Köroğlu, Mustafa

This investigation elucidates the adoption and integration of Augmented Reality (AR) and Virtual Reality (VR) technologies within educational assessments, focusing on the distinctions between pre-service and in-service teachers. Leveraging an integrated theoretical framework that combines the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study rigorously examines the multifaceted factors influencing educators' acceptance and utilization of these emergent technologies. Data were meticulously gathered from a sample of 862 teachers—457 pre-service and 405 in-service—via detailed surveys tailored separately for AR and VR technologies. Employing confirmatory factor analysis and structural equation modeling, the study validates the measurement model and evaluates the hypothesized relationships within the framework. Results underscore significant pathways, accentuating the roles of perceived ease of use, perceived enjoyment, and social influence in shaping educators’ intentions to adopt AR and VR technologies. Notably, the analysis reveals divergent perceptions and integration strategies between pre-service and in-service teachers concerning these technologies. While pre-service teachers predominantly value usability and enjoyment, in-service teachers focus on the pragmatic integration and benefits of AR and VR in existing pedagogical practices. The findings furnish critical insights for policymakers, educational technology developers, and practitioners, aiming to amplify the efficacy and appeal of AR and VR applications in educational settings.

Erbas, Cagdas; Ture, Ersin; Sapanca, Hamza Fatih

The benefits that different technologies provide to the educational processes have been experienced by educators for years. The advantages hat teachers gain from computers, the internet, different software and technologies that change and develop every passing day have caused students to develop different skills and have also made it a necessity for teachers to be able to use these systems. As a result of these requirements, as a result of the studies of the Higher Education Council and the Ministry of National Education, which regulate higher education in Turkey, courses addressing technology education and the integration of technology into the course have been added to the process. This study aims to understand the technology-based meanings developed by teacher candidates taking the Instructional Technologies (IT) course. Within the scope of the study designed according to Husserl's phenomenology understanding, the study was conducted by 12 English Language Teaching undergraduate students and 3 researchers. It has been observed that the socio-cultural capital of the primary subjects of the study, English Language Teaching students, has shaped their lives along with their technological capital in the post-truth period. It has been seen that gods with high technology skills have created digital victims through digital world tools. It has been observed that people who were victims in the past can become resisters who engage in passive resistance against the digital world, while individuals who were not victims in the past but were aware of their victimization can become characters who actively resist the process.

Polat, Hamza; Taslibeyaz, Elif

During the COVID-19 pandemic, there was an increase in the use of online courses, which required improvements in their effectiveness. To address this, the online flipped model was suggested as a solution, and this study aimed to assess the efficacy of using interactive instructional videos within an online flipped course design. The study employed a quasi-experimental method and involved fifty-five voluntary students. The experimental group watched interactive educational videos with pop-up questions for six weeks before live courses; meanwhile, the control group watched linear instructional versions of the same videos. The same online learning activities were carried out in both groups during the online live classes for each week. Independent sample t-tests were performed to assess whether there were any differences in the learning performance, lecture engagement, sustained attention, mental effort, positive emotions, and satisfaction scores between the interactive group and the control group. The results indicated that the use of interactive videos in the online flipped model improved learning performance and reduced cognitive load, but did not significantly affect lecture engagement, sustained attention, positive emotion, and satisfaction.

Dönmez, Onur; Akbulut, Yavuz; Telli, Esra; Kaptan, Miray; Özdemir, İbrahim H.; Erdem, Mukaddes

In the current study, we aimed to develop a reliable and valid scale to address individual cognitive load types. Existing scale development studies involved limited number of items without adequate convergent, discriminant and criterion validity checks. Through a multistep correlational study, we proposed a three-factor scale with 13 items to address intrinsic, extraneous and germane cognitive load in computer-based learning environments. A thorough literature search of cognitive load indicators in the literature was followed by expert panels for content and construct validity. The initial item pool was administered to 236 undergraduate students who watched an instructional video on IP address classes. A multiple-choice achievement test was also implemented after the intervention. The exploratory factor analysis with maximum likelihood explained 58 percent of the variance with factor loads above.49, and internal consistency coefficients above.81. Convergent and discriminant validity indices were acceptable. Besides, achievement was related positively with the germane load and negatively with intrinsic and extraneous load. Fifteen percent of the achievement was explained by the three sources of the cognitive load. Then, the developed factor structure was validated with 193 undergraduate students immediately after they participated in online webinars, and with 99 undergraduate students after they participated in face to face classes. The proposed structure was confirmed in both settings so the scale was considered a reliable and valid indicator of cognitive load in both online and face-to-face learning environments.

Turan, Sedat; Aydoğdu, Fatih

This study was carried out with the aim of determining the effect of robotic coding education on pre-school children’s skills of scientific process. Study group consisted of 30 children aged five who studied in an independent kindergarten connected to Ministry of National Education in Refahiye district of Erzincan province in the first semester of 2017–2018 academic year and 15 of them were in the experiment group and other 15 of them were included in the control group. In the study, experimental design with pre-test, post-test and control groups was used. “Scale for Preschool Students’ Basic Skills” developed by Aydogdu and Karakus (Kuramsal Eğitimbilim Dergisi, 10 (1), 49-72, 2017) was applied to both experiment and control group before and after the education. After applying the pre-test to the students in the experiment group, “Coding and Robotic Education Program”, which consisted of 16 sessions, was also applied to them during eight weeks, two days a week and an hour a day. No programs were applied to the control group and they continued their education in their own programs. No programs were applied to the control group and they continued their education in their own programs. As a result of the study it was found that the post-test scores of the children in the experiment group were significantly higher than their pre-test scores. It was determined that there was no significant difference between the posttest scores and the pre-test scores of the control group. To sum up, it can be claimed that the robotic coding education, which was applied to preschool children, developed the children’s skills of scientific process.