Sürdürülebilir Kalkınma Amaçları
Yayınlar
- EditoryalAçık Erişim2026Scopus SJRQ1Recirculating Foundational Problems: Four Decades of Educational Computing in the JECR Archive (1987–2024)
Aslan, Alper; Akti Aslan, Seda; Turgut, Yiğit Emrah; Allison, Jordan; Özyurt, Özcan
This editorial presents a structured synthesis of the thematic development of the Journal of Educational Computing Research (JECR) from 1987 to 2024, drawing on a computational analysis of 1,597 articles. Applying Latent Dirichlet Allocation (LDA), the analysis identifies thirteen thematic structures that reveal both the enduring commitments and the emerging orientations of the journal across nearly four decades. Themes such as problem-solving through programming and self-efficacy in programming education have constituted persistent research agendas since the journal’s earliest volumes, while computational thinking and game-based learning have gained substantial momentum since 2015. These patterns suggest that JECR’s intellectual identity is best understood not as a sequence of discrete topical shifts, but as a sustained process in which a bounded set of foundational problems is repeatedly re-articulated under changing technological and epistemic conditions. The editorial situates this trajectory in relation to contemporary developments in artificial intelligence and educational technology, arguing that the journal’s historical archive offers an indispensable conceptual framework for interpreting present-day transformations.
AtıfScopus1OpenAlex1
İncele - MakaleYayıncıda açık erişim2026Scopus SJRQ1Thematic Structure of Pedagogical Agent Studies: LDA Analysis for the Period 2020–2025
Turgut, Yigit Emrah; Aktı Aslan, Seda; Kopuz, Tuba; Aslan, Alper; Allison, Jordan; Özyurt, Özcan
This study examines 2,360 pedagogical agent (PA) articles published between 2020 and 2025 to identify thematic structures, trends, and research gaps through bibliometric analysis and LDA-based topic modeling. The optimal model produced 10 themes (c_v = 0.4767). The dominant themes—Learner Interaction with Virtual Assistants in Education, Student-Centred Learning and Individual Guidance, and NLP Foundations for Pedagogical Agents—account for 51.3% of publications. Trend analyses revealed consistent growth in both Artificial Intelligence and Pedagogical Design in Education and NLP Foundations for Pedagogical Agents, while Learner Interaction with Virtual Assistants in Education reached saturation. Interaction network results showed these themes at the conceptual core of the field, whereas AI-Driven Medical Chatbots, Knowledge-Based Learning Models, and Student Experiences in Intelligent Learning Environments emerged as future research areas. Overall, findings highlight a strong thematic shift toward artificial intelligence, natural language processing, and student-centered learning.
- MakaleAçık Erişim2026Scopus SJRQ1Thematic Evolution of Educational Technology Research: A Large-Scale Topic Modeling Perspective
Aslan, Alper; Aktı Aslan, Seda; Turgut, Yiğit Emrah; Allison, Jordan; Özyurt, Özcan
This study aims to reveal the thematic evolution of the educational technology field by analyzing 17,393 articles published between 2000 and 2024 in ten leading journals using the Latent Dirichlet Allocation (LDA) based topic modeling. Based on the analysis of title, abstract, and keywords, 20 themes were identified and grouped under seven broader meta-themes such as “Teacher Professional Competence and Technology Adoption”, “Digital and Disciplinary Literacy Development”, and “Immersive and Experiential Learning Technologies”. The model achieved its highest coherence at K = 20 (c_v = 0.4091), and the stability of the thematic structure was supported through additional runs with alternative hyperparameter configurations and expert validation. The findings show that there has been a significant increase in themes such as “Technology Integration”, “Teacher Roles in Online Learning Design”, and “Technology Acceptance and Self-Efficacy” in recent years. Temporal trend and growth analyses indicate that these themes will continue to shape the research landscape in the upcoming years. This holistic approach, which overcomes the contextual limitations of traditional bibliometric analysis, makes a significant contribution to the literature by mapping the last 25 years of scholarly accumulation in educational technology.
AtıfScopus2OpenAlex2İncele - MakaleYayıncıda açık erişim2025Scopus SJRQ1Effectiveness of flipped classroom model in distance education: An experimental study in Turkish language course
Aslan, Seda Aktı; Turgut, Yigit Emrah; Ünlü, Gökhan; Allison, Jordan
This study investigates the impact of the Flipped Classroom Model (FCM) on university students’ learning achievement, self-directed learning skills (SLS), and course interaction within the context of live online classes (LOC). Employing a 14-week quasi-experimental design, the research involved an experimental group (n = 34) exposed to the FCM and a control group (n = 25) taught through traditional methods. Pre-tests indicated that the groups were not statistically different at baseline. Post-intervention analyses revealed no statistically significant differences between the groups in terms of immediate learning achievement or course interaction. However, results from a delayed post-test indicated that students in the experimental group demonstrated significantly higher retention of learning content compared to their counterparts. No significant improvements were observed in self-directed learning skills, suggesting that the FCM, as implemented, may not effectively foster such competencies across all learners. Furthermore, the model did not significantly enhance student interaction in the online classroom environment. These findings suggest that while the FCM may support long-term retention, its overall impact on achievement, interaction, and the development of SLS in LOC settings is limited and may be moderated by students’ existing self-regulatory capacities.
