Browsing by Author "Goksu, Idris"

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The Content Analysis and Bibliometric Mapping of call Journal
(Routledge Journals, Taylor & Francis Ltd, 2022) Goksu, Idris; Ozkaya, Ebru; Gunduz, Ali
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.
An Effort To Understand Parents' Media Mediation Roles and Early Childhood Children's Digital Game Addiction Tendency: a Descriptive Correlational Survey Study
(Springer, 2024) Calhan, Ceren; Goksu, Idris
This study aims to determine whether parents' media mediation roles are related to their early childhood children's digital game addiction tendencies. In addition, it examines whether these variables are related to the child's and parent's digital device usage habits and whether they differ according to various sociodemographic variables and digital device usage habits. In this context, we collected data from 433 parents (mother = 336, father = 97) with children aged 3-6. We analyzed the data using correlation analysis, one-way ANOVA, and t-test. Active-supportive, restrictive-supportive, active-limiting, restrictive-limiting, and active-interpreter roles of parents were negatively related to children's digital game addiction tendencies. In addition, parents' and children's digital device screen time was negatively associated with parents' media mediation roles and positively with children's digital game addiction tendencies. Mothers found their children more likely to have digital game addiction than fathers. Children of parents who play digital games have higher digital game addiction than those of parents who do not play, male children than female, children who have their own digital devices than those who do not, and children who only watch YouTube videos than those who only watch television channels for kids. Finally, we observed that mothers are more active in media mediation roles than fathers and that parents behave more restrictive toward their daughters.
How Was the Academic Incentive Plan Reflected on Performance: Comparative Analysis of 2016 To 2017
(Tuba-turkish Acad Sciences, 2019) Goksu, Idris; Bolat, Yusuf Islam
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.
The Role of Technological Devices in Parent-Children Interactions: The Correlated Variables of Children's Well-Being and Life Satisfaction
(Sage Publications inc, 2025) Kiliman, Sevinc; Ergun, Naif; Aslan, Alper; Goksu, Idris
This study aims to examine children's well-being and life satisfaction in terms of various variables related to parents' and children's problematic technology usage. Specifically, parent/child responses during their technology use and parents' phubbing and technoference behaviors were considered. The study was conducted with 185 children (8-14) and their parents (mother = 96, father = 89). The data were analyzed by performing correlation analysis, multiple regression analysis, t test, and one-way ANOVA. According to the results, there were negative correlations between children's life satisfaction and age, children's technological device (smartphone, computer) usage time, and children/parents responding negatively to each other when engaged in technological devices. Children's well-being was negatively correlated to their age and children/parents responding negatively to each other when engaged in technological devices. A positive correlation was found between children's life satisfaction and well-being as well as parents' phubbing and technoference. According to another result, the well-being of children having their own computer was significantly higher than those who do not have a computer. Finally, children/parents responding negatively to each other when engaged in technological devices negatively predicted the children's life satisfaction and well-being.