Browsing by Author "Atman Uslu N."
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Item Predicting technology integration based on a conceptual framework for ICT use in education(Routledge, 2019) Atman Uslu N.; Usluel Y.K.The purpose of this study is twofold: (1) to propose a conceptual framework for classifying ICT use in education and (2) to develop and test a structural model including both teacher- and school-related factors, to explain technology integration. A conceptual framework has been developed in order to classify use of ICT (information and communications technologies) in education with an instrumentalist perspective. Indicators of technology integration have been clearly identified and associated with the constructs in the framework. Access, technical support, administrative support and professional development support are examined under school-related variables, while teachers’ beliefs and ICT competencies are investigated under teacher variables. A model based on these variables has been proposed and tested through structural equation modelling. Data was collected from 403 teachers working in primary and secondary schools. Results have indicated that factors in the model explained 70% of the variance in the technology integration that showed that the substantial amount of variance was predicted. © 2019, © 2019 Association for Information Technology in Teacher Education.Item Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies(Academic Press Inc., 2022) Atman Uslu N.; Yildiz Durak H.Collaborative learning has a potential in the development of learner autonomy. However, it is seen that there is a need for studies on the role of group mechanisms in the development of learner autonomy in the collaborative learning process. In this regard, the purpose of this study was to examine the role of group metacognition and self-, co-, and socially shared regulation of motivation in predicting learner autonomy. The study was conducted with 350 university students. Data was analyzed by multinominal logistic regression analysis. The findings showed that planning and monitoring, which are components of metacognition at the group level, affect the autonomy. The findings of this research revealed that planning increases the probability of having a high level of learner autonomy, while tracking reduces the probability of having a low level of autonomy. In addition, it was determined that the regulation of motivation at the individual level affects learner autonomy. However, the effect of self-regulation of intrinsic motivation on the probability having high or low learner autonomy is found to be not significant. In the light of the research findings, suggestions were presented to promote autonomy in collaborative learning environments. © 2022 Elsevier Inc.Item The relationships between university students' information-seeking strategies, social-media specific epistemological beliefs, information literacy, and personality traits(Elsevier Ltd, 2022) Atman Uslu N.; Yildiz Durak H.Due to doubts about the reliability of information in social media environments, and the epistemological beliefs of individuals who use these media, questioning the source of information and the perception of knowledge structure, is an important research topic. A structural model was constructed to explore structures associated with epistemological beliefs (justification for knowing) and online information-seeking strategies. The model included personality traits and information literacy. Data were collected from 190 university students. PLS-SEM was implemented in the analysis of the data. Analysis revealed that there was a significant relationship between epistemological beliefs specific to social media and information-seeking strategies, and information literacy structure has a direct effect on information-seeking strategies. Agreeableness and neuroticism were related with several dimensions of social media-specific beliefs. It was found that the personality trait which has the greatest effect on online information-seeking strategies is conscientiousness. © 2022Item Comparing reflective and supportive scaffolding in 3D computer-aided design course: Engineering students' metacognitive strategies, spatial ability self-efficacy, and spatial anxiety(John Wiley and Sons Inc, 2022) Atman Uslu N.; Yildiz Durak H.; Gökçe Mehmet A.Y.Three-dimensional (3D) modeling provides a suitable context for the improvement of students' higher order thinking skills as it involves challenging and complex learning tasks. For students to succeed in difficult learning tasks, it is necessary to determine the effects of the scaffolding type given to the students in the learning process. This study asserts that reflective and supportive scaffolding has a critical effect on the dependent variables. Reflective scaffolding enables students to explain their reflective processes and clarify their reflective behavior, using personal reflection as a learning tool. Supportive scaffolding provides a process to develop knowledge and guidance on what participants should consider. This study compares the effects of different scaffolding types (reflective or supportive), students' prior knowledge on students' use of metacognitive strategies, spatial ability self-efficacy, and spatial anxiety in the 3D computer-aided design course. A pretest and posttest 2 x 2 x 2 factorial quasi-experimental model was used in the study. This study was carried out with 118 undergraduate mechanical engineering students. Analysis of covariance (ANCOVA) was used in the analysis of the data. The results showed that the supportive scaffolding group scored higher in the metacognitive strategies variable than the reflective scaffolding group. The supportive scaffolding group showed higher spatial ability than the reflective scaffolding group. This study provides engineering educators with an overview of the use of scaffolding types, their effects on the effectiveness of learning environments, and the design of these environments. © 2022 Wiley Periodicals LLC.Item Parental awareness and supervision to prevent cyberbullying: Scale adaptation and a review in terms of demographic variables(Elsevier Ltd, 2022) Atman Uslu N.; Yildiz Durak H.The purpose of this study was to adapt the Parental Awareness and Supervision to Prevent Cyberbullying scale developed by Martín-Criado, Casas, and Ortega-Ruiz (2021) to Turkish and to carry out validity-reliability studies. The questionnaire includes five factors and 27 items in total: (a) parental knowledge of cyberbullying, (b) perception of parental competence in this regard, (c) parental perception of online risks, (d) the attribution of parental responsibility in digital education, (e) family supervision. The data were collected from 208 parents who voluntarily participated in the study. Confirmatory factor analysis evidenced that the fit indices are acceptable and/or perfect fit. Cronbach's alpha values for the factors were between 0.744 and 0.874 and the composite reliability values were between 0.754 and 0.857. These findings proved sufficient evidence for the reliability of the questionnaire. The study also investigated that parents’ perceptions of the adapted questionnaire and their variation according to the demographic variables. A significant difference was observed between the parents for the parental supervision dimension. In addition, there were differences according to the age level of the parents, the school level of the child, and the education level of the parents for the dimensions of parental competence and parental supervision. The suggestions were presented for theory and practice within the framework of the findings. © 2021 Elsevier LtdItem Group regulation guidance through agile learning strategies: empowering co-regulation, transactive memory, group cohesion, atmosphere, and participation(Springer, 2023) Yildiz Durak H.; Atman Uslu N.The main purpose of Computer-Supported Collaborative Learning (CSCL) is to improve academic performance through collaborative systems design. To increase the quantity and quality of interactions in CSCL and to reduce feelings of loneliness and burnout during online learning, learner group regulation should be supported. According to the literature, performance and learning motivation cannot be achieved if group communication and interactions are not adequately supported in collaborative learning. However, studies comparing traditional online teamwork and co-regulation guidance are rare. In this context, the purpose of this study is to determine the effects of experimental application designed using agile project management tools to support students’ group regulation in collaborative teamwork in online environments on co-regulation, transactive memory, group cohesion, atmosphere, and participation in web programming education. 91 university students participated in this study, which was carried out in the web programming course. The application lasted 17 weeks. Qualitative and quantitative data were collected in the study, which was designed with the mixed method. As a result of the research, there was a significant difference between the co-regulation, group cohesion, and group participation scores of the students in group regulation guidance practices through agile learning strategies, according to the intervention groups. It was concluded that the experimental application had positive effects on the improvement of group dynamics. This study provides an example of how to develop co-regulation practices in online collaborative contexts. © 2023, Association for Educational Communications and Technology.Item How do computational thinking self-efficacy and performance differ according to secondary school students’ profiles? The role of computational identity, academic resilience, and gender(Springer, 2023) Atman Uslu N.In recent years, computational thinking (CT) initiatives have been increasing in both research and practice. Although the importance of students’ resilience and computational identity in the CT development process is recognized, more research is needed on their role on students’ CT skills. Therefore, little is known about whether differences in students’ CT performance and CT self-efficacy (CTSE) are related to computational identity and academic resilience for programming (ARP). This study aims to understand how secondary school students’ latent profiles are distributed according to computational identity and ARP using a person-centered approach. Afterward, the current research examines how these profiles differ according to CT test performance and CTSE scores. The participants of the study consisted of 601 secondary school students. Latent profile analysis revealed four profiles based on computational identity and resilience: (a) low, (b) low to moderate, (c) moderate to high, (d) high. The effect of profile membership and gender on CTSE and CT test performance was determined by two-way ANOVA analysis. CTSE score increases in profiles where the level of identity and resilience increases. The impact of profiles and gender interaction on CTSE is significant. Low profile male students have significantly lower CTSE scores than other groups. While profiles affected CT performance significantly, no difference is found by gender. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking(Springer, 2023) Yildiz Durak H.; Atman Uslu N.; Canbazoğlu Bilici S.; Güler B.In this study, the role of science and computational thinking (CT) in teaching self-efficacy and design thinking variables were examined to explain the technological pedagogical content knowledge (TPACK) knowledge forms needed by science teachers for integrated Science, Technology, Engineering and Mathematics (STEM) within the framework of the TPACK framework. 216 teachers working as science teachers in Turkey participated in the research. In the study, data were collected in an electronic form consisting of five parts. The model proposed in the research was tested with the partial least squares-structural equation modeling (PLS-SEM) method. The research showed that the self-efficacy of science teachers was related to technological pedagogical engineering knowledge (TPEK), T- integrated (I) STEM, and technological pedagogical science knowledge (TPSK). In addition, the self-efficacy of science teachers is also effective in design thinking. CT teaching self-efficacy has a positive effect on design thinking and the development of technological pedagogical mathematics knowledge (TPMK), TPEK, and TPSK structures. Design thinking skill is also related to TPMK, TPEK, and TPSK structures. These results can be a guide to ensure the effectiveness of professional development programs that will be prepared to improve science teachers’ integrated STEM competencies. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item A Latent Profile Analysis for the Study of Multiple Screen Addiction, Mobile Social Gaming Addiction, General Mattering, and Family Sense of Belonging in University Students(Springer, 2023) Saritepeci M.; Yildiz Durak H.; Atman Uslu N.During the COVID-19 period, individuals who physically isolated themselves from the social environment increased their screen time compared to before, and the time spent in the family environment increased. Increasing screen time is considered a factor that increases addiction. In this context, the purpose of this study was to examine the profiles of university students according to multiple screen addiction, mobile social online gaming addiction, and general mattering. The participants of this study are 588 university students. Personal information form and four different scales were used in the study. The latent profile analysis was used to analyze the data. As a result of the research, four different sets of participants were formed. The variables excessive behavior, compulsive behavior, and loss of control increase the likelihood that students will be clustered in the average profile. It was observed that all variables except gender and age increased the probability of clustering in the medium multiple screen addiction low gamers profile. It was observed that excessive behavior, compulsive behavior, and loss of control variables increased the probability of clustering in the high multiple screen addiction high gamers profile. As a stronger predictor than other profiles, it was determined that the probability of students performing high multiple screen addiction high gameplay activities was approximately 3 times more than the students in profile 1. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Preparing Pre-Service Teachers for Computational Thinking Skills and its Teaching: A Convergent Mixed-Method Study(Springer Science and Business Media B.V., 2023) Tankiz E.; Atman Uslu N.The purpose of this study was to examine the pre-service teachers’ computational thinking (CT) skills and self-efficacy (SE) towards teaching CT, who attended a course in which educational games were developed in a block-based programming environment and lesson plans were prepared accordingly. The research was conducted with thirty seven pre-service teachers who took the instructional technologies course. The convergent parallel mixed method was used in this study. Accordingly, quasi-experimental design with pretest-posttest was applied in the quantitative part, and thematic analysis was conducted in the qualitative part. The implementation process was carried out in three stages. In the first stage, pre-service teachers gained awareness about the components of CT and established applications about algorithm writing and Scratch. In the second stage, pre-service teachers developed Scratch-based games related to their subjecs areas. In the third stage, they prepared lesson plans teaching CT skills by using the games that they developed. The quantitative findings of the study showed that pre-service teachers’ CT and SE perceptions towards its teaching increased significantly. This increase had a weak effect on the CT skill and a large effect on the SE perception regarding the teaching of this skill. It was concluded that the qualitative findings support the quantitative findings. Pre-service teachers stated that the implementation process contributed to their CT skills and SE towards its teaching. In addition, the implementation process contributed to their professional competencies, including technological and pedagogical knowledge. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.Item Modeling of variables related to parents’ awareness in Cyberbullying Prevention(Springer, 2023) Vezne R.; Atman Uslu N.; Yildiz Durak H.Cyberbullying awareness of parents is significant to reduce exposure to cyberbullying. However, it is noteworthy that there are limited studies on the factors affecting parents’ knowledge and competencies about cyberbullying and the change of these factors according to the education level of the child. This study aims to determine the relationships among cyberbullying knowledge and competence levels of parents with children studying in K-12 and mediation in children’s Internet use, family harmony and technology usage experience and examine how it differs according to the child’s education level. This study was done with a representative sample consisting of 662. It was found that the competencies of the parents in preventing cyberbullying were related to positive harmonious relationships within the family, technology use experience and parental mediation. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge in cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility. In addition, instead of parents’ restrictive mediation styles in their children’s use of technology, the co-use, active mediation, and supervision styles can help reduce the likelihood of children being exposed to risks such as cyberbullying and victimization. In the multi-group analyzes made, it is seen that the research model works at the primary school level with the highest explanation rate. Moreover, it was concluded that different mediation types were effective for primary, secondary, and high school levels. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Online learning in higher education: Examining the predictors of students’ online engagement(Springer, 2023) Vezne R.; Yildiz Durak H.; Atman Uslu N.In this study, the effects of remote learning attitude, extrinsic and intrinsic goal orientation on the dimensions of online engagement were examined. 293 teacher candidates at a state university in Turkey participated in the research. PLS-SEM was used to analyze the data. In all models, relationships related to online collaboration with peers, online communication with instructor, participation in online classes, and completing assignments and tasks were confirmed. The relationships between the attitude towards attending online courses and the skills and emotional dimensions of engagement were confirmed. The relationships between intrinsic goal orientation (IGO) and skills and emotional dimensions of engagement are significant. Extrinsic goal orientation (EGO) is only related to the performance dimension of engagement. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.Item Investigating the effects of SOLO taxonomy with reflective practice on university students’ meta-cognitive strategies, problem-solving, cognitive flexibility, spatial anxiety: an embedded mixed-method study on 3D game development(Routledge, 2023) Yıldız Durak H.; Atman Uslu N.The 3D game development process is significant in improving knowledge and skills, such as literacy of information technologies, computational, analytical, and algorithmic thinking, programming, and spatial abilities. Besides, the 3D game development is a difficult and complex learning process. Within this context, it was decided that teaching should be restructured to support the metacognitive strategies’ use skills of students. SOLO taxonomy was used as a framework for restructuring the content of teaching. In the literature, SOLO is preferred as a solution for teaching contents, which is complex and challenging to learn. The aim of this study is to improve problem-solving skills (PSS), cognitive flexibility, meta-cognitive strategies use skills and spatial anxiety in teaching the 3D game development, supported with metacognitive strategies and restructured with SOLO. An embedded pattern is used in this study. This study showed that experimental intervention influences change in students’ PSS and metacognitive strategies use skills. It is necessary to include SOLO taxonomy in content planning to increase the learning performance. It is supposed that the study results will provide an insight for implementers to design and execute difficult and complex teaching in computer science education and will assist them in developing different perspectives. © 2022 Informa UK Limited, trading as Taylor & Francis Group.Item A systematic review study on educational robotics and robots(Routledge, 2023) Atman Uslu N.; Yavuz G.Ö.; Koçak Usluel Y.This study, which systematically examines educational robotics and robots (ERR), has two purposes. (1) Classifying the research on the ERR to identify research trends and gaps, (2) Summarizing the experimental findings related to ERR and to interpret them according to the claims in the literature. A mixed method combining systematic mapping and systematic review were used in the study. Ninety-three articles published in Social Sciences Citation Index (SSCI) indexed journals and meeting the specified criteria were analyzed using a systematic mapping process. The results showed that 40 out of 93 articles did not include any learning theory. Thirty-two experimental studies were analyzed within the scope of the systematic review. The empirical findings supporting some of the claims about ERR are summarized and the research gaps in the claims that need to be supported by theoretical and pedagogical approaches are revealed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.Item Investigating the effect of digital storytelling on multicultural competencies and social justice: A mixed method study in psychological counseling education(Elsevier Ltd, 2024) Göğebakan Yıldız D.; Atman Uslu N.This study examined the effect of an education process supported by digital storytelling (DST) regarding immigration on the multicultural competencies and social justice of psychological counselor candidates. The research was designed with mixed methods. Twenty-two junior students studying in the guidance and psychological counseling department of the Faculty of Education of a state university participated in the study. The study was conducted over nine weeks. In the quantitative phase of the research, a single group pretest posttest quasi-experimental design was used. To collect data for the qualitative phase, the researchers created an open-ended questionnaire to collect the opinions of psychological counselor candidates about the application process. Wilcoxon Signed Rank Test, one of the non-parametric tests, was used to analyze quantitative data in the study. As a result of the application process, there was a positive significant difference between the pretest and posttest scores of the students in the study group regarding their multicultural competence and their attitudes towards social justice. According to qualitative findings, four themes emerged regarding multicultural competencies: (a) Awareness, (b) Understanding different cultures, (c) Professional skills, (d) Concepts. The themes that emerged regarding social justice are as follows: (a) Sensitivity, (b) Advocacy for rights, (c) Social structure, (d) Fundamental rights. Considering these findings, educational process supported by migration-themed DST positively contributed to the multicultural competencies of psychological counselor candidates and their attitudes toward social justice. © 2024 Elsevier LtdItem Development and in-depth investigation of pre-service teachers' digital competencies based on DigCompEdu: a case study(Springer Science and Business Media B.V., 2024) Haşlaman T.; Atman Uslu N.; Mumcu F.The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers in an educational process; (b) To describing their digital competences by examining artefacts designed by pre-service teachers based on DigCompEdu framework. Holistic single case study was employed in this study and the course was examined as a single unit. The study group consisted of 40 pre-service teachers. A 14-week course has been designed to develop the digital competencies of pre-service teachers based on the DigCompEdu framework. The e-portfolios and reflection reports of 40 pre-service teachers who participated in the study were examined and evaluated according to the indicators presented for each competence within the framework of DigCompEdu. Pre-service teachers' digital competences were assessed as folows: mostly C2 level in digital resources; mostly C1 level in teaching and learning, and mostly B2 level in assessment and empowering learning. An education process that blends theoretical and practical assignments for the pre-service teachers' digital competencies to be improved was conducted in this study. It is expected that the steps that were followed in the study in the process of training pre-service teachers be directive towards researchers who wish to study this subject. It is important that contextual and cultural qualities are taken into consideration in the interpretation of the findings in the study. This study contributes to the literature in terms of evaluating the digital skills of pre-service teachers based on reflection reports and e-portfolios, instead of self-report surveys. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.Item Acceptance of educational use of the Internet of Things (IoT) in the context of individual innovativeness and ICT competency of pre-service teachers(Routledge, 2024) Gökçearslan Ş.; Yildiz Durak H.; Atman Uslu N.The acceptance of IoT technologies in education by pre-service teachers will affect their intention to use these technologies in the future. Previous research has addressed the effects of variables on the acceptance of IoT technologies in education to a limited degree. Therefore, this study aims to propose and test a structural model that determines educational IoT technology acceptance. This study, the acceptance of IoT in the educational environment is modeled in the context of individual innovativeness and information and communication technologies (ICT) competencies. According to the results of the research conducted with 471 pre-service teachers, 69% intended to use IoT in education is explained in a technology acceptance model (TAM) in which TAM variables, individual innovativeness, and ICT competencies are combined. © 2022 Informa UK Limited, trading as Taylor & Francis Group.Item The role of flexible thinking and academic achievement emotions in predicting goal-setting, time management, and self-evaluation in online learning: a multi-group analysis(Routledge, 2024) Yildiz Durak H.; Atman Uslu N.The purpose of this study is to examine the effect of flexible thinking and achievement emotions in predicting goal-setting, time management, and self-evaluation in the context of online learning. In the study, 438 students at six different universities participated. The proposed structural model was analyzed by PLS-SEM. In the structural model, the relationships between open-mindedness in learning, learning technology acceptance, and adapting to new technologies in flexible thinking-related learning were confirmed. A positive direct effect on enjoyment, pride goal-setting, time management, and self-evaluation from academic achievement emotions was found. Boring has a direct negative effect on these constructs. On the other hand, the hypotheses that concern affected time management and self-evaluation were accepted. According to the test results of the proposed model, the variance was 43.3% for goal-setting, 33.7% for time management, and 27.8% for self-evaluation. In addition, the path coefficients for the proposed model were examined by multigroup analysis to whether there is a significant difference according to gender. In the sub-sample consisting of female students, the path coefficient for the relationship between the dimensions of flexible thinking and enjoyment was found to be higher than for males, and this difference was found to be statistically significant. © 2023 Informa UK Limited, trading as Taylor & Francis Group.