Browsing by Author "Cukurbasi, B"

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    Instructional design and instructional effectiveness in virtual classrooms: Research trends and challenges
    Cukurbasi, B; Kiyici, M
    This literature review aimed to examine the status, trends and tendencies in publications about virtual classrooms, instructional design in the virtual classroom and instructional effectiveness in the virtual classroom, as indexed in the ERIC database. For this review, we examined 2680 publications indexed in ERIC between 1994 and 2018. We collected data with data mining and utilised several Python libraries as resources for developing the analysis plan. The results of the analysis are presented in visual form. For each of the three subject matter areas examined in this study, we present the themes in the publications by years, titles, abstracts and ERIC descriptors. We report in detail the trends and challenges that emerged from the analysis. The results show that the words learning, online, and environment were prominent in each of the three subject matter areas. The primary topics addressed were literacy and curriculum development, and researchers examined the roles of instructors, learners and managers.
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    Use of Digital Mind Maps in Technology Education: A Pilot Study with Pre-Service Science Teachers
    Debbag, M; Cukurbasi, B; Fidan, M
    This case study aims at ensuring preservice science teachers to acquire experience by creating paper-based mind maps (PB-MM) and digital mind maps (D-MM) in technology education and to reveal their opinions on these mind mapping techniques. A total of 32 preservice science teachers, enrolled in the undergraduate program of Science Teaching at a university in Turkey, participated in this study. During the first three weeks of the six-week study, participants created PB-MM for certain subjects in science education. For the rest of the weeks, they created D-MM by using Coggle. As data collection tool, a form, consisting of open-ended questions, was used in this study. The obtained results demonstrated that the participants generally reported positive opinions including that mind maps are beneficial and useful tools in reinforcing, assessing and visualizing learning in general, making lessons more entertaining as well as offering ease of use. It was also concluded that students can also use mind maps in teaching of other topics such as Vitamins, The Earth and the Universe and Systems in particular, as well as in events like meetings, presentations, brainstorming. Advantages of D-MM were listed as the possibility of adding multimedia material, ease of correction processes and the visual richness, while its disadvantage was listed as experiencing technical problems. PB-MM contribute to psychomotor development of students as well as learning by performing/experiencing. The difficulty in processes such as deleting, editing, etc. and in adding videos and images constitute the restrictions of PB-MM technique.
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    Metaphoric perceptions of pre-service teachers about 'LEGO Robotic Instructional Practices,' 'Augmented Reality' and 'Flipped Classroom' concepts
    Fidan, M; Debbag, M; Cukurbasi, B
    The aim of this study is to reveal perceptions of pre-service teachers about 'LEGO robotic instructional practices,' 'augmented reality' and 'flipped classroom' concepts through metaphors. The study is descriptive research that was conducted as a survey model. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016-2017. A form consisting of three open-ended questions was used as a data collection tool during the study. The data acquired were analyzed through content analysis method. Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as 'edutainment tool,' 'a technological tool' and a 'development tool,' while 24 different metaphors created in relation to the augmented reality concept were categorized as 'Perception Of Reality', 'A Technological Tool', 'Change/Transformation Tool' and 'Entertainment Tool'. Moreover, 25 different metaphors created in relation to the flipped classroom concept were classified in two categories as a 'form of education' and 'an education shaping tool'. Moreover, almost all of the metaphors created were observed to have positive features.
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    Balancing performance and comfort in virtual reality: A study of FPS, latency, and batch values
    Geris, A; Cukurbasi, B; Kilinc, M; Teke, O
    This manuscript investigates the relationships among various performance metrics in a virtual reality (VR), namely frames per second (FPS), latency, batches, and the number of triangles (tris) and vertices (verts). The study aims to uncover correlations and directional associations between these metrics, shedding light on their impact on VR performance. The findings reveal a significant correlation between FPS and latency, albeit in opposite directions. Higher FPS values are associated with reduced latency, indicating that a smoother visual experience is accompanied by shorter delays in the VR. Conversely, lower FPS values are linked to increased latency, suggesting a potential degradation in overall system responsiveness. Additionally, a strong correlation is observed between latency and batches processed. This finding implies that latency has a direct impact on the system's ability to efficiently process and render objects within VR. Furthermore, a positive correlation is identified between the number of batches and the values of tris and verts. This relationship suggests that higher batch counts are associated with larger quantities of triangles and vertices, reflecting a more complex scene rendering process. Consequently, the performance of VR may be influenced by the density and intricacy of the virtual environments, as indicated by these metrics.