00e7lar ayn\\u0131 zamanda insan akci\\u011ferlerinin nas\\u0131l \\u00e7al\\u0131\\u015ft\\u0131\\u011f\\u0131n\\u0131 i\\u00e7eren anlat\\u0131ml\\u0131 animasyonlardan \\u00f6\\u011frenme i\\u00e7in de ge\\u00e7erlidir. \\u00d6rne\\u011fin, akci\\u011ferler dersinin son c\\u00fcmlesini ele alal\\u0131m: \\u201cNefes verme s\\u0131ras\\u0131nda diyafram yukar\\u0131 do\\u011fru hareket ederek akci\\u011ferlere daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerden ve bo\\u011fazdan ge\\u00e7erek burun ve a\\u011fza gider ve burada v\\u00fccuttan ayr\\u0131l\\u0131r. \\u201d\\n\\nBu c\\u00fcmleyi be\\u015f yerde de\\u011fi\\u015ftirerek \\u015fu hale getirerek ki\\u015fiselle\\u015ftirin: \\\"Nefes verirken diyafram\\u0131n\\u0131z yukar\\u0131 do\\u011fru hareket ederek ci\\u011ferlerinize daha az yer a\\u00e7ar, hava bron\\u015fiyal t\\u00fcplerinizden ve bo\\u011faz\\u0131n\\u0131zdan burnunuza do\\u011fru hareket eder ve a\\u011f\\u0131z, v\\u00fccudunu terk etti\\u011fi yer.\\\"\\n\\nGenel olarak, on bir yerde de\\u011fi\\u015ftirerek akci\\u011ferler dersi i\\u00e7in ki\\u015fiselle\\u015ftirilmi\\u015f bir senaryo olu\\u015fturdular. \\u00dc\\u00e7 deneyde, bu olduk\\u00e7a k\\u00fc\\u00e7\\u00fck de\\u011fi\\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\\u015ftirmelerle sonu\\u00e7land\\u0131.\\n\\nBu sonu\\u00e7lar, ki\\u015fiselle\\u015ftirmenin her zaman yararl\\u0131 bir fikir oldu\\u011fu anlam\\u0131na gelmemelidir. Ki\\u015fiselle\\u015ftirmenin abart\\u0131ld\\u0131\\u011f\\u0131 durumlar vard\\u0131r. \\u00d6rne\\u011fin, \\\"Vay can\\u0131na, merhaba dostum, sana her \\u015feyi \\u00f6\\u011fretmek i\\u00e7in buraday\\u0131m..., o y\\u00fczden \\u015fapkan\\u0131 s\\u0131k\\u0131 tut ve i\\u015fte ba\\u015fl\\u0131yoruz!\\\" gibi \\u00e7ok fazla ki\\u015fisel malzeme ekledi\\u011finizde ne olaca\\u011f\\u0131n\\u0131 d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nSonu\\u00e7, ki\\u015fiselle\\u015ftirmenin avantajlar\\u0131n\\u0131n, \\u00f6\\u011frencinin dikkatini da\\u011f\\u0131tma ve \\u00f6\\u011frenme i\\u00e7in uygun olmayan bir ton olu\\u015fturma dezavantajlar\\u0131yla dengelenmesi olabilir.\\n\\nBu nedenle, ki\\u015fiselle\\u015ftirme ilkesini uygularken, yeterli kay\\u0131t d\\u0131\\u015f\\u0131l\\u0131kla yazmak istedi\\u011finiz senaryonun izleyicilerini ve bili\\u015fsel sonu\\u00e7lar\\u0131n\\u0131 g\\u00f6z \\u00f6n\\u00fcnde bulundurmak her zaman yararl\\u0131d\\u0131r; dikkati da\\u011f\\u0131lm\\u0131\\u015f veya malzemenin alt\\u0131 oyulmu\\u015f.\\n\\nAsl\\u0131nda, ki\\u015fiselle\\u015ftirme ilkesini uygulamak, derste yaln\\u0131zca ince bir de\\u011fi\\u015fiklik yaratmal\\u0131d\\u0131r; Birka\\u00e7 birinci ve ikinci \\u015fah\\u0131s zamiri kullan\\u0131larak \\u00e7ok \\u015fey ba\\u015far\\u0131labilir.\\n\\nD\\u00fc\\u015f\\u00fcnerek konu\\u015fma Teknikleri\\nKonu\\u015fma becerisini GEL\\u0130\\u015eT\\u0130RME yollar\\u0131\\nEtkili konu\\u015fma maddeleri\\nG\\u00fczel konu\\u015fma Kurallar\\u0131\\nKibar konu\\u015fma teknikleri\\nNazik konu\\u015fma kelimeleri\\nHaz\\u0131rl\\u0131k gerektiren bir konu\\u015fma yapacaksak nelere dikkat Etmeliyiz\\nAk\\u0131c\\u0131 konu\\u015fma teknikleri\\n\\nSes Kalitesi Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\n\\u00d6zetlenen son ara\\u015ft\\u0131rma, do\\u011fru ko\\u015fullar alt\\u0131nda insanlar\\u0131n \\\"bilgisayarlara ger\\u00e7ek insanlar gibi davrand\\u0131\\u011f\\u0131n\\u0131\\\" g\\u00f6steriyor. Bilgisayarlara ger\\u00e7ek insanlarm\\u0131\\u015f gibi davranman\\u0131n bir par\\u00e7as\\u0131 da onlar\\u0131n ileti\\u015fimlerini anlamak i\\u00e7in daha fazla \\u00e7aba sarf etmektir.\\n\\nBu g\\u00f6r\\u00fc\\u015fle tutarl\\u0131 olarak, konu\\u015fmac\\u0131n\\u0131n sesi .79'luk bir etki boyutuyla makine sim\\u00fclasyonu yerine insan sesi oldu\\u011funda, insanlar\\u0131n \\u015fim\\u015fek olu\\u015fumuyla ilgili anlat\\u0131ml\\u0131 bir animasyondan daha iyi \\u00f6\\u011frendi\\u011fini buldu. Daha yak\\u0131n zamanlarda, muhabbet ku\\u015fu Peedy adl\\u0131 bir ekran arac\\u0131s\\u0131n\\u0131n \\u00e7e\\u015fitli problemleri \\u00e7\\u00f6zme ad\\u0131mlar\\u0131n\\u0131 a\\u00e7\\u0131klad\\u0131\\u011f\\u0131 \\u00e7evrimi\\u00e7i matematik dersleri sunuldu.\\n\\nPeedy bir makine sesi yerine bir insan sesiyle konu\\u015ftu\\u011funda, iki deneyde \\u00f6\\u011frenciler bir sonraki transfer testinde daha iyi performans g\\u00f6sterdiler ve .69 ve .78'lik etki b\\u00fcy\\u00fckl\\u00fckleri sa\\u011flad\\u0131lar. Bu bulgular\\u0131 ses ilkesi olarak adland\\u0131rabiliriz: \\u0130nsanlar, makine sesli anlat\\u0131mdansa insan sesiyle anlat\\u0131mdan daha iyi \\u00f6\\u011frenirler.\\n\\nKonu\\u015fmac\\u0131n\\u0131n sesinin \\u00f6zelliklerinin, insanlar\\u0131n bilgisayar tabanl\\u0131 ileti\\u015fimlere nas\\u0131l tepki verdi\\u011fi \\u00fczerinde g\\u00fc\\u00e7l\\u00fc bir etkisi olabilece\\u011fini g\\u00f6steren ek ara\\u015ft\\u0131rmalar sa\\u011flad\\u0131k.\\n\\n\\u0130nsanlar\\u0131n yabanc\\u0131 bir aksan yerine standart aksanl\\u0131 bir insan sesinden daha iyi \\u00f6\\u011frendi\\u011fine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r, ancak bu \\u00e7al\\u0131\\u015fma sadece k\\u0131sa bir sunumda kullan\\u0131lan bir Rus aksan\\u0131na odaklanmakla s\\u0131n\\u0131rl\\u0131d\\u0131r.\\n\\nHem erkeklerin hem de kad\\u0131nlar\\u0131n, insan ili\\u015fkileri gibi kad\\u0131n kli\\u015fele\\u015fmi\\u015f konularda kad\\u0131n seslerinden, teknoloji gibi erkek kli\\u015fele\\u015fmi\\u015f konularda erkek seslerinden \\u00f6\\u011frenmeyi tercih ettiklerine dair baz\\u0131 \\u00f6n kan\\u0131tlar da vard\\u0131r. Ancak, sesin cinsiyetinin \\u00f6\\u011frenme \\u00e7\\u0131kt\\u0131lar\\u0131n\\u0131 etkileyip etkilemedi\\u011fini belirlemek i\\u00e7in daha fazla \\u00e7al\\u0131\\u015fmaya ihtiya\\u00e7 vard\\u0131r.\\n\\nKibar Konu\\u015fma Yoluyla Ki\\u015fiselle\\u015ftirmeyi Te\\u015fvik Edin\\n\\nKi\\u015fiselle\\u015ftirme ilkesinin ilgili bir anlam\\u0131, ekrandaki temsilcilerin kibar olmas\\u0131 gerekti\\u011fidir. \\u00d6rne\\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\\u011fi e\\u011fitici bir oyunu d\\u00fc\\u015f\\u00fcn\\u00fcn.\\n\\nTemsilcinin geri bildirimi koyman\\u0131n do\\u011frudan bir yolu, \\\"ENTER tu\\u015funa t\\u0131klay\\u0131n\\\" ve daha kibar bir ifadeyle, \\\"ENTER tu\\u015funa basmak isteyebilirsiniz\\\" veya \\\"ENTER tu\\u015funa t\\u0131klamak ister misiniz? \\u201d veya \\u201cENTER tu\\u015funa basal\\u0131m.\\u201d\\n\\nDo\\u011frudan bir ifade, \\\"\\u015eimdi bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullan\\u0131n\\\" ve daha kibar bir versiyonu, \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmaya ne dersiniz?\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanabilirsiniz\\\" veya \\\"Bu denklemi \\u00e7\\u00f6zmek i\\u00e7in ikinci dereceden form\\u00fcl\\u00fc kullanmal\\u0131y\\u0131z.\\\"\\n\\nNezaket teorisine g\\u00f6re, bu alternatif ifadeler, \\u00f6\\u011frencinin bir miktar hareket \\u00f6zg\\u00fcrl\\u00fc\\u011f\\u00fcne sahip olmas\\u0131na izin vererek veya \\u00f6\\u011frencinin vekil ile i\\u015fbirli\\u011fi i\\u00e7inde \\u00e7al\\u0131\\u015fmas\\u0131na izin vererek itibar\\u0131n\\u0131 kurtarmaya yard\\u0131mc\\u0131 olur.\\n\\n\\u00d6\\u011frencilerin, yeniden ifade edilen ifadeleri do\\u011frudan ifadelerden daha kibar olarak de\\u011ferlendirdikleri, bu da insanlar\\u0131n geri bildirim ifadelerinin kibarl\\u0131k tonuna kar\\u015f\\u0131 duyarl\\u0131 olduklar\\u0131n\\u0131 g\\u00f6sterdi. Bilgisayarlarla \\u00e7al\\u0131\\u015fma konusunda daha az deneyime sahip olan \\u00f6\\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \\u00fcslubuna kar\\u015f\\u0131 \\u00e7ok duyarl\\u0131yd\\u0131.\\n\\nKibar ekran temsilcileri, do\\u011frudan temsilcilerden daha derin \\u00f6\\u011frenmeyi te\\u015fvik ediyor mu? Bir \\u00f6n \\u00e7al\\u0131\\u015fma, cevab\\u0131n evet oldu\\u011funu g\\u00f6steriyor. \\u00d6\\u011frenciler, Sanal Fabrika adl\\u0131 e\\u011fitici bir oyun oynayarak end\\u00fcstri m\\u00fchendisli\\u011fi hakk\\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\\u015fim kurdular.\\n\\nSonraki bir problem \\u00e7\\u00f6zme transfer testinde, nazik bir yard\\u0131mc\\u0131 ile \\u00f6\\u011frenen \\u00f6\\u011frenciler, do\\u011frudan bir temsilci ile \\u00f6\\u011frenenlerden daha iyi performans g\\u00f6sterdi ve .70'lik bir etki b\\u00fcy\\u00fckl\\u00fc\\u011f\\u00fc sa\\u011flad\\u0131. Genel olarak, \\u00f6\\u011frencilerin \\u00f6\\u011frenmesinin yaln\\u0131zca ekrandaki temsilcilerin s\\u00f6ylediklerinden de\\u011fil, ayn\\u0131 zamanda nas\\u0131l s\\u00f6ylediklerinden de etkilendi\\u011fine dair kan\\u0131tlar vard\\u0131r.\\n\\nBu sonu\\u00e7lar\\u0131n sanal s\\u0131n\\u0131f kolayla\\u015ft\\u0131r\\u0131c\\u0131lar\\u0131 i\\u00e7in \\u00f6nemli etkileri vard\\u0131r. Bir\\u00e7ok sanal s\\u0131n\\u0131fta sadece e\\u011fitmenin sesi iletilir. Sanal s\\u0131n\\u0131f e\\u011fitmeni, sosyal varl\\u0131\\u011f\\u0131n \\u00f6\\u011frenme \\u00fczerindeki faydalar\\u0131n\\u0131 en \\u00fcst d\\u00fczeye \\u00e7\\u0131karmak i\\u00e7in kibar konu\\u015fma dilini bir ara\\u00e7 olarak kullanarak bu y\\u00f6nergeleri uygulayabilir.\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\\\/#mainImage\"},\"datePublished\":\"2023-04-16T12:47:00+03:00\",\"dateModified\":\"2023-04-16T12:47:00+03:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#website\",\"url\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/\",\"name\":\"Makale Yapt\\u0131rma - LH\",\"description\":\"0 (312) 276 75 93 - Essay Yazd\\u0131rma, Proje Yapt\\u0131rma, Tez Yazd\\u0131rma, \\u00d6dev Yapt\\u0131rma, Makale Yazd\\u0131rma, Blog Yapt\\u0131rma, Blog Makale Yapt\\u0131rma *** Essay, Makale, \\u00d6dev, Tez, Proje Yazd\\u0131rma Merkezi... *** 7\\\/24 Hizmet Veriyoruz.... Mail kanallar\\u0131n\\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\\u0131, Sayfa ba\\u015f\\u0131 yaz\\u0131 yazma \\u00fccreti, \\u0130ngilizce makale yazd\\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\\u0131 2022, Makale yazma, Blog Yazd\\u0131rma, Blog Yazd\\u0131rmak \\u0130stiyorum\",\"inLanguage\":\"tr-TR\",\"publisher\":{\"@id\":\"https:\\\/\\\/legendhomework.com\\\/tr\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH<\/title>\n\n","aioseo_head_json":{"title":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. Ba\u015flang\u0131\u00e7ta, sinyal bir yakla\u015f\u0131ma ve birlikte orijinali veren bir ayr\u0131nt\u0131ya b\u00f6l\u00fcn\u00fcr. Alt b\u00f6l\u00fcmleme, yakla\u015f\u0131k sinyal d\u00fc\u015f\u00fck frekanslar\u0131 i\u00e7erecek ve detay sinyali kalan y\u00fcksek frekanslar\u0131 toplayacak \u015fekildedir. Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar","canonical_url":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","robots":"max-image-preview:large","keywords":"","webmasterTools":{"google-site-verification":"BLwpujKNw0UduxFeX4HXQCaXI4CuWJPUXkyEJBeO6Xs","miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BlogPosting","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#blogposting","name":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","headline":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\u00a0","author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"publisher":{"@id":"https:\/\/legendhomework.com\/tr\/#organization"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/11\/pr.jpeg","width":1024,"height":683,"caption":"Konu\u015fma Stilini Kullanma\n\nE-\u00f6\u011frenmeye uyguland\u0131\u011f\u0131 \u015fekliyle bu teknik hen\u00fcz incelenmeye ba\u015flansa da, e-\u00f6\u011frenme derslerinde konu\u015fma stilinin kullan\u0131m\u0131na ili\u015fkin \u00f6n kan\u0131tlar zaten var. Botanik \u00fczerine bilgisayar tabanl\u0131 bir e\u011fitici oyunu i\u00e7eren be\u015f deneysel \u00e7al\u0131\u015fmadan olu\u015fan bir sette, kelimelerin resmi tarzda oldu\u011fu versiyonlarla, kelimelerin sohbet tarz\u0131nda oldu\u011fu versiyonlarla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131.\n\n\u00d6rne\u011fin, bilgisayar tabanl\u0131 botanik oyununda konu\u015fulan giri\u015f yaz\u0131s\u0131n\u0131 verir; \u00fcst k\u0131s\u0131m resmi versiyonu ve alt k\u0131s\u0131m ki\u015fiselle\u015ftirilmi\u015f versiyonu g\u00f6sterir. G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi, her iki s\u00fcr\u00fcm de ayn\u0131 temel bilgileri sunuyor, ancak ki\u015fiselle\u015ftirilmi\u015f s\u00fcr\u00fcmde bilgisayar do\u011frudan \u00f6\u011frenciyle konu\u015fuyor.\n\nBe\u015f \u00e7al\u0131\u015fman\u0131n be\u015finde, ki\u015fiselle\u015ftirilmi\u015f metinle \u00f6\u011frenen \u00f6\u011frenciler sonraki transfer testlerinde resmi metinle \u00f6\u011frenen \u00f6\u011frencilere g\u00f6re daha iyi performans g\u00f6sterdi. Genel olarak, ki\u015fiselle\u015ftirilmi\u015f gruptaki kat\u0131l\u0131mc\u0131lar, transfer sorunlar\u0131na resmi gruba g\u00f6re y\u00fczde 20 ila 46 daha fazla \u00e7\u00f6z\u00fcm \u00fcretti ve etki b\u00fcy\u00fckl\u00fckleri 1'in \u00fczerindeydi.\n\n\u0130yile\u015fmenin y\u00fczde 46 oldu\u011fu ve etki b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fcn 1,55 oldu\u011fu ve bunun b\u00fcy\u00fck oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen bir \u00e7al\u0131\u015fman\u0131n sonu\u00e7lar\u0131n\u0131 g\u00f6sterir.\u00a0Konu\u015fma resmi tarzdan ziyade konu\u015fma tarz\u0131nda oldu\u011funda, insanlar \u015fim\u015fek olu\u015fumu hakk\u0131nda anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frenebilirler.\n\n\u00d6rne\u011fin, y\u0131ld\u0131r\u0131m dersindeki son c\u00fcmleyi ele alal\u0131m: \"\u0130nsanlar\u0131n \u015fim\u015fek \u00e7akmas\u0131 olarak alg\u0131lad\u0131klar\u0131 parlak \u0131\u015f\u0131\u011f\u0131 \u00fcretir.\" Ki\u015fiselle\u015ftirmek i\u00e7in \"insanlar\u0131\" basit\u00e7e \"siz\" olarak de\u011fi\u015ftirebiliriz.\n\nBunun gibi de\u011fi\u015fikliklere ek olarak, \u00f6\u011frenciye \"Art\u0131k bulutunuz doldu\u011funa g\u00f6re, size hikayenin geri kalan\u0131n\u0131 anlatay\u0131m\" gibi do\u011frudan yorumlar eklendi. Y\u0131ld\u0131r\u0131m dersinin ki\u015fiselle\u015ftirilmi\u015f versiyonunu alan \u00f6\u011frenciler, iki farkl\u0131 deneyde 1'den b\u00fcy\u00fck etki boyutlar\u0131 vererek, bir transfer testinde almayanlara g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde daha iyi performans g\u00f6sterdi.\n\nBu sonu\u00e7lar ayn\u0131 zamanda insan akci\u011ferlerinin nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 i\u00e7eren anlat\u0131ml\u0131 animasyonlardan \u00f6\u011frenme i\u00e7in de ge\u00e7erlidir. \u00d6rne\u011fin, akci\u011ferler dersinin son c\u00fcmlesini ele alal\u0131m: \u201cNefes verme s\u0131ras\u0131nda diyafram yukar\u0131 do\u011fru hareket ederek akci\u011ferlere daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerden ve bo\u011fazdan ge\u00e7erek burun ve a\u011fza gider ve burada v\u00fccuttan ayr\u0131l\u0131r. \u201d\n\nBu c\u00fcmleyi be\u015f yerde de\u011fi\u015ftirerek \u015fu hale getirerek ki\u015fiselle\u015ftirin: \"Nefes verirken diyafram\u0131n\u0131z yukar\u0131 do\u011fru hareket ederek ci\u011ferlerinize daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerinizden ve bo\u011faz\u0131n\u0131zdan burnunuza do\u011fru hareket eder ve a\u011f\u0131z, v\u00fccudunu terk etti\u011fi yer.\"\n\nGenel olarak, on bir yerde de\u011fi\u015ftirerek akci\u011ferler dersi i\u00e7in ki\u015fiselle\u015ftirilmi\u015f bir senaryo olu\u015fturdular. \u00dc\u00e7 deneyde, bu olduk\u00e7a k\u00fc\u00e7\u00fck de\u011fi\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\u015ftirmelerle sonu\u00e7land\u0131.\n\nBu sonu\u00e7lar, ki\u015fiselle\u015ftirmenin her zaman yararl\u0131 bir fikir oldu\u011fu anlam\u0131na gelmemelidir. Ki\u015fiselle\u015ftirmenin abart\u0131ld\u0131\u011f\u0131 durumlar vard\u0131r. \u00d6rne\u011fin, \"Vay can\u0131na, merhaba dostum, sana her \u015feyi \u00f6\u011fretmek i\u00e7in buraday\u0131m..., o y\u00fczden \u015fapkan\u0131 s\u0131k\u0131 tut ve i\u015fte ba\u015fl\u0131yoruz!\" gibi \u00e7ok fazla ki\u015fisel malzeme ekledi\u011finizde ne olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcn.\n\nSonu\u00e7, ki\u015fiselle\u015ftirmenin avantajlar\u0131n\u0131n, \u00f6\u011frencinin dikkatini da\u011f\u0131tma ve \u00f6\u011frenme i\u00e7in uygun olmayan bir ton olu\u015fturma dezavantajlar\u0131yla dengelenmesi olabilir.\n\nBu nedenle, ki\u015fiselle\u015ftirme ilkesini uygularken, yeterli kay\u0131t d\u0131\u015f\u0131l\u0131kla yazmak istedi\u011finiz senaryonun izleyicilerini ve bili\u015fsel sonu\u00e7lar\u0131n\u0131 g\u00f6z \u00f6n\u00fcnde bulundurmak her zaman yararl\u0131d\u0131r; dikkati da\u011f\u0131lm\u0131\u015f veya malzemenin alt\u0131 oyulmu\u015f.\n\nAsl\u0131nda, ki\u015fiselle\u015ftirme ilkesini uygulamak, derste yaln\u0131zca ince bir de\u011fi\u015fiklik yaratmal\u0131d\u0131r; Birka\u00e7 birinci ve ikinci \u015fah\u0131s zamiri kullan\u0131larak \u00e7ok \u015fey ba\u015far\u0131labilir.\n\nD\u00fc\u015f\u00fcnerek konu\u015fma Teknikleri\nKonu\u015fma becerisini GEL\u0130\u015eT\u0130RME yollar\u0131\nEtkili konu\u015fma maddeleri\nG\u00fczel konu\u015fma Kurallar\u0131\nKibar konu\u015fma teknikleri\nNazik konu\u015fma kelimeleri\nHaz\u0131rl\u0131k gerektiren bir konu\u015fma yapacaksak nelere dikkat Etmeliyiz\nAk\u0131c\u0131 konu\u015fma teknikleri\n\nSes Kalitesi Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\n\u00d6zetlenen son ara\u015ft\u0131rma, do\u011fru ko\u015fullar alt\u0131nda insanlar\u0131n \"bilgisayarlara ger\u00e7ek insanlar gibi davrand\u0131\u011f\u0131n\u0131\" g\u00f6steriyor. Bilgisayarlara ger\u00e7ek insanlarm\u0131\u015f gibi davranman\u0131n bir par\u00e7as\u0131 da onlar\u0131n ileti\u015fimlerini anlamak i\u00e7in daha fazla \u00e7aba sarf etmektir.\n\nBu g\u00f6r\u00fc\u015fle tutarl\u0131 olarak, konu\u015fmac\u0131n\u0131n sesi .79'luk bir etki boyutuyla makine sim\u00fclasyonu yerine insan sesi oldu\u011funda, insanlar\u0131n \u015fim\u015fek olu\u015fumuyla ilgili anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frendi\u011fini buldu. Daha yak\u0131n zamanlarda, muhabbet ku\u015fu Peedy adl\u0131 bir ekran arac\u0131s\u0131n\u0131n \u00e7e\u015fitli problemleri \u00e7\u00f6zme ad\u0131mlar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 \u00e7evrimi\u00e7i matematik dersleri sunuldu.\n\nPeedy bir makine sesi yerine bir insan sesiyle konu\u015ftu\u011funda, iki deneyde \u00f6\u011frenciler bir sonraki transfer testinde daha iyi performans g\u00f6sterdiler ve .69 ve .78'lik etki b\u00fcy\u00fckl\u00fckleri sa\u011flad\u0131lar. Bu bulgular\u0131 ses ilkesi olarak adland\u0131rabiliriz: \u0130nsanlar, makine sesli anlat\u0131mdansa insan sesiyle anlat\u0131mdan daha iyi \u00f6\u011frenirler.\n\nKonu\u015fmac\u0131n\u0131n sesinin \u00f6zelliklerinin, insanlar\u0131n bilgisayar tabanl\u0131 ileti\u015fimlere nas\u0131l tepki verdi\u011fi \u00fczerinde g\u00fc\u00e7l\u00fc bir etkisi olabilece\u011fini g\u00f6steren ek ara\u015ft\u0131rmalar sa\u011flad\u0131k.\n\n\u0130nsanlar\u0131n yabanc\u0131 bir aksan yerine standart aksanl\u0131 bir insan sesinden daha iyi \u00f6\u011frendi\u011fine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r, ancak bu \u00e7al\u0131\u015fma sadece k\u0131sa bir sunumda kullan\u0131lan bir Rus aksan\u0131na odaklanmakla s\u0131n\u0131rl\u0131d\u0131r.\n\nHem erkeklerin hem de kad\u0131nlar\u0131n, insan ili\u015fkileri gibi kad\u0131n kli\u015fele\u015fmi\u015f konularda kad\u0131n seslerinden, teknoloji gibi erkek kli\u015fele\u015fmi\u015f konularda erkek seslerinden \u00f6\u011frenmeyi tercih ettiklerine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r. Ancak, sesin cinsiyetinin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 etkileyip etkilemedi\u011fini belirlemek i\u00e7in daha fazla \u00e7al\u0131\u015fmaya ihtiya\u00e7 vard\u0131r.\n\nKibar Konu\u015fma Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\nKi\u015fiselle\u015ftirme ilkesinin ilgili bir anlam\u0131, ekrandaki temsilcilerin kibar olmas\u0131 gerekti\u011fidir. \u00d6rne\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\u011fi e\u011fitici bir oyunu d\u00fc\u015f\u00fcn\u00fcn.\n\nTemsilcinin geri bildirimi koyman\u0131n do\u011frudan bir yolu, \"ENTER tu\u015funa t\u0131klay\u0131n\" ve daha kibar bir ifadeyle, \"ENTER tu\u015funa basmak isteyebilirsiniz\" veya \"ENTER tu\u015funa t\u0131klamak ister misiniz? \u201d veya \u201cENTER tu\u015funa basal\u0131m.\u201d\n\nDo\u011frudan bir ifade, \"\u015eimdi bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullan\u0131n\" ve daha kibar bir versiyonu, \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmaya ne dersiniz?\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanabilirsiniz\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmal\u0131y\u0131z.\"\n\nNezaket teorisine g\u00f6re, bu alternatif ifadeler, \u00f6\u011frencinin bir miktar hareket \u00f6zg\u00fcrl\u00fc\u011f\u00fcne sahip olmas\u0131na izin vererek veya \u00f6\u011frencinin vekil ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015fmas\u0131na izin vererek itibar\u0131n\u0131 kurtarmaya yard\u0131mc\u0131 olur.\n\n\u00d6\u011frencilerin, yeniden ifade edilen ifadeleri do\u011frudan ifadelerden daha kibar olarak de\u011ferlendirdikleri, bu da insanlar\u0131n geri bildirim ifadelerinin kibarl\u0131k tonuna kar\u015f\u0131 duyarl\u0131 olduklar\u0131n\u0131 g\u00f6sterdi. Bilgisayarlarla \u00e7al\u0131\u015fma konusunda daha az deneyime sahip olan \u00f6\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \u00fcslubuna kar\u015f\u0131 \u00e7ok duyarl\u0131yd\u0131.\n\nKibar ekran temsilcileri, do\u011frudan temsilcilerden daha derin \u00f6\u011frenmeyi te\u015fvik ediyor mu? Bir \u00f6n \u00e7al\u0131\u015fma, cevab\u0131n evet oldu\u011funu g\u00f6steriyor. \u00d6\u011frenciler, Sanal Fabrika adl\u0131 e\u011fitici bir oyun oynayarak end\u00fcstri m\u00fchendisli\u011fi hakk\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\u015fim kurdular.\n\nSonraki bir problem \u00e7\u00f6zme transfer testinde, nazik bir yard\u0131mc\u0131 ile \u00f6\u011frenen \u00f6\u011frenciler, do\u011frudan bir temsilci ile \u00f6\u011frenenlerden daha iyi performans g\u00f6sterdi ve .70'lik bir etki b\u00fcy\u00fckl\u00fc\u011f\u00fc sa\u011flad\u0131. Genel olarak, \u00f6\u011frencilerin \u00f6\u011frenmesinin yaln\u0131zca ekrandaki temsilcilerin s\u00f6ylediklerinden de\u011fil, ayn\u0131 zamanda nas\u0131l s\u00f6ylediklerinden de etkilendi\u011fine dair kan\u0131tlar vard\u0131r.\n\nBu sonu\u00e7lar\u0131n sanal s\u0131n\u0131f kolayla\u015ft\u0131r\u0131c\u0131lar\u0131 i\u00e7in \u00f6nemli etkileri vard\u0131r. Bir\u00e7ok sanal s\u0131n\u0131fta sadece e\u011fitmenin sesi iletilir. Sanal s\u0131n\u0131f e\u011fitmeni, sosyal varl\u0131\u011f\u0131n \u00f6\u011frenme \u00fczerindeki faydalar\u0131n\u0131 en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in kibar konu\u015fma dilini bir ara\u00e7 olarak kullanarak bu y\u00f6nergeleri uygulayabilir."},"datePublished":"2023-04-16T12:47:00+03:00","dateModified":"2023-04-16T12:47:00+03:00","inLanguage":"tr-TR","mainEntityOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage"},"articleSection":"5'li likert \u00f6l\u00e7e\u011fi de\u011ferlendirme, 5'li Likert \u00f6l\u00e7e\u011fine g\u00f6re aritmetik ortalamalar\u0131n de\u011ferlendirme aral\u0131\u011f\u0131, \u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi, 5'li de\u011ferlendirme skalas\u0131, 5'li likert \u00f6l\u00e7e\u011fi de\u011ferlendirme, 5'li Likert \u00f6l\u00e7e\u011fine g\u00f6re aritmetik ortalamalar\u0131n de\u011ferlendirme aral\u0131\u011f\u0131, 5'li likert tipi anket, \u00c7ok boyutlu \u00f6l\u00e7ek nedir, \u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi, \u00c7OK BOYUTLU \u00d6L\u00c7EKLEME ANAL\u0130Z\u0130 SPSS, Likert \u00f6l\u00e7e\u011fi analizi"},{"@type":"BreadcrumbList","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","position":1,"name":"Ev","item":"https:\/\/legendhomework.com\/tr","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/#listItem","name":"\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/#listItem","position":2,"name":"\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi","item":"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/","nextItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","name":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\u00a0"},"previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr#listItem","name":"Ev"}},{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#listItem","position":3,"name":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\u00a0","previousItem":{"@type":"ListItem","@id":"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/#listItem","name":"\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi"}}]},{"@type":"Organization","@id":"https:\/\/legendhomework.com\/tr\/#organization","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","url":"https:\/\/legendhomework.com\/tr\/","telephone":"+905423712952","logo":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo","width":304,"height":166,"caption":"Rapor Nas\u0131l Yaz\u0131l\u0131r ?\u00a0 \u2013 Rapor Nas\u0131l Haz\u0131rlan\u0131r? \u2013 Rapor \u00d6devi Nedir? \u2013 Rapor Haz\u0131rlatma -Rapor \u00dccretleri \u2013 Rapor Haz\u0131rlatma \u00dccretleri"},"image":{"@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#organizationLogo"}},{"@type":"Person","@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author","url":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/","name":"Makale Deniz","image":{"@type":"ImageObject","url":"https:\/\/secure.gravatar.com\/avatar\/59ec4d60e791736e5f50cd9ac0ecc04e5bd2717e59e7eefa2b7199c62ff027d5?s=96&d=mm&r=g"}},{"@type":"WebPage","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#webpage","url":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","name":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","description":"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. Ba\u015flang\u0131\u00e7ta, sinyal bir yakla\u015f\u0131ma ve birlikte orijinali veren bir ayr\u0131nt\u0131ya b\u00f6l\u00fcn\u00fcr. Alt b\u00f6l\u00fcmleme, yakla\u015f\u0131k sinyal d\u00fc\u015f\u00fck frekanslar\u0131 i\u00e7erecek ve detay sinyali kalan y\u00fcksek frekanslar\u0131 toplayacak \u015fekildedir. Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar","inLanguage":"tr-TR","isPartOf":{"@id":"https:\/\/legendhomework.com\/tr\/#website"},"breadcrumb":{"@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#breadcrumblist"},"author":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"creator":{"@id":"https:\/\/legendhomework.com\/tr\/author\/yazilimdeniz\/#author"},"image":{"@type":"ImageObject","url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/11\/pr.jpeg","@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage","width":1024,"height":683,"caption":"Konu\u015fma Stilini Kullanma\n\nE-\u00f6\u011frenmeye uyguland\u0131\u011f\u0131 \u015fekliyle bu teknik hen\u00fcz incelenmeye ba\u015flansa da, e-\u00f6\u011frenme derslerinde konu\u015fma stilinin kullan\u0131m\u0131na ili\u015fkin \u00f6n kan\u0131tlar zaten var. Botanik \u00fczerine bilgisayar tabanl\u0131 bir e\u011fitici oyunu i\u00e7eren be\u015f deneysel \u00e7al\u0131\u015fmadan olu\u015fan bir sette, kelimelerin resmi tarzda oldu\u011fu versiyonlarla, kelimelerin sohbet tarz\u0131nda oldu\u011fu versiyonlarla kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131.\n\n\u00d6rne\u011fin, bilgisayar tabanl\u0131 botanik oyununda konu\u015fulan giri\u015f yaz\u0131s\u0131n\u0131 verir; \u00fcst k\u0131s\u0131m resmi versiyonu ve alt k\u0131s\u0131m ki\u015fiselle\u015ftirilmi\u015f versiyonu g\u00f6sterir. G\u00f6rd\u00fc\u011f\u00fcn\u00fcz gibi, her iki s\u00fcr\u00fcm de ayn\u0131 temel bilgileri sunuyor, ancak ki\u015fiselle\u015ftirilmi\u015f s\u00fcr\u00fcmde bilgisayar do\u011frudan \u00f6\u011frenciyle konu\u015fuyor.\n\nBe\u015f \u00e7al\u0131\u015fman\u0131n be\u015finde, ki\u015fiselle\u015ftirilmi\u015f metinle \u00f6\u011frenen \u00f6\u011frenciler sonraki transfer testlerinde resmi metinle \u00f6\u011frenen \u00f6\u011frencilere g\u00f6re daha iyi performans g\u00f6sterdi. Genel olarak, ki\u015fiselle\u015ftirilmi\u015f gruptaki kat\u0131l\u0131mc\u0131lar, transfer sorunlar\u0131na resmi gruba g\u00f6re y\u00fczde 20 ila 46 daha fazla \u00e7\u00f6z\u00fcm \u00fcretti ve etki b\u00fcy\u00fckl\u00fckleri 1'in \u00fczerindeydi.\n\n\u0130yile\u015fmenin y\u00fczde 46 oldu\u011fu ve etki b\u00fcy\u00fckl\u00fc\u011f\u00fcn\u00fcn 1,55 oldu\u011fu ve bunun b\u00fcy\u00fck oldu\u011fu d\u00fc\u015f\u00fcn\u00fclen bir \u00e7al\u0131\u015fman\u0131n sonu\u00e7lar\u0131n\u0131 g\u00f6sterir.\u00a0Konu\u015fma resmi tarzdan ziyade konu\u015fma tarz\u0131nda oldu\u011funda, insanlar \u015fim\u015fek olu\u015fumu hakk\u0131nda anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frenebilirler.\n\n\u00d6rne\u011fin, y\u0131ld\u0131r\u0131m dersindeki son c\u00fcmleyi ele alal\u0131m: \"\u0130nsanlar\u0131n \u015fim\u015fek \u00e7akmas\u0131 olarak alg\u0131lad\u0131klar\u0131 parlak \u0131\u015f\u0131\u011f\u0131 \u00fcretir.\" Ki\u015fiselle\u015ftirmek i\u00e7in \"insanlar\u0131\" basit\u00e7e \"siz\" olarak de\u011fi\u015ftirebiliriz.\n\nBunun gibi de\u011fi\u015fikliklere ek olarak, \u00f6\u011frenciye \"Art\u0131k bulutunuz doldu\u011funa g\u00f6re, size hikayenin geri kalan\u0131n\u0131 anlatay\u0131m\" gibi do\u011frudan yorumlar eklendi. Y\u0131ld\u0131r\u0131m dersinin ki\u015fiselle\u015ftirilmi\u015f versiyonunu alan \u00f6\u011frenciler, iki farkl\u0131 deneyde 1'den b\u00fcy\u00fck etki boyutlar\u0131 vererek, bir transfer testinde almayanlara g\u00f6re \u00f6nemli \u00f6l\u00e7\u00fcde daha iyi performans g\u00f6sterdi.\n\nBu sonu\u00e7lar ayn\u0131 zamanda insan akci\u011ferlerinin nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 i\u00e7eren anlat\u0131ml\u0131 animasyonlardan \u00f6\u011frenme i\u00e7in de ge\u00e7erlidir. \u00d6rne\u011fin, akci\u011ferler dersinin son c\u00fcmlesini ele alal\u0131m: \u201cNefes verme s\u0131ras\u0131nda diyafram yukar\u0131 do\u011fru hareket ederek akci\u011ferlere daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerden ve bo\u011fazdan ge\u00e7erek burun ve a\u011fza gider ve burada v\u00fccuttan ayr\u0131l\u0131r. \u201d\n\nBu c\u00fcmleyi be\u015f yerde de\u011fi\u015ftirerek \u015fu hale getirerek ki\u015fiselle\u015ftirin: \"Nefes verirken diyafram\u0131n\u0131z yukar\u0131 do\u011fru hareket ederek ci\u011ferlerinize daha az yer a\u00e7ar, hava bron\u015fiyal t\u00fcplerinizden ve bo\u011faz\u0131n\u0131zdan burnunuza do\u011fru hareket eder ve a\u011f\u0131z, v\u00fccudunu terk etti\u011fi yer.\"\n\nGenel olarak, on bir yerde de\u011fi\u015ftirerek akci\u011ferler dersi i\u00e7in ki\u015fiselle\u015ftirilmi\u015f bir senaryo olu\u015fturdular. \u00dc\u00e7 deneyde, bu olduk\u00e7a k\u00fc\u00e7\u00fck de\u011fi\u015fiklik, bir transfer testinde .79'luk bir medyan etki boyutu veren iyile\u015ftirmelerle sonu\u00e7land\u0131.\n\nBu sonu\u00e7lar, ki\u015fiselle\u015ftirmenin her zaman yararl\u0131 bir fikir oldu\u011fu anlam\u0131na gelmemelidir. Ki\u015fiselle\u015ftirmenin abart\u0131ld\u0131\u011f\u0131 durumlar vard\u0131r. \u00d6rne\u011fin, \"Vay can\u0131na, merhaba dostum, sana her \u015feyi \u00f6\u011fretmek i\u00e7in buraday\u0131m..., o y\u00fczden \u015fapkan\u0131 s\u0131k\u0131 tut ve i\u015fte ba\u015fl\u0131yoruz!\" gibi \u00e7ok fazla ki\u015fisel malzeme ekledi\u011finizde ne olaca\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcn.\n\nSonu\u00e7, ki\u015fiselle\u015ftirmenin avantajlar\u0131n\u0131n, \u00f6\u011frencinin dikkatini da\u011f\u0131tma ve \u00f6\u011frenme i\u00e7in uygun olmayan bir ton olu\u015fturma dezavantajlar\u0131yla dengelenmesi olabilir.\n\nBu nedenle, ki\u015fiselle\u015ftirme ilkesini uygularken, yeterli kay\u0131t d\u0131\u015f\u0131l\u0131kla yazmak istedi\u011finiz senaryonun izleyicilerini ve bili\u015fsel sonu\u00e7lar\u0131n\u0131 g\u00f6z \u00f6n\u00fcnde bulundurmak her zaman yararl\u0131d\u0131r; dikkati da\u011f\u0131lm\u0131\u015f veya malzemenin alt\u0131 oyulmu\u015f.\n\nAsl\u0131nda, ki\u015fiselle\u015ftirme ilkesini uygulamak, derste yaln\u0131zca ince bir de\u011fi\u015fiklik yaratmal\u0131d\u0131r; Birka\u00e7 birinci ve ikinci \u015fah\u0131s zamiri kullan\u0131larak \u00e7ok \u015fey ba\u015far\u0131labilir.\n\nD\u00fc\u015f\u00fcnerek konu\u015fma Teknikleri\nKonu\u015fma becerisini GEL\u0130\u015eT\u0130RME yollar\u0131\nEtkili konu\u015fma maddeleri\nG\u00fczel konu\u015fma Kurallar\u0131\nKibar konu\u015fma teknikleri\nNazik konu\u015fma kelimeleri\nHaz\u0131rl\u0131k gerektiren bir konu\u015fma yapacaksak nelere dikkat Etmeliyiz\nAk\u0131c\u0131 konu\u015fma teknikleri\n\nSes Kalitesi Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\n\u00d6zetlenen son ara\u015ft\u0131rma, do\u011fru ko\u015fullar alt\u0131nda insanlar\u0131n \"bilgisayarlara ger\u00e7ek insanlar gibi davrand\u0131\u011f\u0131n\u0131\" g\u00f6steriyor. Bilgisayarlara ger\u00e7ek insanlarm\u0131\u015f gibi davranman\u0131n bir par\u00e7as\u0131 da onlar\u0131n ileti\u015fimlerini anlamak i\u00e7in daha fazla \u00e7aba sarf etmektir.\n\nBu g\u00f6r\u00fc\u015fle tutarl\u0131 olarak, konu\u015fmac\u0131n\u0131n sesi .79'luk bir etki boyutuyla makine sim\u00fclasyonu yerine insan sesi oldu\u011funda, insanlar\u0131n \u015fim\u015fek olu\u015fumuyla ilgili anlat\u0131ml\u0131 bir animasyondan daha iyi \u00f6\u011frendi\u011fini buldu. Daha yak\u0131n zamanlarda, muhabbet ku\u015fu Peedy adl\u0131 bir ekran arac\u0131s\u0131n\u0131n \u00e7e\u015fitli problemleri \u00e7\u00f6zme ad\u0131mlar\u0131n\u0131 a\u00e7\u0131klad\u0131\u011f\u0131 \u00e7evrimi\u00e7i matematik dersleri sunuldu.\n\nPeedy bir makine sesi yerine bir insan sesiyle konu\u015ftu\u011funda, iki deneyde \u00f6\u011frenciler bir sonraki transfer testinde daha iyi performans g\u00f6sterdiler ve .69 ve .78'lik etki b\u00fcy\u00fckl\u00fckleri sa\u011flad\u0131lar. Bu bulgular\u0131 ses ilkesi olarak adland\u0131rabiliriz: \u0130nsanlar, makine sesli anlat\u0131mdansa insan sesiyle anlat\u0131mdan daha iyi \u00f6\u011frenirler.\n\nKonu\u015fmac\u0131n\u0131n sesinin \u00f6zelliklerinin, insanlar\u0131n bilgisayar tabanl\u0131 ileti\u015fimlere nas\u0131l tepki verdi\u011fi \u00fczerinde g\u00fc\u00e7l\u00fc bir etkisi olabilece\u011fini g\u00f6steren ek ara\u015ft\u0131rmalar sa\u011flad\u0131k.\n\n\u0130nsanlar\u0131n yabanc\u0131 bir aksan yerine standart aksanl\u0131 bir insan sesinden daha iyi \u00f6\u011frendi\u011fine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r, ancak bu \u00e7al\u0131\u015fma sadece k\u0131sa bir sunumda kullan\u0131lan bir Rus aksan\u0131na odaklanmakla s\u0131n\u0131rl\u0131d\u0131r.\n\nHem erkeklerin hem de kad\u0131nlar\u0131n, insan ili\u015fkileri gibi kad\u0131n kli\u015fele\u015fmi\u015f konularda kad\u0131n seslerinden, teknoloji gibi erkek kli\u015fele\u015fmi\u015f konularda erkek seslerinden \u00f6\u011frenmeyi tercih ettiklerine dair baz\u0131 \u00f6n kan\u0131tlar da vard\u0131r. Ancak, sesin cinsiyetinin \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131n\u0131 etkileyip etkilemedi\u011fini belirlemek i\u00e7in daha fazla \u00e7al\u0131\u015fmaya ihtiya\u00e7 vard\u0131r.\n\nKibar Konu\u015fma Yoluyla Ki\u015fiselle\u015ftirmeyi Te\u015fvik Edin\n\nKi\u015fiselle\u015ftirme ilkesinin ilgili bir anlam\u0131, ekrandaki temsilcilerin kibar olmas\u0131 gerekti\u011fidir. \u00d6rne\u011fin, ekrandaki bir temsilcinin size geri bildirim verdi\u011fi e\u011fitici bir oyunu d\u00fc\u015f\u00fcn\u00fcn.\n\nTemsilcinin geri bildirimi koyman\u0131n do\u011frudan bir yolu, \"ENTER tu\u015funa t\u0131klay\u0131n\" ve daha kibar bir ifadeyle, \"ENTER tu\u015funa basmak isteyebilirsiniz\" veya \"ENTER tu\u015funa t\u0131klamak ister misiniz? \u201d veya \u201cENTER tu\u015funa basal\u0131m.\u201d\n\nDo\u011frudan bir ifade, \"\u015eimdi bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullan\u0131n\" ve daha kibar bir versiyonu, \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmaya ne dersiniz?\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanabilirsiniz\" veya \"Bu denklemi \u00e7\u00f6zmek i\u00e7in ikinci dereceden form\u00fcl\u00fc kullanmal\u0131y\u0131z.\"\n\nNezaket teorisine g\u00f6re, bu alternatif ifadeler, \u00f6\u011frencinin bir miktar hareket \u00f6zg\u00fcrl\u00fc\u011f\u00fcne sahip olmas\u0131na izin vererek veya \u00f6\u011frencinin vekil ile i\u015fbirli\u011fi i\u00e7inde \u00e7al\u0131\u015fmas\u0131na izin vererek itibar\u0131n\u0131 kurtarmaya yard\u0131mc\u0131 olur.\n\n\u00d6\u011frencilerin, yeniden ifade edilen ifadeleri do\u011frudan ifadelerden daha kibar olarak de\u011ferlendirdikleri, bu da insanlar\u0131n geri bildirim ifadelerinin kibarl\u0131k tonuna kar\u015f\u0131 duyarl\u0131 olduklar\u0131n\u0131 g\u00f6sterdi. Bilgisayarlarla \u00e7al\u0131\u015fma konusunda daha az deneyime sahip olan \u00f6\u011frenciler, ekrandaki temsilcinin geri bildirim ifadelerinin kibar \u00fcslubuna kar\u015f\u0131 \u00e7ok duyarl\u0131yd\u0131.\n\nKibar ekran temsilcileri, do\u011frudan temsilcilerden daha derin \u00f6\u011frenmeyi te\u015fvik ediyor mu? Bir \u00f6n \u00e7al\u0131\u015fma, cevab\u0131n evet oldu\u011funu g\u00f6steriyor. \u00d6\u011frenciler, Sanal Fabrika adl\u0131 e\u011fitici bir oyun oynayarak end\u00fcstri m\u00fchendisli\u011fi hakk\u0131nda bilgi edinirken ekrandaki bir temsilci ile etkile\u015fim kurdular.\n\nSonraki bir problem \u00e7\u00f6zme transfer testinde, nazik bir yard\u0131mc\u0131 ile \u00f6\u011frenen \u00f6\u011frenciler, do\u011frudan bir temsilci ile \u00f6\u011frenenlerden daha iyi performans g\u00f6sterdi ve .70'lik bir etki b\u00fcy\u00fckl\u00fc\u011f\u00fc sa\u011flad\u0131. Genel olarak, \u00f6\u011frencilerin \u00f6\u011frenmesinin yaln\u0131zca ekrandaki temsilcilerin s\u00f6ylediklerinden de\u011fil, ayn\u0131 zamanda nas\u0131l s\u00f6ylediklerinden de etkilendi\u011fine dair kan\u0131tlar vard\u0131r.\n\nBu sonu\u00e7lar\u0131n sanal s\u0131n\u0131f kolayla\u015ft\u0131r\u0131c\u0131lar\u0131 i\u00e7in \u00f6nemli etkileri vard\u0131r. Bir\u00e7ok sanal s\u0131n\u0131fta sadece e\u011fitmenin sesi iletilir. Sanal s\u0131n\u0131f e\u011fitmeni, sosyal varl\u0131\u011f\u0131n \u00f6\u011frenme \u00fczerindeki faydalar\u0131n\u0131 en \u00fcst d\u00fczeye \u00e7\u0131karmak i\u00e7in kibar konu\u015fma dilini bir ara\u00e7 olarak kullanarak bu y\u00f6nergeleri uygulayabilir."},"primaryImageOfPage":{"@id":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/#mainImage"},"datePublished":"2023-04-16T12:47:00+03:00","dateModified":"2023-04-16T12:47:00+03:00"},{"@type":"WebSite","@id":"https:\/\/legendhomework.com\/tr\/#website","url":"https:\/\/legendhomework.com\/tr\/","name":"Makale Yapt\u0131rma - LH","description":"0 (312) 276 75 93 - Essay Yazd\u0131rma, Proje Yapt\u0131rma, Tez Yazd\u0131rma, \u00d6dev Yapt\u0131rma, Makale Yazd\u0131rma, Blog Yapt\u0131rma, Blog Makale Yapt\u0131rma *** Essay, Makale, \u00d6dev, Tez, Proje Yazd\u0131rma Merkezi... *** 7\/24 Hizmet Veriyoruz.... 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Mail kanallar\u0131n\u0131 kullanarak fiyat teklifi alabilirsiniz.  bestessayhomework@gmail.com , Makale YAZDIRMA siteleri, Parayla makale YAZDIRMA, Seo makale fiyatlar\u0131, Sayfa ba\u015f\u0131 yaz\u0131 yazma \u00fccreti, \u0130ngilizce makale yazd\u0131rma, Akademik makale YAZDIRMA, Makale Fiyatlar\u0131 2022, Makale yazma, Blog Yazd\u0131rma, Blog Yazd\u0131rmak \u0130stiyorum","og:type":"article","og:title":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","og:description":"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. Ba\u015flang\u0131\u00e7ta, sinyal bir yakla\u015f\u0131ma ve birlikte orijinali veren bir ayr\u0131nt\u0131ya b\u00f6l\u00fcn\u00fcr. Alt b\u00f6l\u00fcmleme, yakla\u015f\u0131k sinyal d\u00fc\u015f\u00fck frekanslar\u0131 i\u00e7erecek ve detay sinyali kalan y\u00fcksek frekanslar\u0131 toplayacak \u015fekildedir. Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar","og:url":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/","og:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:secure_url":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg","og:image:width":304,"og:image:height":166,"article:published_time":"2023-04-16T09:47:00+00:00","article:modified_time":"2023-04-16T09:47:00+00:00","twitter:card":"summary_large_image","twitter:title":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri - Makale Yapt\u0131rma - LH","twitter:description":"\u00c7ok \u00d6l\u00e7ekli Analiz Bir sinyalin \u00e7ok \u00f6l\u00e7ekli analizi (MSA), giderek daha kaba hale gelen bir dizi yakla\u015f\u0131ma ve ayr\u0131nt\u0131ya ard\u0131\u015f\u0131k ayr\u0131\u015fmaya dayan\u0131r. Ba\u015flang\u0131\u00e7ta, sinyal bir yakla\u015f\u0131ma ve birlikte orijinali veren bir ayr\u0131nt\u0131ya b\u00f6l\u00fcn\u00fcr. Alt b\u00f6l\u00fcmleme, yakla\u015f\u0131k sinyal d\u00fc\u015f\u00fck frekanslar\u0131 i\u00e7erecek ve detay sinyali kalan y\u00fcksek frekanslar\u0131 toplayacak \u015fekildedir. Bu alt b\u00f6lme kural\u0131n\u0131n yakla\u015f\u0131ma tekrar tekrar","twitter:image":"https:\/\/legendhomework.com\/tr\/wp-content\/uploads\/2022\/10\/rapor.jpeg"},"aioseo_meta_data":{"post_id":"1166","title":null,"description":null,"keywords":null,"keyphrases":null,"primary_term":null,"canonical_url":null,"og_title":null,"og_description":null,"og_object_type":"default","og_image_type":"default","og_image_url":null,"og_image_width":null,"og_image_height":null,"og_image_custom_url":null,"og_image_custom_fields":null,"og_video":null,"og_custom_url":null,"og_article_section":null,"og_article_tags":null,"twitter_use_og":false,"twitter_card":"default","twitter_image_type":"default","twitter_image_url":null,"twitter_image_custom_url":null,"twitter_image_custom_fields":null,"twitter_title":null,"twitter_description":null,"schema":{"blockGraphs":[],"customGraphs":[],"default":{"data":{"Article":[],"Course":[],"Dataset":[],"FAQPage":[],"Movie":[],"Person":[],"Product":[],"ProductReview":[],"Car":[],"Recipe":[],"Service":[],"SoftwareApplication":[],"WebPage":[]},"graphName":"","isEnabled":true},"graphs":[]},"schema_type":"default","schema_type_options":null,"pillar_content":false,"robots_default":true,"robots_noindex":false,"robots_noarchive":false,"robots_nosnippet":false,"robots_nofollow":false,"robots_noimageindex":false,"robots_noodp":false,"robots_notranslate":false,"robots_max_snippet":null,"robots_max_videopreview":null,"robots_max_imagepreview":"large","priority":null,"frequency":null,"local_seo":null,"seo_analyzer_scan_date":"2026-02-09 08:51:24","breadcrumb_settings":null,"limit_modified_date":false,"reviewed_by":null,"open_ai":null,"ai":null,"created":"2024-11-01 17:46:18","updated":"2026-02-25 03:53:06"},"aioseo_breadcrumb":"<div class=\"aioseo-breadcrumbs\"><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\" title=\"Ev\">Ev<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/\" title=\"\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi\">\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri \n<\/span><\/div>","aioseo_breadcrumb_json":[{"label":"Ev","link":"https:\/\/legendhomework.com\/tr"},{"label":"\u00c7OK BOYUTLU \u00d6L\u00c7EKLEME analizi","link":"https:\/\/legendhomework.com\/tr\/category\/cok-boyutlu-olcekleme-analizi\/"},{"label":"\u00c7ok \u00d6l\u00e7ekli Analiz \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u2013 Multimedya B\u00f6l\u00fcm\u00fc \u00d6devleri \u2013 Multimedya B\u00f6l\u00fcm\u00fc Tez Yapt\u0131rma \u2013Multimedya B\u00f6l\u00fcm\u00fc \u00d6dev \u00dccretleri\u00a0","link":"https:\/\/legendhomework.com\/tr\/cok-olcekli-analiz-multimedya-bolumu-multimedya-bolumu-odevleri-multimedya-bolumu-tez-yaptirma-multimedya-bolumu-odev-ucretleri\/"}],"_links":{"self":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1166","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/comments?post=1166"}],"version-history":[{"count":1,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1166\/revisions"}],"predecessor-version":[{"id":1167,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/posts\/1166\/revisions\/1167"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media\/448"}],"wp:attachment":[{"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/media?parent=1166"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/categories?post=1166"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/legendhomework.com\/tr\/wp-json\/wp\/v2\/tags?post=1166"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}