Browsing by Author "Göksu, İdris"

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Akademik Teşvik Uygulamasının İlk Sonuçlarına Ait Değerlendirmeler
(2017) Göksu, İdris; Göksu, İdris; Bolat, Yusuf İslam; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Bu araştırmanın amacı, 2016 yılında hayata geçirilen akademik teşvik uygulamasına ait ilk sonuçların betimsel analizini yaparak akademik çalışmaların mevcut durumunu ortaya koymak ve bazı değişkenler açısından değerlendirme yapmaktır. Toplam 107 devlet üniversitesinden 86'sına ait akademik teşvik komisyonu değerlendirme sonuçlarıyla ilgili verilere üniversitelerin web sayfalarından ulaşılmış ve bu veriler unvan, cinsiyet, fakülte ve puan başlıklarından oluşan bir forma girilmiştir. Araştırma yöntemi olarak tarama modelinin kullanıldığı bu çalışmada elde edilen veriler bölgeler, üniversiteler, birimler, unvan, cinsiyet, minimum puan, maksimum puan ve teşvik alma oranı açısından incelenerek değerlendirilmiştir. Ayrıca akademik teşvik puanları üniversitelerin 2015-2016 URAP sıralamasıyla karşılaştırılmış ve meydana gelen değişim analiz edilmiştir. Elde edilen sonuçlara göre İç Anadolu Bölgesinin, akademik teşvik oranında Hacettepe, Ege, Gebze Teknik, Selçuk ve Atatürk üniversitelerinin, akademik teşvik ortalamalarında ise Kastamonu, Niğde, İstanbul Medeniyet, Ege ve Selçuk üniversitelerinin önde geldikleri; fakülteler bazında ise eczacılık, fen, su ürünleri, mühendislik ve ziraat fakültelerinin ön plana çıktığı görülmüştür. Unvan bazında teşvik alanların doçent, profesör, yardımcı doçent ve araştırma görevlisi vd. olarak sıralandığı dikkati çekmiştir. Cinsiyet bazında akademik teşvik oranlarına bakıldığında erkeklerin %25.61'inin, kadınların ise %18.02'sinin akademik teşvik aldığı görülmüştür. Genel akademik teşvik oranının %22.58 olduğu ve 86 üniversite arasından 52 üniversitenin akademik teşvik alma oranının %20'nin altında olduğu göz önünde bulundurulduğunda ve akademik teşvik oranının üniversitelerin akademik performanslarını yansıttığı düşünüldüğünde, genel olarak akademik performansın düşük olduğu söylenebilir. Bu araştırmadan elde edilen sonuçların, üniversitelerin ve akademik personelin akademik performansları hakkında değerlendirme yapmalarını sağlaması açısından önemli olduğu düşünülmektedir
An Examination of Teachers' Artificial Intelligence Awareness and Computational Thinking Skills in Terms of Various Variables
(2025) Karaman, Muhammet Remzi; Göksu, İdris
21. yüzyıldaki teknolojik gelişmeler, öğretmenlerin yalnızca dijital araçları kullanmalarını değil, bu teknolojilere yönelik farkındalık kazanmaları ve düşünme becerileri geliştirmeleri gerektiğini ortaya koymaktadır. Bu doğrultuda, yapay zekâ teknolojilerinin eğitime entegrasyonu, öğretmenlerin bu sistemleri tanıma ve etkili biçimde kullanma becerilerini önemli hale getirmektedir. Bu beceriler arasında, bireylerin karşılaştıkları sorunları sistemli bir şekilde analiz etmelerini ve çözüm üretmelerini sağlayan bilgisayarca düşünme becerisi öne çıkmaktadır. Bu araştırmanın amacı, öğretmenlerin yapay zekâ farkındalık düzeyleri ile bilgisayarca düşünme becerileri arasındaki ilişkiyi çeşitli demografik değişkenler açısından incelemektir. Nicel araştırma yöntemiyle yürütülen bu çalışmanın çalışma grubunu, 2024-2025 güz döneminde gönüllü katılım esasına göre çevrimiçi ortamda ulaşılan 981 öğretmen oluşturmaktadır. Veriler, Demografik Bilgi Formu, Öğretmenler İçin Yapay Zekâ Farkındalık Ölçeği ve Bilgisayarca Düşünme Becerileri Ölçeği aracılığıyla toplanmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklem ttesti, tek yönlü varyans analizi (ANOVA), Pearson korelasyon analizi ile birlikte Tukey ve Tamhane testleri kullanılmıştır. Bulgular, öğretmenlerin yapay zekâ farkındalık düzeylerinin ve bilgisayarca düşünme becerilerinin genel olarak orta düzeyde olduğunu ortaya koymuştur. Ayrıca, bazı demografik değişkenlere (cinsiyet, eğitim düzeyi, görev yapılan okul türü, hizmet içi eğitim alma ve yapay zekâ aracı deneyimleme durumu) göre öğretmenlerin yapay zekâ farkındalığı ve bilgisayarca düşünme becerilerinde anlamlı farklılıklar bulunmuştur. Yapay zekâ farkındalığı ile bilgisayarca düşünme becerileri arasında pozitif yönde anlamlı bir ilişki tespit edilmiştir. Elde edilen sonuçlar, öğretmenlerin teknolojik farkındalık düzeylerinin artırılmasının, 21.yy. becerilerinin geliştirilmesi açısından önemli katkılar sağlayabileceğini göstermektedir.
Citation - WoS: 23
Are Lesson Plans Created by ChatGPT More Effective? An Experimental Study
(INT SOC TECHNOLOGY EDUCATION, 2024) Karaman, Muhammet Remzi; Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this research, we aimed to determine whether students' math achievements improved using ChatGPT, one of the chatbot tools, to prepare lesson plans in primary school math courses. The research was conducted with a pretest-posttest control group experimental design. The study comprises 39 third-grade students (experimental group = 24, control group = 15). The implementation process lasted five weeks and 25 lesson hours. In the experimental group, lessons were taught according to plans prepared using ChatGPT, while in the control group, existing lesson plans were used. Students' academic achievement was measured with a multiple-choice achievement test of 25 questions with two separate questions for each learning objective. According to the results, students' academic achievement increased significantly (d = 1.268) in math lessons taught according to lesson plans prepared using the ChatGPT. Although there was a difference between the posttest scores of the experimental group and the control group in favor of the experimental group, it was determined that this difference was not significant. These results show that teaching primary school math according to lesson plans prepared using ChatGPT is effective in academic achievement. Teachers should consider ChatGPT and their plans, combining them and benefiting from both in the implementation process.
Citation - WoS: 78
Citation - Scopus: 110
Bibliometric mapping of mobile learning
(Telematics and Informatics, 2021) Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aims to reveal the tendency towards research in the field of mobile learning with the analysis of co-authorship, bibliographic coupling, co-occurrence, and citation by taking into consideration of author, publication, keyword, journal, country, university and citation variables. As of September 2019, the meta-data of a total of 5167 studies in the Web of Science database constituted the scope of this study. VOSviewer and sciMAT were used for the bibliometric analysis while Harzing's Publish and Perish software was used for the h-index. As a result of the bibliometric analysis, it was concluded that the most effective countries in mobile learning are Taiwan, USA, China, and England. According to the keyword co-occurrence analysis, mobile devices, higher education, mobile technologies, tablet, and smartphone keywords stand out in the field of mobile learning. Within the period of 2015–2019, trending topics were broadly educational technologies and, more specifically, tablets, mobile phones, MOOCs and learning strategies. It was found that G. J. Hwang is the most influential researcher and National Taiwan University of Science and Technology is the most influential university. It can be concluded that the most effective researches are augmented reality, higher education, and smartphone oriented mobile learning researches. According to the analyses conducted in the context of journals, Computers & Education, British Journal of Educational Technology and Educational Technology & Society were the most contributing journals
Çocukların Medya Okuryazarlık Düzeylerinin ve Kullanım Alışkanlıklarının Demografik Değişkenler Açısından İncelenmesi
(2019) Göksu, İdris; Göksu, İdris; Aslan, Alper; Turgut, Yiğit Emrah; Aktı Aslan, Seda; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this study, it is aimed to reveal the media usage habits of secondary school children and their media literacy levels according to various variables. The study data were collected in 2017. It was determined that two of every three children used mobile internet, watched television for 1-2 hours daily and used the internet. The most popular activity among children was found to be watching television, followed by these activities: listening to music, using social networks, mobile phones, and the internet usage by one of every two children. According to demographic characteristics of children, it was found that while the media literacy level of men was significantly lower than women regarding gender, the same was valid for the children living in the South-eastern Anatolia region compared to those living in other regions regarding geographical regions. Moreover, it was determined that children’s media literacy level increased as their grades increased. According to children's media usage habits, it was revealed that while media literacy level of children not using mobile internet was significantly higher than those using mobile internet, the same was true for children watching television for 1-2 hours daily compared to those watching 7-8 hours.
Citation - WoS: 18
Citation - Scopus: 23
The Content Analysis and Bibliometric Mapping of call Journal
(Routledge Journals, Taylor & Francis Ltd, 2022) Goksu, Idris; Göksu, İdris; Ozkaya, Ebru; Gunduz, Ali; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The primary aim of this study was to investigate the methodological trends of the articles published in the Computer Assisted Language Learning (CALL) journal between 2014 and 2019 via content analysis. The secondary aim was to analyze the CALL journal with the bibliometric mapping method to reveal the keyword trend and identify the countries, universities, and authors that made the highest contribution to the journal between 2008 and 2019. Full texts of 310 articles were analyzed by content analysis and a meta-data set of 469 articles from the Clarivate Analytics Web of Science (WoS) database was evaluated by bibliometric mapping. According to the results, most of the studies published in the CALL journal employed a quantitative research design and were conducted at higher education level. Additionally, most of the studies focused on language skills when compared to other educational factors such as motivation and perception. 'English as a foreign language', 'communication', 'motivation', 'telecollaboration', 'mobile learning', 'writing', and 'blended learning' were revealed as the most common keywords used in the studies. Countries that had the largest contribution to the CALL journal included Taiwan, USA, and China, respectively. Moreover, Taiwan-based universities contributed the highest number of publications and the authors including Wu-Yuin Hwang, Siew Ming Thang, Greg Kessler, Rustam Shadiev, Chun Lai, Mark Peterson, Jai Li, Liwei Hsu, and Wen-Chi Vivian Wu had the highest numbers of publications.
Citation - WoS: 27
Content Analysis of Research Trends in Instructional Design Models: 1999-2014
(QUEENSLAND UNIV TECHNOLOGY, 2017) Goksu, İdris; Göksu, İdris; Ozcan, Kursat Volkan; Cakir, Recep; Goktas, Yuksel; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study examines studies on instructional design models by applying content analysis. It covers 113 papers published in 44 international Social Science Citation Index (SSCI) and Science Citation Index (SCI) journals. Studies on instructional design models are explored in terms of journal of publication, preferred model, country where the study was conducted, research method, data collection tool, data analysis method, sampling interval, and field in which the model was applied. Studies are also examined in terms of variables, focusing on connections with model used, relevant results, and orientation of the model (e.g., system-oriented, class-oriented, or product-oriented). Results identified the most preferred models as ADDIE, ARCS, Gagne and Briggs, 4C-ID, and Dick and Carey. System-based instructional design models were most common. These results show recent trends in instructional design models and will contribute to both researchers and instructional designers.
Citation - Scopus: 1
Context and Implications Document for: Does the ARCS motivational model affect students' achievement and motivation? A meta-analysis
(John Wiley and Sons Inc, 2021) Göksu, İdris; Göksu, İdris; İslam Bolat, Yusuf; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Motivation can be a powerful influencing factor on students’ efforts in a given activity and their perseverance in completing the activity. The ARCS (attention, relevance, confidence, satisfaction) model of motivation was developed by John Keller in 1979 to find effective and systematic ways to understand the effects of ARCS on students’ learning motivation
Citation - WoS: 5
Citation - Scopus: 5
Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
(Springer, 2023) Sakız, Halis; Sakız, Halis; Ergün, Naif; Ergün, Naif; Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02.10. Department of Psychology / Psikoloji Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
A few educational models have evolved fast as inclusive education (IE), which has expanded from being a special education technique focused on integration to a comprehensive model that encompasses the education of all students. However, there is a lack of measurement tools that align with the evolving conceptualizations of IE, provide insights into its implementation in the field, and capture the perspectives of school staff. Therefore, the primary objective of this study was twofold: firstly, to develop the Attitudes towards Inclusive Education Scale (AIES) to assess the attitudes of school staff, including teachers, managers, and school counselors, towards IE; and secondly, to examine the relationships between staff attitudes, demographic factors (age, gender), work experience, educational level engaged with and prior training in IE. The AIES comprised 43 items and three distinct dimensions, demonstrating a valid factor structure and satisfactory internal consistency. The findings revealed that school staff's attitudes significantly varied based on gender and prior training in IE. This study makes a valuable contribution to the field by developing a robust and up-to-date attitude scale to assess attitudes towards IE.
Citation - WoS: 24
Citation - Scopus: 28
Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education?
(Journal of Computer Assisted Learning, 2021) Sakız, Halis; Sakız, Halis; Göksu, İdris; Göksu, İdris; Ergün, Naif; Ergün, Naif; Özkan, Zafer; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02.10. Department of Psychology / Psikoloji Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The Covid-19 pandemic has led to a rapid transition from face-to-face to distance learning. The problems caused by this rapid transition are combined with the negative psychological outcomes of the pandemic, leading to numerous problems and difficulties in the teaching and learning processes. The recentness of these issues and developments requires detailed investigation as to how they affect distance learning. This study aims to investigate the role of psycho-demographic variables in the motivation and attendance of higher education students in distance education within the context of the Covid-19 pandemic. In this descriptive study, we collected data from 1494 Turkish university students via an online survey. Quantitative data were analysed using correlation analysis, t test, one-way ANOVA, multiple linear regression analysis, and structural equation modelling. Stress, anxiety, depression and intolerance of uncertainty were correlated negatively with distance learning motivation and frequency of distance learning attendance. While students who attended distance learning only synchronously joined the courses more frequently, the motivation of those who joined the courses sometimes synchronously and sometimes asynchronously was higher. The strength of the relationships between intolerance of uncertainty and distance learning motivation was significantly increased via anxiety and depression. Findings highlight the need for analysis of psycho-demographic variables while designing and implementing distance education programmes. Psychological variables including stress, anxiety and depression are related to motivation and attendance during distance education. While using both synchronous and asynchronous distance learning enhances motivation, synchronous learning increases attendance.
Citation - Scopus: 1
Does Dyned Affect Students’attitudes and Language Skills in Efl ? A Case Study
(IATEFL Poland Computer Special Interest Group, 2021) Shaikh, G.; Göksu, İdris; Koçak, Ö.; Goksu, İ.; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Computer-assisted language learning (CALL) is one of the developing approaches that can assist to improve the language skills (reading, writing, listening) of students in English as a foreign language (EFL). CALL has been used to teach EFL learners through language drills or skills practice to stimulate discussion and interaction, or as a tool to improve writing and research. This study aims to point out the effects of DynEd on attitudes and language skills in EFL of middle school students in Turkey. The study contributes to the area of EFL learning and fosters students’ perceptions of EFL. The sample of this study, which utilized an ex-post facto design, recruited 136 middle school students as participants. According to the results, it can be said that, in addition to the conventional teaching environment, the use of DynEd significantly improved both the language skills and attitudes of the students in EFL. However, DynEd did not make any difference in students’ attitudes towards EFL according to grade level and gender. Moreover, students using DynEd have expressed positive views about DynEd. © 2021. Teaching English with Technology. All rights reserved.
Citation - WoS: 20
Citation - Scopus: 22
Does the ARCS motivational model affect students’ achievement and motivation? A meta-analysis
(BERA, 2021) Göksu, İdris; Göksu, İdris; Bolat, Yusuf İslam; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this meta-analysis, the aim is to determine the overall effect of the ARCS (attention, relevance, confidence, satisfaction) model of motivation on students‘ academic achievement, motivation, attention, relevance, confidence and satisfaction. Additionally, the effect of the model is analysed according to the learning environment in which the model is integrated, discipline area, education level and sample size. The primary studies included in the study were obtained from Web of Science, Scopus, Science Direct, ERIC and PsycARTICLE databases. A total of 38 controlled experimental studies in the form of peer-reviewed articles were coded, resulting in 110 extracted effect size (ES). The sample size of the primary studies involves 8690 students from K-12 (kindergarten to 12th grade) and higher education. Random-effects model was used for overall ES, mixedeffects model for categorical moderators and meta-regression analysis for integer moderators. As a result of the study, it was determined that the overall effect of ARCS on achievement was at medium level (ES = 0.74) and the overall effect on motivation was at small level (ES = 0.43). ESs of achievement differed by the moderators of discipline and the ESs of motivation differed by the moderator of education level. There was not a significant relationship between the effect of ARCS on achievement and motivation, and moderator of sample size. Remarkable ESs have been obtained in the learning environment moderator related to the dependent variables of blended learning, robots, augmented reality; in the discipline moderator related to architecture, computer technologies, sciences and maths; in the level of education moderator related to undergraduate variables. In addition, very large ES related to the attention component of ARCS was obtained. The results obtained in this study do not represent the strength of the evidence, as it is based on the validity and reliability of primary studies.
Citation - WoS: 67
Citation - Scopus: 79
Effects of Phubbing: Relationships With Psychodemographic Variables
(SAGE, 2020) Ergün, Naif; Ergün, Naif; Göksu, İdris; Göksu, İdris; Sakız, Halis; Sakız, Halis; 02.10. Department of Psychology / Psikoloji Bölümü; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The aim of this research is twofold: First, to adapt the Generic Scale of Phubbing and the Generic Scale of Being Phubbed into Turkish language and culture. Second, to investigate the relationships between phubbing, being phubbed, and various psychodemographic variables including anxiety, depression, negative self, somatization, hostility, loneliness, life satisfaction, and phone use duration. The two scales were adapted to Turkish with high psychometric properties, and the original item numbers were preserved. Analysis of the associations between variables showed that (1) phubbing was associated negatively with loneliness and positively with all other variables; (2) there was a strong relationship between phubbing and phone use duration; (3) somatization, satisfaction with life, and phone use duration predicted phubbing; (4) phubbing predicted all variables except satisfaction with life; (5) being phubbed was associated negatively with loneliness and satisfaction with life and positively with all other variables; and (6) anxiety, negative self, and hostility predicted being phubbed. This study is innovative for introducing two phubbing scales to Turkish and highlighting the psychological impact of phubbing on individuals.
Citation - WoS: 3
Citation - Scopus: 5
Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation
(SpringerLink, 2023) Koçak, Ömer; Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aimed to develop and validate the Live Online Classes Engagement Scale (LOCES) to measure higher education (HE) students' live online classes (LOCs) engagement levels. The scale items were created after reviewing the studies focusing on engagement and those developing engagement scales. For validity and reliability, data were collected from 1039 students (Female=749, Male=290) who were receiving distance education via LOCs in 34 diferent departments of 21 universities in Turkey. As a result of exploratory and confrmatory factor analyses, a structure with six factors (social, instructional, technological, emotional, behavioral, and withdrawal) and 46 items was obtained. The total variance explained was 63.45%. As a result, the LOCES met the criteria necessary for validity and reliability. In conclusion, the LOCES can be used to measure the engagement levels of HE students in LOCs.
Citation - WoS: 6
Citation - Scopus: 4
Evaluation of mobile games in the context of content: What do children face when playing mobile games?
(E-Learning and Digital Media, 2020) Göksu, İdris; Göksu, İdris; Aslan, Alper; Turgut, Yiğit Emrah; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
The aim of this study is to examine mobile games in the context of their content and to evaluate the situations faced by children through document analysis in terms of age-rating, game score, access permissions, the inclusion of advertisements, in-game purchases, encouraging consumerism, the inclusion of violence, bad habits, and educational value. The review and rating data of the games which can be found in Common Sense Media and Google Play Store were included in the study. These data were analyzed by descriptive content analysis using frequency (f) and percentage(%) values. According to our findings, it was revealed that 92% of the games involved in the study included in-game purchases and 75% of them included advertising. As a result of the investigations, it was also found that mobile games requested a lot of access permissions during installation. In addition, it was concluded that 90% of mobile games encouraged consumerism and 50% contained violence and fear elements. We think that the results are important in the way that they reveal the possible risks encountered by young people while they are playing mobile games and also in terms of increasing the awareness on the subject for both the users and their parents.
Examining 21st Century Skill Levels of Students and the Relationship between Skills
(İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2020) Koçak, Ömer; Göksu, İdris; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
In this study, it is aimed to determine the skill levels of 21st century learners and the relationship between these skills. The sample of this study, which is conducted with correlational research design, was determined by the convenient sampling method. The participants of the study consisted of 183 students in total studying at Atatürk University. Correlational and descriptive analysis techniques were used to analyze the data which was collected viaComputational Thinking Scale, Digital Literacy Scale and Effective Communication Skills Scale. When the descriptive findings were examined, it was understood that the students generally had most of the skills but experienced ambivalence about the algorithmic thinking skills. As a result of the correlation analysis, it was found that critical thinking, problem solving, creativity, empathy and active-participative listening were significantly related to all variables. On the other hand, digital literacy skills were found to be significantly correlated with all variables examined in the scope of the study, except I-language. It was determined that the relationship between ego supportive language, active-participative listening, self-recognition/self-disclosure, and I-language skills and algorithmic thinking was not significant. The variables with the highest correlation coefficient were found to be creativity and critical thinking.
Examining Cyberbullying and Digital Citizenship of High School Students
(2025) Göksu, İdris; Göksu, İdris; Alakuş, Hacer; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
Çalışmanın amacı: Bu araştırma lise öğrencilerinin siber zorbalıkları ile dijital vatandaşlıkları arasındaki ilişkiyi tespit etmeyi amaçlamaktadır. Ayrıca siber zorbalık ile dijital vatandaşlık puanlarının çeşitli sosyodemografik değişkenlere ve teknoloji kullanım durumuna göre nasıl farklılaştığını ortaya koymaktır. Materyal ve Yöntem: Bu çalışmada ilişkisel tarama modeli kullanılmıştır. Bu çalışmanın verileri, 2022 yılında XXX ilinde altı farklı okuldan 13-18 yaşındaki 204 lise öğrencisinden toplanmıştır. Cronbach Alpha güvenirlik katsayısı siber zorbalık için .94, dijital vatandaşlık için .79 olarak hesaplandı. Veriler, korelasyon analizi, t-testi ve tek yönlü ANOVA kullanılarak analiz edilmiştir. Bulgular: Bulgulardan elde edilen sonuçlara göre öğrencilerin siber zorbalıkları ile dijital vatandaşlıkları arasında istatistiki olarak anlamlı bir ilişki olmadığı tespit edilmiştir. Ayrıca öğrencilerin siber zorbalık puanları cinsiyete göre farklılaşmamaktır. Ancak kadın öğrencilerin dijital vatandaşlık puanlarının erkek öğrencilerden istatistiki olarak anlamlı düzeyde daha yüksek olduğu ortaya çıkmıştır. Aile gelir düzeyi daha yüksek olan öğrencilerin siber zorbalık düzeyinin de daha yüksek olduğu, dijital vatandaşlığın ise gelir düzeyine göre farklılaşmadığı tespit edilmiştir. Ayrıca telefon kullanan lise öğrencilerinin dijital vatandaşlık puanları kullanmayanlara göre anlamlı düzeyde daha yüksek olduğu bulunmuştur. Facebook kullananların siber zorbalık puanları, kullanmayanlara göre anlamlı düzeyde daha düşük çıkmıştır. Twitter, Facebook ve Instagram kullanan öğrencilerin ise kullanmayanlara göre dijital vatandaşlık puanları anlamlı düzeyde düşük çıkmıştır. Son olarak WhatsApp kullananların dijital vatandaşlık puanları kullanmayanlara göre anlamlı düzeyde daha yüksek bulunmuştur. Önemli Vurgular: Dijital vatandaşlık ile siber zorbalık arasında istatistiki olarak anlamlı bir ilişki yoktur. Ayrıca siber zorbalık cinsiyete göre farklılaşmamaktadır. Ancak, kadın öğrencilerin dijital vatandaşlık puanları erkek öğrencilerden daha yüksek çıkmıştır. Aile geliri yüksek olan öğrencilerin siber zorbalık puanları, aile geliri düşük olanlardan daha yüksek çıkmıştır. Facebook kullanan öğrencilerin siber zorbalık puanları ise kullanmayanlardan daha yüksek çıkmıştır. Son olarak Facebook, Twitter ve Instagram kullananların dijital vatandaşlık puanlarının kullanmayanlardan daha düşük olduğu tespit edilmiştir.
Citation - WoS: 1
How Was the Academic Incentive Plan Reflected on Performance: Comparative Analysis of 2016 To 2017
(Tuba-turkish Acad Sciences, 2019) Goksu, Idris; Göksu, İdris; Bolat, Yusuf Islam; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
When evaluating academic performance, research criteria are taken into consideration as well as quality of the instructional delivery. Scientific research is usually carried out by universities. The impact of the academic incentive plan, which was initiated in 2016 in Turkey, can be revealed by comparing the academic incentive results of 2017 with the results of the previous year. The aim of this study is to compare the results of the academic incentive plan for 2016 and 2017 and to examine them in terms of universities, titles, faculties and gender. As a result of this study, 67 academic incentive reports were examined, and it was found that the rate of academic incentives increased by approximately 12 points. Similarly, the average academic incentive score increased by 8.5 points. Associate professor, professor, assistant professor, research assistant and others were ranked as the academic titles receiving the highest amount of incentive, respectively as determined by the analyses performed on the basis of the titles, and it was found out that this order did not change in 2017 either. Our gender analysis revealed that the ratio of academic incentives given to the males increased by approximately 11 points, while for females this ratio increased by approximately 15 points. According to the analysis conducted on individual faculties, it was determined that the highest academic incentive was in the Faculty of Pharmacy in both 2016 and 2017. The lowest average was in the Faculty of Theology in 2016, and in the Faculty of Law in 2017. The ratios of academic staff who earned 30 points and 100 points were examined and it was determined that the ratio of academic staff that earned the maximum 100 points increased while the percentage of academic staff who earned 30 points decreased. These results show that academic incentive plan contributed significantly to the quantitative increase in academic research within one year.
Citation - WoS: 3
Citation - Scopus: 5
Instructional Design Studies Between 1975 and 2019: A Bibliometric Analysis
(International Journal of Online Pedagogy and Course Design, 2021) Göksu, İdris; Göksu, İdris; Koçak, Ömer; Gündüz, Ali; Göktaş, Yüksel; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aimed to examine the bibliometric results (co-authorship, citation, co-occurrence, bibliographic coupling, and co-citation) of publications in the field of instructional design. The study includes the publications in the database of the Web of Science in the period between 1975 and 2019. It was found through co-authorship analysis that 9,344 authors who had written in the field of instructional design functioned as co-authors and had links. There were studies on an instructional design from 103 different countries. It was also found that keywords such as e-learning and online learning were frequently used and that the studies published in recent years prioritized the keywords of the massive open online courses, mobile learning, flipped classroom, gamification, and augmented reality. While the most published authors were F. Paas and J. van Merrienboer in the field, the author who was the most cited was J. Sweller.
Kahoot! as a Gamification Tool in Vocational Education: More Positive Attitude, Motivation and Less Anxiety in EFL
(Journal of Computer and Education Research, 2021) Sercanoğlu, Merve; Göksu, İdris; Bolat, Yusuf İslam; Göksu, İdris; 02.04. Department of Educational Sciences / Eğitim Bilimleri Bölümü; 02. Faculty of Letters / Edebiyat Fakültesi; 01. Mardin Artuklu University / Mardin Artuklu Üniversitesi
This study aims to reveal the effect of the gamified response system, Kahoot!, on attitude towards the EFL course, motivation, and exam anxiety. For this purpose, an embedded mixed design, in which quantitative and qualitative methods are used together, was preferred. The study group consists of 88 ninth-grade vocational high school students. Before the experimental process, attitude, motivation, and exam anxiety scales were applied to the experimental and control groups as pre-tests. At the end of the experiment, attitude, motivation, and exam anxiety scales were conducted as post-tests to the experimental and control groups. In addition, the views of randomly selected students from the experimental group on Kahoot! application was examined. The results revealed that Kahoot! significantly increased the attitude towards the EFL course with a 0.22 effect size. Kahoot! increased EFL learning motivation and decreased exam anxiety, but this was not significant. Finally, it was revealed that the students thought Kahoot! as funny