Araştırmacılar(13)

• Caner-Yıldırım, Sonay
• Erbas, Cagdas
• Ergül, Esra
• Eygu, Seda
• Kayalar, Murat Tolga
• Öz, Recep
• Sanalan, Vehbi A.
• Sapanca, Hamza Fatih
• Selim, Yavuz
• Taslibeyaz, Elif
• Telli, Esra
• Yildirim, önder
• Yildiz, Merve

• ArticleYalnız künye2026/r/ebyu/10896
  A 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.

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• ArticleYayıncıda açık erişim2026/r/ebyu/10866
  A 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.

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• ArticleYalnız künye2026/r/ebyu/10248
  Teaching enthusiasm in video lectures: Evidence from two experimental studies

  Polat, Hamza; Kursun, Engin; Tasdelen, Ugur; Eygu, Seda; Taslibeyaz, Elif; Karaman, Selcuk

  While teaching enthusiasm is crucial in traditional classroom settings, its impact on learning processes in digital learning environments still needs to be explored. This study examines the impact of teaching enthusiasm in instructional videos on cognitive and affective learning outcomes. Two separate experiments were conducted at different times: one with 9th-grade students and another with 10th-grade students. Participants viewed instructional videos including either higher or lower levels of teaching enthusiasm, and their cognitive learning outcomes (retention and transfer), social presence, lecture engagement, and motivation were measured. The study revealed that despite the significant difference between the groups regarding perceived teaching enthusiasm, higher enthusiasm did not significantly impact learning outcomes. The study suggests that increased enthusiasm in lecture videos may not necessarily enhance cognitive and affective learning outcomes. Further studies are needed to explore how instructional enthusiasm affects learning outcomes in different situations and with various types of videos.

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• Conference ObjectYalnız künye2025/r/ebyu/12119
  Gender and Intersectional Bias in Cybersecurity for Next Generation Wireless Networks

  Caner-Yildirim, Sonay; Corradini, Isabella; Dimitrova, Vesna; Loscri, Valeria; Harizaj, Miranda

  The advancement of wireless networks towards sixth-generation (6G) and pervasive artificial intelligence (AI) underscores critical barriers to trustworthy cybersecurity, notably algorithmic bias, workforce underrepresentation, and the neglect of intersectional gender perspectives. Current cybersecurity research predominantly emphasizes algorithmic performance, often overlooking broader societal impacts such as equity and inclusivity. This paper addresses this gap by synthesizing interdisciplinary lessons from emerging technology deployments, critically examining risks inherent in AI-driven 6G security, and articulating the urgent need for an 'Equity by Design' approach. We introduce a comprehensive roadmap to embed intersectional equity into cybersecurity processes - from policy-making and technical development to real-world deployment. Utilizing the BEiNG-WISE COST Action as a best-practice case study, we demonstrate how explicit gender-inclusive and participatory methodologies can effectively operationalize equity, transparency, and diversity. Our findings illustrate that integrating social and technical dimensions is essential for building secure, resilient, and equitable digital futures.

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• Book ChapterAçık Erişim2025/r/ebyu/11980
  How to Read This Book: Personas Guiding Through EUGAIN Results

  Penzenstadler, Birgit; Landoni, Monica; Takaoka, Alicia Julia Wilson; Caner-Yıldırım, Sonay; Boudaoud, Karima; Di Marco, Antinisca

  Welcome to the summary of the results of the EUGAIN project. Many researchers have poured their hearts into this COST Action project. A COST Action is a network building activity funded by the European Union. As such, the contributions in this book present a Euro-centric view from all corners of Europe—the Nordics (for example, Sweden and Norway), the South (for example, Italy and Albania), the East (for example, Turkey and Romania), and the West (for example, Portugal and France).

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• ArticleYayıncıda açık erişim2025/r/ebyu/11899
  Developing Prosocial Behavior in Peer Relationships Scale Among College Students

  Demirtaş-Zorbaz, Selen; Akın Arıkan, Çiğdem; Şengül Avşar, Asiye; Keskinkılıç, Muhammed Enes; Şabanoğlu, Hatice; Gümüşboğa, İbrahim; Ongun, Mert; Telli, Esra

  Prosocial behaviors, performed voluntarily by thinking of others, are crucial in maintaining relationships. Although prosocial behaviors are exhibited in every period of life, the frequency or form of these behaviors varies across life stages. Also, peer relationships have an increasing impact on behavior in adolescence and then young adulthood. Purpose of this study was to develop a scale to measure the prosocial behaviors of university students in peer relationships. The scale was applied to a total of 484 university students, 392 of whom were female and 91 of whom were male. The results of the exploratory factor analysis revealed that the scale consisted of 19 items and one factor. In the second stage of the study, confirmatory factor analysis was performed with the data collected from 494 university students, 390 female and 104 male, and the one-factor structure of the scale was confirmed (χ2/df = 3.05 (χ2 = 463.842, df = 152), RMSEA = .064 95% [.058–.071], SRMR = .032, CFI = .950, TLI = .943). Cronbach’s Alpha (.920) and McDonald’s Omega (.921) were calculated to test the reliability of the scale. These results suggest that Prosocial Behavior in Peer Relationships Scale provides valid and reliable measurements for assessing university students’ prosocial behaviors in peer relationships. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).

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• Book ChapterAçık Erişim2025/r/ebyu/11889
  Innovative Ways of Cooperating with Public Administration for Gender Equity in Informatics

  Caner-Yıldırım, Sonay; Harizaj, Miranda; Shakarishvili, Salome

  Gender inequity in informatics remains a persistent global challenge, with women significantly underrepresented in both educational and professional domains. This disparity not only constrains diversity and innovation but also hinders the achievement of the United Nations Sustainable Development Goal 5 (SDG 5), which endeavors to achieve gender equity and empower all women and girls. This chapter explores innovative strategies for public administration to foster gender equity in informatics. It aims to analyze the current challenges, develop a transformative vision for a supportive ecosystem, and propose concrete actions and innovative instruments to empower women in the field. A comprehensive methodological approach was applied, encompassing an in-depth literature review, policy analysis, and the assessment of best practices and case studies from diverse organizations and countries. The analysis revealed several barriers to achieving gender equity in informatics, including pervasive stereotypes, gaps in digital literacy, and underrepresentation in decision-making and entrepreneurial roles. To address these challenges, the chapter proposes targeted actions and innovative tools, including integrating gender considerations into legislation, the promotion of professional networks, the establishment of equitable care systems, the provision of equal opportunities for skills development, the increased representation of women in AI, the advancement of gender-inclusive AI research, and the facilitation of strategic partnerships. By adopting gender-responsive policies, encouraging collaboration with academia, the private sector, and civil society, and promoting inclusive practices, public administration can foster a more equitable and innovative informatics sector. These strategies not only enhance diversity and problem-solving capabilities but also contribute to broader societal and economic progress in the future.

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• BookYayıncıda açık erişim2025/r/ebyu/11838
  Actions for Gender Balance in Informatics Across Europe

  Penzenstadler, Birgit; Boudaoud, Karima; Di Marco, Antinisca; Caner-Yıldırım, Sonay

  This book is a open access. The primary purpose of this book is to serve as a comprehensive guide, translating research into best practices to promote gender inclusivity in informatics. The handbook seeks to empower its readers, providing them with actionable recommendations to bridge the gender gap in informatics. This initiative aims to have an immediate impact on the informatics community, raising awareness and interest through its practical resources, and on the society bringing more women into computer science and technological studies and following career steps. This book provides you with five years of research on gender equity and improving the gender balance in Informatics across Europe. It translates current research on gender inclusivity into practical strategies and intervention methods. It offers recommendations for the recruitment, retention, and promotion of female computer scientists at different academic and industrial levels, and insights into fostering mutually beneficial cooperation between universities and industries. We have collected data from different target audiences and different education and career levels to provide insights into why we have low girl and women participation rates in sciences, why we have a leaky pipeline in academia, and why women leave the industry. We have analyzed this data and identified four target audiences for activities and policy influence. We provide sets of recommendations for each of these target groups on how to become active in advocacy as well as specific actions in their daily environments to improve learning and work environments as well as retention of women students and personnel. We provide ample scenarios of how to apply our findings in practice and share materials both in the book as well as in free public access online documentation to further disseminate and make use of this knowledge. The book serves as joint European voice of Informatics to increase the equity for women in the field.

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• Book ChapterAçık Erişim2025/r/ebyu/11756
  The EUGAIN Policy Recommendations: Strategic Dissemination Across the Media Jungle

  Boudaoud, Karima; Penzenstadler, Birgit; Caner-Yıldırım, Sonay; Bobák, Fanni

  In this chapter, we present a set of policy recommendations directed to policymakers at both national and European levels to promote gender equity in Informatics. After discussing the importance of policy recommendations, we present the proposed recommendations targeting four key audiences: Schools, Universities, Public Administration, and Private Sector. Following this, we present concrete examples of how these policy recommendations have been put into actions. We also give an overview about how they could be disseminated across different kinds of media. We focus particularly on EUGAIN’s comprehensive dissemination strategy across various media channels, including the design and distribution of posters, brochures, and social media content. These materials were developed collaboratively, ensuring they reflected the network’s collective expertise and were tailored to different audiences. Finally, we offer specific suggestions tailored to each target audience.

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• ArticleYalnız künye2025/r/ebyu/11680
  Is 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.

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