The positive outcomes obtained by using videos for the purpose of training the masses in the Second World War also enabled the use of these tools in education (Reiser, 2007). Thanks to the possibility of creating high resolution and high bandwidth videos in the web environment, videos were used for different purposes in education (Chorianopoulos, 2018). Videos, which have become an important part of higher education, are part of traditional lessons, as well as the cornerstone of many blended and online lessons (Brame, 2016; Choe et al., 2019). In the study of Özdinç (2020) examining the trends related to Educational video researches, it was stated that the use of video in Higher Education is high, but the tendency to use at K-12 level and especially in kindergartens is low. In this study, it has been tried to present a point of view to the researchers by discussing the use of video, which finds an important area in higher education, and the use of video that is inadequate in K-12. The purpose of this research is to examine the studies on the use of educational videos made in K-12 under certain variables and to reveal the tendency of videos to be used in education. For this purpose, the publications published in the web of science database between the years 2016-2020 and scanned in the SSCI were examined according to the years, countries, application area and the Quartile where the publication in the SSCI classification is available. For this purpose, descriptive analysis was used to analyze and present the data systematically. In descriptive analysis, after the data are analyzed and described systematically, the cause-effect relationships between the data are investigated and some results are presented (Yildirim & Simsek, 2016). Studies with open access from the studies scanned in the Thomson Reuters Web Of Science Core Collection database, • Published in Turkish or English • Studies published between 2016 and January 2020 • Studies carried out in the field of education and training and studies in K-12 • Articles with access to the full text • “Video” is used as the key phrase in the title in the studies, • Studies published in journals with SSCI were examined. As a result of these limitations, the inquiry was as follows: TITLE: (video) Refined by: Open Access: (OPEN ACCESS) AND DOCUMENT TYPES: (ARTICLE) AND WEB OF SCIENCE CATEGORIES: (EDUCATION EDUCATIONAL RESEARCH ) AND WEB OF SCIENCE INDEKS: ( WOS.SSCI ) AND LANGUAGES: ( ENGLISH ) Timespan: Last 5 years. By running the above query, 137 studies were reached. As a result of document reviews for K-12, 31 articles were included in the research. (Add- 1). The data obtained from the articles examined in the research were coded into the classification form. He used text analytics and descriptive statistics methods to analyze the data. Biblioshiny software, a non-coding component of the R-based Bibliometrix software, was used for text analytics analysis of the encoded data. Microsoft Power BI Desktop software developed by Microsoft was used for descriptive statistics. It is seen that the secondary education and high school are the highest levels of education in 31 studies on videos in K-12. The work of Rapposelli (2012) is supported by this finding. According to this study, it is seen that there is a rising trend towards online education in secondary schools. Adding environments like MOOC to online platforms has increased the trend. Since the formulas and symbols used in courses such as mathematics are difficult to keep in memory, a tendency towards this course has developed due to the ability of students to repeat videos as much as they want and to progress at their own pace (Simsek, 2010). Although it is seen that there is a downward trend in 2017, the number of publications is the same and increased in the last two years. When the studies are examined, it is seen that the most used type as video style is the video style type expressed as Demo. Mayer (2002) stated that video styles that are compatible with the principles of multimedia learning are more effective. Choe et al. According to (2019), students stated that they have strong preferences for certain styles and that Learning Glass style is the style with the strongest satisfaction. On the other hand, Ilioudi et al. According to (2013), the most used video styles are Khan academy and Talking-Head video styles. While students, learning and video words are in the foreground in the abstract word cloud; In the cloud of keywords, video modeling, video attitude and video eye tracking themes are at the forefront. When the literature studies are examined, it is seen that video modeling studies are dominant. When looking at the common network relationship between the titles of the studies, it is seen that the video-modeling connection is dominant. In our study, it is limited to the Web of Science database and the scope of future studies can be extended by using databases such as Scopus.

Digital storytelling can be defined as an effective form of communication that has emerged as a result of combining narrative art with digital elements such as video, graphics and sound. It contains multiple media forms, such as digital stories, photos, videos, graphics, sound, and text. It is a multi-media clip used to tell or transmit an event, which can range from 2-3 to 5 minutes. Digital stories can be prepared by both educators and learners and can be used to reflect the situation they are in. The concept of reflection is that the learner creates a mental model from the experiences of the learner in the learning process and expresses in a different way the extent to which s/he has structured the learning process. Research shows that activities supported by instructional technologies can be used to contribute to the development of reflective thinking skills of learners. In this respect, identifying and sharing the possible contributions of digital storytelling to learners is important in terms of enabling the instructors to create a more effective and efficient lesson environment in their courses. The aim of this study is to determine the effect of digital storytelling process on the development of reflective thinking skills of learners. In this research, a mixed design was used as a method. The study group consisted of 32 students (19 males and 13 females) studying in the computer technologies department of a vocational college. A process planning has been made for the digital stories to be created within the scope of the research. The design of this process was based on the digital story creation process of Frazel (2010) and a 4-week plan was designed. Within the scope of this plan, the students were grouped with two or three students. As a result, a total of 12 groups were formed. Each group conducted a digital storytelling study by operating the collaboration processes. Three data collection tools named “Personal Information Form, Reflective Thinking Scale and Digital Story Process Evaluation Form” were used for the subjects to be examined. The quantitative data were analyzed by using a computer-based analysis program. Qualitative data were analyzed by thematic analysis. The first question of this research was formed as “Does digital storytelling process create a meaningful difference in the reflective thinking skills of the learners?” In order to find an answer to this question, the data gathered through Problem-Based Reflective Thinking Skills Scale which was applied to the learners before and after the application were analyzed. It is understood that the pre-test average 3.41 and the post-test average is 3.87. Accordingly, it can be said that there is a significant difference in the direction of the post-tests (t(31) = -4.40, p <0.05). According to the findings and the related literature, it can be said that digital stories positively affect the reflective thinking skills of the learners. The first sub-problem of the first question was formed as “Does digital storytelling process create a meaningful difference in the reflective thinking skills of the learners according to gender?” Mann-Whitney U analysis was performed to answer this question. In posttest, the increase in reflective thinking skills of female students was found to be more meaningful and higher than that of male learners (U = 63.5, p <0.05). The second sub-problem of the first question was formed as “Does digital storytelling process create a meaningful difference in the reflective thinking skills of the learners according to the sub-factors of the scale such as questioning, reasoning and evaluation?” In order to answer this question, paired sample t-test analysis was performed for the sub-factors and significant differences were found in all sub-factors. The second research question of the study was formed as “What are the opinions of the learners about the digital storytelling process?” When the responses of the learners were analyzed, it is concluded that they were generally satisfied with the process. Students mostly expressed that the process gave them a chance to collaborate (81%). They also reported that it had a positive effect on improving their academic achievement (63%). The participants also mentioned the negative situations they experienced during the process and frequently mentioned stress (37%) and reported that they experienced stress because of growing anxiety. The proportion of learners who get information by contacting primary sources, library search or subject area experts is 21%. Usually, the WhatsApp software was used for communication (81%). 8 of the 12 digital stories were prepared with Powtoon (67%). Another factor that enabled learners to operate their cooperation processes effectively is the use of Web 2.0 tools that enable Powtoon to collaborate in the web environment. Results indicated that there was a significant increase in reflective thinking skills of the learners in the digital storytelling process. Similar results are observed in the literature. It has been concluded that digital storytelling process has a positive effect on the reflective thinking skills of the learners. The results are also confirmed in the sub-factors of questioning, reasoning and evaluation. It is also concluded that female learners improved their reflective thinking skills more than male learners. The learners were most pleased to have collaborative environment in the process. According to the findings of similar literature, it was concluded that digital storytelling has a positive effect on the learning processes of the learners. When the platforms used by the learners were analyzed, it was found that mostly Web 2.0 tools were used. It has been concluded that web-based digital storytelling studies are more effective than digital storytelling studies performed on the computer-based programs. The learners stated that they experienced stress during the application process. The reason provided for this was the insufficiency of time and therefore the inability to apply the scenario as desired. Therefore, it is suggested that sufficient time is allocated for the introduction of the platforms where students create their own digital stories. In addition, learners need to be provided with more guidance during the processes where they work on their project.