Göksu, İdris
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Name Variants
Göksu, I.
Goksu, Idris
Goksu, İdris
Goksu, Idris
Goksu, İdris
Job Title
Doç. Dr.
Email Address
idrisgoksu@artuklu.edu.tr
Main Affiliation
Department of Educational Sciences / Eğitim Bilimleri Bölümü
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
1NO POVERTY
0
Research Products
2ZERO HUNGER
0
Research Products
3GOOD HEALTH AND WELL-BEING
1
Research Products
4QUALITY EDUCATION
9
Research Products
5GENDER EQUALITY
1
Research Products
6CLEAN WATER AND SANITATION
0
Research Products
7AFFORDABLE AND CLEAN ENERGY
0
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8DECENT WORK AND ECONOMIC GROWTH
0
Research Products
9INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
10REDUCED INEQUALITIES
1
Research Products
11SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
12RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
13CLIMATE ACTION
0
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14LIFE BELOW WATER
1
Research Products
15LIFE ON LAND
0
Research Products
16PEACE, JUSTICE AND STRONG INSTITUTIONS
1
Research Products
17PARTNERSHIPS FOR THE GOALS
2
Research Products
Documents
20
Citations
587
h-index
9
Documents
21
Citations
515
Scholarly Output
40
Articles
27
Views / Downloads
270/353
Supervised MSc Theses
7
Supervised PhD Theses
0
WoS Citation Count
515
Scopus Citation Count
576
Patents
0
Projects
2
WoS Citations per Publication
12.88
Scopus Citations per Publication
14.40
Open Access Source
21
Supervised Theses
7
| Journal | Count |
|---|---|
| Education and Information Technologies | 2 |
| E-Learning and Digital Media | 2 |
| Review of Education | 2 |
| Computer Assisted Language Learning | 1 |
| Educational Research Review | 1 |
Current Page: 1 / 6
Scopus Quartile Distribution
Competency Cloud
40 results
Scholarly Output Search Results
Now showing 1 - 10 of 40
Correction Article Citation - WoS: 2Citation - Scopus: 2The 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, IdrisThis 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.Article Türkiye'de Öğretim Tasarımı Modelleriyle İlgili Yapılmış Çalışmalar(2014) Göksu, İdris; Özcan, Kürşat Volkan; Çakır, Recep; Göktaş, YükselBu araştırmanın amacı, öğretim tasarımı modelleriyle ilgili yapılmış çalışmaları; tercih edilen öğretim tasarımı modeli, araştırma yöntemi, veri toplama aracı, veri analiz yöntemi, modellerin uygulama alanı ve modellerle ilgili üzerinde durulan değişkenler bakımından incelemektir. Araştırmanın örneklemini 2003 - 2012 yılları arasında SSCI kapsamındaki dergilerde ve ULAKBİM veri tabanlarında dizinlenen dergilerde yayınlanmış Türkiye adresli makaleler ile YÖK tez bankasında yayınlanmış tezler oluşturmaktadır. Bu kapsamda 43 makale ve 19 teze ulaşılmıştır. Elde edilen sonuçlara göre, Türkiye adresli araştırmalarda en fazla tercih edilen modeller sırasıyla "ADDIE", "ARCS", "Dick ve Carey", "Gagne ve Briggs" ve "ASSURE" olduğu görülmüştür. Elde edilen bulguların öğretim tasarımı çalışmalarının birçok boyutunu yansıtması açısından, bu alanda çalışan araştırmacıların ve eğitimcilerin öğretim tasarımıyla ilgili farklı bakış açılarıyla değerlendirme yapmalarına yardımcı olacağı düşünülmektedir.Article Citation - WoS: 7Citation - Scopus: 7Developing and Validating the Attitudes Towards Inclusive Education Scale (AIES) Around Contemporary Paradigms of Inclusion(Springer, 2023) Sakız, Halis; Ergün, Naif; Göksu, İdrisA 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.Article Citation - WoS: 19Citation - Scopus: 25The Content Analysis and Bibliometric Mapping of call Journal(Routledge Journals, Taylor & Francis Ltd, 2022) Goksu, Idris; Ozkaya, Ebru; Gunduz, AliThe 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.Master Thesis Sürükleyici Sanal Gerçekliğin Öğrencilerin Deprem Okuryazarlığına Etkisi(2024) Bilem, Muhammet; Göksu, İdrisdaha sonra doldurulacaktırArticle Citation - WoS: 26Citation - Scopus: 30Distance 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, ZaferThe 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.Article Examining 21st Century Skill Levels of Students and the Relationship between Skills(İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2020) Koçak, Ömer; Göksu, İdrisIn 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.Article Citation - Scopus: 5Studies Related To Instructional Design Models in Turkey(Ankara University, 2014) Göksu, I.; Özcan, K.V.; Çakir, R.; Göktaş, Y.The aim of this research is to analyze the studies conducted on instructional design models in terms of preferred instructional design model, research method, data collection tool, data analysis method, field of applications of methods, changes discussed about models. The sample of the study is composed of articles published in SSCI journals, indexed in databases of ULAKBİM, and thesis and dissertations indexed in YOK which has been related to TURKEY. In this context, 43 articles and 19 theses are reached. According to results, it is seen that the most preferred models in studies on models of instructional design from Turkey are respectively "ADDIE", "ARCS", "Dick and Carey", "Gagne and Briggs" and "ASSURE". It is considered that the results of this study provide different point of views for the researchers and educators in this field in terms of instructional design.Master Thesis Dijital kavram haritalarıyla desteklenmiş İngilizce öğretiminin akademik başarı, tutum ve motivasyona etkisi(2026) Durğun, Ömür; Göksu, İdrisWith the advancement of digitalization, foreign language learning has gained even greater importance, and the need to access the most effective teaching methods and supportive materials has accelerated. Concept maps, which are frequently used in educational settings, have gradually evolved into digital concept maps with the influence of digitalization. The aim of this study is to examine the effects of English instruction supported by digital concept maps on students' academic achievement, attitudes, and motivation levels. The study was conducted using a quasi-experimental design with pre-test and post-test control groups. The study group consisted of eighth-grade middle school students. In the research, the Experimental-1 group received instruction supported by digital concept maps, the Experimental-2 group received instruction supported by traditional concept maps, and the Control group received instruction without concept maps. Data were collected using an Academic Achievement Test, the Attitude Scale Toward the English Course, and the Instructional Materials Motivation Scale (IMMS). The academic achievement test was administered to all groups as both a pre-test and a post-test. In addition, a retention test was conducted with the Experimental-1 group five weeks after the post-test. For data analysis, One-Way Analysis of Variance (One-Way ANOVA) was used to compare the pre-test scores, Mixed ANOVA was used to compare the pre-test and post-test scores, the Tukey HSD post-hoc test was applied to determine the source of group differences, and a Paired Samples t-test was conducted for the retention test applied to the Experimental-1 group. The results of the study revealed that instruction supported by digital concept maps had a significant effect on academic achievement. While a significant increase was observed in the academic achievement scores of the Experimental-1 group, a similar level of improvement was not observed in the Experimental-2 and Control groups. The findings of the retention test indicated that the knowledge acquired in the Experimental-1 group was retained in the short term. The findings related to attitude and motivation variables showed that there was no significant difference among the groups. However, a significant difference was found in favor of the Experimental-1 group in the 'Satisfaction' sub-dimension of the motivation scale. The results suggest that digital concept maps are an effective instructional tool in English teaching, particularly in terms of improving cognitive skills; however, longer and more comprehensive instructional practices may be required to enhance affective variables such as attitude and motivation.
