Sürdürülebilir Kalkınma Amaçları
Yayınlar
- 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.
- 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.
- MakaleYalnız künye2024Scopus SJRQ1Parental mediation in Turkey: The use of mobile devices in early childhood
Aslan, Alper; Turgut, Yigit Emrah
This study aims to investigate the use of mobile devices including smartphones and tablets in terms of mediation types of parents who have young children. In this case study, which is one of the qualitative research methods, criterion sampling was adopted for the selection of the study group. The fact that parents of 4–7-year-old children who use mobile devices is determined as the principal criterion. Twelve children aged 4–7 and their parents participated in the study. Data were collected through child observations and parent interviews. The results indicated that children with the mediation of parental supervision had fewer problematic behaviors in the use of media and faced fewer online risks. Besides, children whose parents have general restrictive mediation were the most likely to exhibit problematic media use behaviors. Children whose parents have active mediation were also the most likely to face Internet risks. It was observed that children frequently played games and watched videos on mobile devices. Most parents considered their children’s use of mobile devices as risky and harmful, while it was considered as useful only by co-using parents. It was found that children’s use of mobile devices causes physical, psychological, communicational, and cognitive issues while improving their academic abilities, interests, and cognitive structures. Nevertheless, it was discovered that parents used mobile devices to convince their children to go through their daily routines such as eating, bathing, and sleeping or calm them down in the workplace or social environments.
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İncele - MakaleAçık Erişim2022Scopus SJRQ1Academicians’ awareness, attitude, and use of open access during the COVID-19 pandemic
Turgut, Yigit Emrah; Aslan, Alper; Denizalp, Nuran Varlı
The aim of this research is to reveal academics’ awareness, attitude, and use of open access. In line with the research purpose, the survey research design is adopted. This research consists 151 academics from 12 basic research areas; eight of them being Professor Dr, 17 being Associate Professor Dr, 49 being Doctor Lecturer, and 77 being Research Assistant or Lecturer. A questionnaire consisting of 19 open access and five demographic information questions was used for the data collection tool. The research results show that 75% of the academics have open access awareness and that their awareness is generally created by information that they obtain through the Internet and their friends. In addition, most of the academics indicate that their awareness of open access has increased during the pandemic period. When considering the level of academics’ use of open access, it is found that 75% of the academics use articles in open access journals for their own research and 51% of the academics do not publish any articles in open access journals.
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İncele - MakaleYalnız künye2021Factors Affecting Parents' Share on Social Media about Their Children
Turgut, Yigit Emrah; Kopuz, Tuba; Aslan, Alper; Toksoy, Seyhan Eryilmaz
In this study, it was aimed to determine the factors affecting parents' share on social media about their children. This is a qualitative study which was conducted with the participation of 88 parents. Data were collected through an online questionnaire consisting of open-ended questions. It was revealed that most of parents participating in the study posted about their children on social media. It was determined that parents mostly pay attention to the children's appearance and privacy while sharing posts regarding their children on social media. It has been observed that among the factors affecting sharing, the factor of staying in contact with the social environment of the parents stands out. Besides, some parents' desire to make special days permanent and the fact that their shares make them feel happy were other factors which draw attention. It was concluded that the parents did not have sufficient knowledge about the legal processes that may arise from their social media posts.
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İncele - MakaleAçık Erişim2021Scopus SJRQ1Teachers' views related the middle school curriculum for distance education during the COVID-19 pandemic
Aslan, Seda Akti; Turgut, Yigit Emrah; Aslan, Alper
This qualitative study aims to examine teachers’ opinions concerning the middle school curricula that have been in use for years, in order to determine its suitability for distance education during the COVID-19 pandemic. The participants consisted of eighteen middle school teachers from different subject areas in Turkey. A maximum variation sampling method was employed for participant selection. The data was collected through semi-structured interviews. Due to the pandemic, the interviews were conducted using video conferencing applications. The data was analyzed through content analysis. According to the findings, the teachers report that while they are effective in achieving cognitive objectives, they have difficulties in achieving affective and psychomotor objectives. In addition, the teachers do not prefer to design their own materials, rather they mainly benefit from ready-to-use materials during emergency distance education. The teachers also reveal that direct instruction and questioning were the teaching methods and techniques they preferred in online courses and that they were unable to adapt other methods and techniques to distance education, which resulted in students experiencing teacher-centered activities. Moreover, the teachers complain about students not attending the online courses on time or even at all, their disinterest, a lack of instant feedback, limited communication with students, and insufficient course lengths. Another critical finding was that the teachers only use homework, end-of-unit quizzes, and participation to online courses as measurement and evaluation tools and agree that they are unable to administer reliable and valid evaluation tools. The limitations of the study and implications for future research are later discussed.
AtıfScopus18WoS16OpenAlex40İncele - MakaleYalnız künye2021Scopus SJRQ1Factors affecting ICT integration in TURKISH education: a systematic review
Turgut, Yigit Emrah; Aslan, Alper
This research aims to reveal factors affecting Information and Communication Technologies (ICT) integration in learning environments in Turkey. The meta-synthesis method is used to make in-depth analysis and to interpret qualitative research findings on this issue. Through inclusion and exclusion criteria, 60 studies among 907 candidate studies accessed from databases named Web of Science, Education Resource Information Center (ERIC) and the Turkish Academic Network and Information Center (ULAKBIM) are included in this research. As a result of analyses, it is revealed that ICT integration into learning environments in Turkey is affected by five factors; students, educational material, infrastructure, management, and teachers. Considering these factors, it has been found that certain factors become prominent namely: the ICT and pedagogy competence of teachers; students’ ICT competence; a lack of technical equipment and technical support; a lack of educational materials; the attitudes of school administrators; and the quality and lack of in-service training for ICT. It is concluded that the factors affecting the ICT integration in education are directly or indirectly related to each other, and that ICT integration should be addressed with all its stakeholders and phases as a whole.
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