The digital contents presented in different types and playback speeds on effect of comprehensi̇on skill of what Turkish teacher candidates watch

The purpose of this study is to analyze how comprehension occurs depending on the discourse type and speed and whether there is a difference when digital content in the types of informative, argumentative and narrative discourse is presented to Turkish teacher candidates at 1x, 1.5x and 2x playback speeds. In the study where explanatory sequential design from mixed method research was used; three discourse types as informative, argumentative and narrative discourse, one digital content for each discourse type and three different playback speeds for each digital content were selected. The participants of the study consist of 45 Turkish teacher candidates studying in the 2nd, 3rd and 4th grades of the Department of Turkish Education. The study was conducted with 15 teacher candidates from each grade level. This process was recorded and observed by the researcher. Video recording, unstructured observation, comprehension questions specific to the types, structured interview and the personal information form filled out by the participants before the experiment are the data collection tools of the study. The data obtained from the comprehension questions were entered into the IBM SPSS Statistics 29.0.2.0 program and descriptive analysis and Two-Factor ANOVA were performed for informative discourse; descriptive analysis, Two-Factor ANOVA and Tukey HSD were performed for argumentative discourse; and descriptive analysis and Kruskal-Wallis tests were performed for narrative discourse. Content analysis was also conducted for the qualitative data. As a result of the analyses, it was found that 93.33% of the 2nd, 3rd and 4th grade Turkish teacher candidates used playback speed; they preferred 1.25x and 1.5x among high playback speeds the most; they used playback speed the most in informative videos and the least in video clips; they used playback speed in order to skip unnecessary topics and get to the main topic. According to the quantitative data, it was found that presenting informative and narrative discourse at 1x, 1.5x and 2x playback speeds did not have a significant effect on the scores of the class * playback speed variables; It was found that argumentative discourse was presented at 1x, 1.5x and 2x playback speeds, and the playback speed variable had a significant effect on the scores. According to the qualitative data, it was found that the most understood discourse was narrative and the least understood discourse was argumentative. In the study, it was concluded that playback speed was frequently used and preferred more in informative videos; playback speed was used more to skip unnecessary parts and that using playback speed in informative and narrative content did not seriously affect comprehension; more caution should be exercised in argumentative discourse; playback speed provided the most satisfaction in narrative discourse and the least satisfaction in argumentative discourse.