Eğitim Bilimleri Bölümü Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12514/69

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Citation - WoS: 80
Citation - Scopus: 113
Bibliometric mapping of mobile learning
(Telematics and Informatics, 2021) Göksu, İdris
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
Citation - WoS: 9
Citation - Scopus: 10
Delayed educational services during Covid-19 and their relationships with the mental health of individuals with disabilities
(Wiley Online Library, 2021) Sakız, Halis
During the coronavirus disease 2019 (Covid-19) pandemic, individuals with disabilities (IWD), like many others, have not been able to benefit effectively from educational and school-based mental health services, which are vital to achieving mental good health. This study aimed to collect views of IWD about how their mental health was affected by the school closure during Covid-19. Thirty-one IWD were interviewed and data were analyzed thematically. Findings indicated that the educational delay, combined with the pressure of the preventive measures against Covid-19 was associated with (i) difficulties in emotional well-being, structured routines, learning, and socialization, (ii) enhanced feelings of isolation and pain, and (iii) negative perceptions of academic-self-efficacy and therapy-related outcomes. The findings of the study highlight the importance of urgent short-term and long-term measures to provide safe and individually oriented educational services to compensate for the consequences of the pandemic.
Citation - WoS: 7
Citation - Scopus: 7
Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion
(Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdris
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: 25
Citation - Scopus: 29
Distance education amid a pandemic: Which psycho-demographic variables affect students in higher education?
(Journal of Computer Assisted Learning, 2021) Sakız, Halis; Göksu, İdris; Ergün, Naif; Özkan, Zafer
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 - WoS: 27
Citation - Scopus: 29
Does the ARCS motivational model affect students’ achievement and motivation? A meta-analysis
(BERA, 2021) Göksu, İdris; Bolat, Yusuf İslam
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: 4
Citation - Scopus: 6
Engagement of Higher Education Students in Live Online Classes: Scale Development and Validation
(SpringerLink, 2023) Koçak, Ömer; Göksu, İdris
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; Aslan, Alper; Turgut, Yiğit Emrah
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.
Citation - WoS: 145
Citation - Scopus: 196
The potential of immersive virtual reality to enhance learning: A meta-analysis
(ScienceDirect, 2022) Coban, Murat; Bolat, Yusuf İslam; Göksu, İdris
Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups
Citation - WoS: 6
Citation - Scopus: 15
Self-advocacy experiences of students with specific learning disabilities
(SpringerLink, 2023) Sakız, Halis; Duygu Betül Koca, Zeynep Hande Sart, Deniz Albayrak-Kaymak
Discussions about students with specific learning disabilities (SLD) often center on finding solutions for the difficulties they face in school. However, there is a lack of emphasis on the self-advocacy experiences of these students. Self-advocacy can empower students with SLD to pursue their interests, understand their rights, and effectively address any violations of those rights. Drawing on self-advocacy, which encompasses four domains (knowledge of self, knowledge of rights, communication, and leadership), this study explores the self-advocacy experiences of students with SLD enrolled in vocational high schools in Istanbul, Turkey. Twelve students (50.0% females; Mage=15.91 years; SD=1.08; range=14–18 years) participated in semi-structured interviews. The findings revealed that: (i) the students had limited knowledge of their SLD conditions, characteristics, and rights, despite having some self-awareness; (ii) they emphasized the difficulties and negative aspects when describing themselves and their school experiences; (iii) they were able to communicate their needs and preferences to school staff, but they were not frequently understood or responded to; and (iv) they rarely demonstrated leadership behaviors when advocating for others. These findings suggest that students with SLD may lack self-advocacy skills and are not effectively advocating for themselves and others in vocational high schools in Turkey.
Citation - WoS: 2
Citation - Scopus: 4
Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis
(SAGE Publications, 2022) Özdaş, Faysal
This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

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