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- ArticleYalnız künye2026A comparative analysis of human and GenAI-generated feedback on EFL students’ argumentative writing performance
Yıldız, Mine; Topuz, Arif Cem; Polat, Hamza; Taşlıbeyaz, Elif; Kurşun, Engin; Yeşilyurt, Savaş
This study examined the impact of feedback provided by a human tutor (HT) and GenAI on the argumentative writing performance of L2 learners. A total of 59 students participating in the study were divided into two groups randomly: group 1 received feedback from the HT and group 2 received feedback from GenAI in the first task. For the second writing task, the groups were reversed.The mixed-ANCOVA test results revealed that students produced better final drafts after receiving feedback on their argumentative writing. Although GenAI-generated feedback had no significant difference in improving writing components and general writing performance, human-generated feedback promoted students’ language, mechanics, and overall writing scores in their final drafts at a significant level. Therefore, it can be suggested that a balance between the two feedback sources should be achieved to provide EFL learners with effective feedback, promote their writing, and thus decrease HTs’ workload.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2026A systematic review of emerging technologies and their impact on adolescent well-being and religious identity
Ferreira, João Miguel Alves; Bauerová, Radka; Taşlıbeyaz, Elif; Giannouli, Vaitsa; Koyuncu, Merve; Agatonović, Miloš; O'Higgins Norman, James; Meehan, Amalee; Bojić, Ljubiša
The rapid growth of emerging digital technologies is reshaping youth psychological well-being and religious identity in increasingly plural social contexts. This systematic review examines the impact of deepfakes, gaming, the metaverse, virtual reality, and chat applications on youth well-being, with particular attention to religion as both a protective factor and a target of digital harm. A PRISMA 2020–guided systematic review was conducted using Scopus, PubMed and Web of Science. Eligible studies were peer-reviewed articles published between 2000 and 2025, focused on youth aged approximately 10–24 years, and examined emerging digital technologies in relation to psychological well-being, identity development, bullying, or religiosity. Quantitative, qualitative, experimental, and intervention studies were included. Due to methodological heterogeneity, findings were synthesized thematically, and study quality was appraised narratively rather than through meta-analysis. Thematic synthesis revealed that moderate gaming and virtual reality applications can enhance well-being, empathy, and religious literacy, while religiosity is frequently associated with reduced addiction risk. In contrast, chat applications were consistently linked to higher levels of cyberbullying, with religious minorities experiencing two to three times greater exposure to harassment, exclusion, and identity-based attacks, contributing to depression and social isolation. Deepfakes were associated with erosion of trust and identity-related distress, while metaverse environments amplified body image pressures and faith-based harassment. Limitations include the scarcity of longitudinal research explicitly addressing religion–technology interactions. Future studies should adopt cross-cultural, longitudinal designs and evaluate school- and community-based interventions that promote digital literacy, empathy, and protection of religious identity.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2025Is generative AI ready to replace human raters in scoring EFL writing? Comparison of human and automated essay evaluation
Topuz, Arif Cem; Yıldız, Mine; Taşlıbeyaz, Elif; Polat, Hamza; Kurşun, Engin
Language teachers mostly spend much time scoring students’ writing and may sometimes hesitate to provide reliable scores since essay scoring is time-consuming. In this regard, AI-based Automated Essay Scoring (AES) systems have been used and Generative AI (GenAI) has recently appeared with its potential in scoring essays. Therefore, this study aims to focus on the differences and relationships between human raters (HR) and GenAI scores for the essays produced by English as a Foreign Language (EFL) learners. The data consisted of 210 essays produced by 35 undergraduate students. Two HR and GenAI evaluated the essays using an analytical rubric divided into the following five factors: (1) ideas, (2) organization and coherence, (3) support, (4) style, and (5) mechanics. This study found that there were significant differences between the scores given by HR and those generated by GenAI, as well as variations among the HR themselves; nonetheless, GenAI’s scores were similar across dual evaluations. It was also noted that GenAI’s scores were statistically significantly lower than those of HR. On the other side, it was found that HR scores correlated weakly, while GenAI scores correlated strongly. A significant correlation was observed between HR-1 and GenAI across all factors, whereas the second HR-2 showed significant correlations with GenAI in only three factors. Therefore, this study can guide EFL teachers on how to reduce their workload in writing assessments by giving GenAI more responsibility in scoring essays. The study also offers many suggestions for future studies on AES based on the findings and limitations of the study.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2024Coding Analogy
Taşlıbeyaz, Elif; Koç, Ayhan
This study aimed to examine the pre-service teachers’ experiences in preparing and using analogies within a programming course to better understand and evaluate the concepts. The research design of this study was identified as a case study. The 21 participants of the study took an elective introductory programming (Python) course at a state university over 14 weeks. They prepared analogies during the course, and 11 of them attended a focus group interview at the end of the course. The data collection tools used in the study included a questionnaire in which learners indicated the topics they found challenging within the programming course, the analogies they created based on programming education, and interview questions that explored their views at the end of the course. These data were analyzed descriptively. The results indicated that although learners experienced difficulties in understanding algorithms, programming logic, and learning loops, the use of analogies in programming education offered positive contributions.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2023Öğretim Elemanlarının Teknoloji Öz Yeterlik Düzeylerine Göre Teknoloji ve Uzaktan Öğretim İhtiyaçlarının Belirlenmesi
Taşlıbeyaz, Elif; Kayalar, Murat Tolga; Baran, Gizem
Bu çalışma öğretim elemanlarının Teknoloji Öz Yeterlik düzeylerine göre ihtiyaç duydukları dijital ve uzaktan eğitim konuları ile ilgili verilecek olan eğitimlerin belirlenmesine odaklanmıştır. Bunun için öncelikle öğretim elemanlarının teknoloji öz yeterlik düzeyleri tespit edilmiştir. Bu düzeye göre öğretim elemanlarının dijital ve uzaktan eğitim okuryazarı olmaları için gerekli ihtiyaçları incelenmiştir. Daha sonra onlara verilecek eğitimler belirlenmiştir. Araştırmada nicel araştırma yöntemlerinden betimsel tarama modeli kullanılmıştır. Çalışmanın katılım grubunu Erzincan Binali Yıldırım Üniversitesi’nde 16 farklı fakültede görev yapmakta olan 243 öğretim elemanı oluşturmuştur. Araştırma süresince öğretim elemanlarına veri toplama aracı olarak Türkçeye uyarlanmış ve geçerlik, güvenirlik çalışmaları yapılmış olan “Teknoloji Öz-Yeterlik Ölçeği (Technology Proficiency Self Assessment Scale)” uygulanmış ve hangi dijital ve uzaktan eğitim eğitimlerini tercih ettikleri sorulmuştur. Çalışmanın sonunda ise öğretim elemanları, açık ders materyallerinin kullanımı, paylaşımı ve etkili canlı ders süreçleri üzerine yoğunlaşmışlardır. Ayrıca ölçek puanı yüksek olan akademisyenler, senkron/asenkron ders sürecinde etkileşimli ve kaliteli bir öğretim ortamı oluşturabilecekleri eğitimleri tercih etmişlerdir.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2022A new model for recognition, referral, and follow-up of autism spectrum disorder: A nationwide program
Dursun, Onur Burak; Turan, Bahadır; Öğütlü, Hakan; Binici, Nagihan Cevher; Örengül, Abdurrahman Cahid; Alataş, Esra; Özdemir, Rabia Madan; Taşlıbeyaz, Elif; Karaman, Selçuk; Mukaddes, Nahit Motavallı
Early diagnosis of autism certainly stands as one of the most important determinants to ensure a better prognosis of the disorder, it is common that the screening programs to ensure this, end up not being implemented in health systems of many countries. This may stem from the disadvantages of classically suggested scale-based screening (SBS) programs. This study presents a nationwide recognition and referral model for early diagnosis of autism spectrum disorders (ASD), in order to meet the obvious need for new methods. The model consists of interactive video-based training (IVBAT) of health care workers (HCW), a system where family physicians (FPs) record five probable indicators of autism in their family medicine information system; and is therefore, a practical referral system in which the FP may refer a child with any suggestive finding to a child psychiatrist and may well continue to monitor recently diagnosed cases. The autism teams consist of trained child psychiatrists and coordinators, who delivered trainings to 29,612 FPs and 23,511 nurses countrywide. Of 98.8% FPs were trained throughout the country. Total of 1,863,096 children were reported to have a brief examination of autism signs in Family Medicine Units by trained FPs and nurses. A total of 55,314 (2.96%) these children were deemed at risk for ASD and were referred to child psychiatrists. In the evaluation of 55,314 children by child psychiatrists, 10,087 cases were diagnosed with developmental disorders, while 3226 of children at risk were diagnosed with autism. The results of this study, which reached to the largest sample to date, suggest that some other alternative methods, in addition to SBS should also be tested in order to screen ASD. Lay Summary: In this study, a nationwide recognition and referral model for early identification of autism spectrum disorders (ASD) is presented. Scale-based screening (SBS) is the most recommended model for autism, however, it is clear that most countries can not implement this model in their health system. The results of this study, which reached to the largest sample to date, suggest that SBS may not be the only me for screening ASD and that alternative methods should be tried, as there is an obvious need for exploratory approaches.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2021Yükseköğretim Kurumlarında Dijital Dönüşüm Çalışmalarının İncelenmesi
Taşlıbeyaz, Elif; Taşcı, Mustafa Yakup
Bu çalışmanın amacı, yükseköğretim kurumlarında dijital dönüşüme yönelik yapılmış olan çalışmaların farklı değişkenler açısından incelenmesi ve bu konudaki eğilimin ortaya çıkarılmasıdır. Bu amaca ulaşabilmek için Türkiye’de ve diğer ülkelerde 2015 ile 2019 (2019 yılının sonuna kadar) yılları arasında Web of Science, EBSCO, ERIC, Google Akademik veri tabanlarında yer alan çalışmalar taranmıştır. Tarama sonucunda 69 adet çalışma elde edilmiştir. Bu çalışmalar araştırma kriterlerine göre elenmiş ve bu sayı 22 çalışmaya düşürülmüştür. Daha sonra bu çalışmalar; çalışma yılı, çalışmanın yapıldığı ülke, çalışma konusu, çalışmanın amacı, çalışmanın yöntemi, veri toplama aracı, hedef kitle, sonuç ve öneriler gibi özellikler dikkate alınarak sınıflandırılmıştır. Bu araştırmada literatür tarama yöntemi ve çalışmaların analizinde betimsel içerik analizi kullanılmıştır. Elde edilen sonuçlar, çalışmaların sayısının son yıllarda -özellikle 2019- Türkiye ve diğer ülkelerde arttığını, en çok dijital dönüşümün eğitim ve yönetim bileşenlerine yönelik çalışmalara yer verildiğini göstermiştir. Ayrıca çalışmalarda yöntemsel olarak nitel araştırma desenlerinin daha fazla tercih edildiği ortaya çıkmıştır. Bu araştırma, yükseköğretimde dijital dönüşüme yönelik yapılan çalışmaların literatürdeki güncel durumu genel olarak ortaya koymuş ve gelecekteki çalışmalara yönelik önerilerde bulunmuştur.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2021Classification of Instructional Videos
Köse, Erman; Taşlıbeyaz, Elif; Karaman, Selçuk
Even though instructional videos are often used in many areas covering a wide range of studies and applications, the lack of a common approach for the definition and classification of instructional videos results in the use of several different models for these purposes. In order to develop such a common approach, there remains the need to build a structure, through which these videos may be defined and classified. The purpose of this study is to design a scheme for the definition and classification of instructional videos based on the namings and qualifications used in the literature and to examine the usability of this scheme. For this purpose, in the first part of this study; the naming and qualifications used in the literature were determined and gathered in a common framework using the content analysis method. Articles published in the Web of Science between 2008 and 2018 with keywords or titles that contained the phrase "instructional video" were accessed. After that, relevant articles were identified using the document analysis method. The results of the analysis indicated that most articles pertained to videos with features structured around the dimensions of interaction, screen design, sequence, included components (picture, voice, text, etc.), subject/content and connection. In the second stage, verification studies were performed to examine the usability of this framework, a classification scheme was developed based on the aforementioned main dimensions and tested for verification. The created scheme allows for classifying video types based on eight main dimensions of interaction, connection, screen design, sequence, component, image format, instant and subject/content, which were identified in the light of the findings obtained from the study. It is believed that this scheme will make it easier for researchers to identify which videos to use. Despite the potential that disruptive technologies offer for facilitating smart pedagogy, the confusion relating to different definitions and classifications in pedagogical understandings is seen as an obstacle for smart teaching systems. The classification model proposed in this study will provide guidance to smart pedagogy studies in terms of data definition and orientation.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2019The effect of video blog use on self-regulated learning strategies of students
Taşlıbeyaz, Elif
Video-blogs become more popular day by day with the increasing frequency of video sharing sites. In this way, video-blogs, including educational areas began to be used in many fields. The purpose of this study is to examine the effect of video-blogs on students' self-regulated learning strategies. The research method is a mixed method in which a combination of qualitative and quantitative methods is used. The quantitative part of the study is obtained from experimental design and the qualitative part is obtained from the think aloud protocol. Participants of the study consist of 40 4th students at Faculty of Education in a state university. The students have separated into two groups. Experimental group uses a video-blog and control group does not use video-blog in one lesson during semester. Then, the groups are compared with self-regulated learning strategies measured by using a scale. In addition, 10 of the students in the experimental group using the think aloud protocol, their comments on the contributions of video-blogs on self-regulated are also examined. As a result, there is no difference between the experimental and control groups according to the results obtained from the scale. The students focused on their deficiencies with comments made on their videos in their video-blogs in terms of learning strategies. It is observed that video-blogs facilitated learning and increased their interest of the students obtained from think-aloud protocol.
RDL Kalıcı Kaydıİncele - ArticleYalnız künye2019Analysis of research trends about generation z and their contributions to education
Taşlıbeyaz, Elif
The term “Z-generation” defines a group of people born in an era when the daily technologies and certain behavioral patterns are common, and has been mentioned more and more in the literature as well as in media. There are various studies in different fields to seek certain characteristics of Z-generation. In this study, publications about Zgeneration are investigated for a number of aspects, primarily; year, subject, method, purpose, findings and recommendations, Z-generation in educational environments. Descriptive content analyses techniques are used in this investigation. The 131 publications are collected from an academic search engine with the key words: “z-generation”, “netgeneration”, and “i-generation”. Among them 85 are selected as a pre-analysis, consistent with the purpose of this study and accessibility. According to the findings, the most articles are published in the year 2017 mainly about educational profiling. The studies additionally focus on critical features of Z-generation using quantitative methods. The results show that the individuals in Z-generation tend to more use technology comparing to other digital natives. Some unique features such as fast information processing, leadership and sensitivity should be addressed when designing learning environments needed for Zgeneration. It is concluded that technology based tools should be used to reach out this generation.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018Examining of the experiences of students about interaction types used in digital materials
Dursun, Onur Burak; Taşlıbeyaz, Elif; Karaman, Selçuk
The use of digital materials is very popular in educational areas. Students have also considered digital materials used in educational areas are useful in terms of supporting effective learning. Recently, interaction has been added to improve effect of these materials. Interaction in digital materials can be defined as an element that enables the learners to control the material used and helps to activate the cognitive processes. It is seen that interactive videos are effective about learning and engagement than videos in many studies. In this study, it is aimed to examine the experiences and cognitive processes of students about interaction types used in digital materials according to interaction types. Case study from qualitative research methods was used in this study. The sample of research consists of 36 students at Medical Faculty in Ataturk University. Students were asked to use interactive material during research process. Interaction Types Evaluation Questionnaire was conducted to evaluate interaction types. The experiences about usage and benefits of interaction types were also obtained from the students with the help of think-aloud protocol. The data obtained from questionnaire were subjected to descriptive analysis, the data obtained from the think-aloud protocol were subjected to content analysis. Consequently, it has been found that the interaction types in interactive materials are beneficial for decision making and remembrance. It is come out that navigating interaction type is liked by students mostly. Dialoguing interaction type has seemed to be beneficial for acting mental processes of students.
RDL Kalıcı Kaydıİncele - ArticleAçık Erişim2018The Views of The Students About Scenario-Based Interactive Videos Used in English Education
Taşlıbeyaz, Elif
The purpose of the study is to examine experiences and views of secondary school students about scenario-based interactive videos used in English grammar education. So, this study focused on students’ views related to scenario-based interactive videos used in English education. Participants of the study comprised 42 of 7th grade students. The students studied with scenario-based interactive videos at English lessons in three weeks. Data was collected by Interactive Video Evaluation Scale and the interview form in the study which is carried out as case study. Consequently, the views about the interactive videos used in this education came out to be positive generally.
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