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    An ecological approach to technology appropriation: A sustainable digital learning material development ecosystem
    (IGI Global, 2020) Coskun, Tugra Karademir; Alper, Ayfer
    The study aims to construct an innovation-based digital learning material (DLM) development ecosystem that penetrates and sustains within the school culture in order to diffuse and maintain DLM development. Sixty-two teachers from 21 different branches participated in this nested mixed design study. Data were collected through scales and interviews, and the study was based on the steps adopted by Rogers on the diffusion of innovation. Quantitative data were analysed with cluster analysis, logistic and multi-linear regression. Qualitative data were analysed with structural, in vivo, and axial coding in order to construct the ecosystem. The findings demonstrate that the main variables, which were determined to influence the adoption and sustenance of DLM development by teachers, were the support of administrators and colleagues, the willingness and need to develop DLM, computer knowledge, and DLM development self-efficacy. © 2020 by IGI Global.
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    Early Childhood Pre-service Teachers' Awareness on Digital Game Addiction
    (Turkish Green Crescent Soc, 2019) Coskun, Tugra Karademir; Filiz, Ozan
    This study examines the factors that lead to digital game addiction in children based on the perspectives of early childhood pre-service teachers and has defined the relationships among the factors. For this purpose, basic interpretive research has been used as the research design. The study's participants consist of 55 early childhood pre-service teachers studying in the 2nd grade of Early Childhood Education Department in a public university during the 2017-2018 school year. The data have been collected using a semi-structured interview form developed by the researchers. Content analysis has been used to analyze the data. The findings reveal that family, children, environment, and games are the main themes that cause digital game addiction. Being an improper role model, improper technology use, wrong roles assigned to technology, work intensity, lack of knowledge, lack of control, apathy, and doing everything the child wants are the sub-themes for family. The sub-themes for children are finding an imaginary world, age characteristics, enjoyment, struggling to belong, lack of socialization, and lack of self-confidence. Bad urbanization, insecurity in the streets, and the digitalized world are sub-themes for environment, while the theme of games has two sub-themes: a game's attractiveness and physiological effect.
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    Evaluating the evaluators: A comparative study of AI and teacher assessments in Higher Education
    (Univ Barcelona, Res Group Educ & Virtual Learning, Digital Educ Observatory, 2024) Coskun, Tugra Karademir; Alper, Ayfer
    This study aims to examine the potential differences between teacher evaluations and artificial intelligence (AI) tool-based assessment systems in university examinations. The research has evaluated a wide spectrum of exams including numerical and verbal course exams, exams with different assessment styles (project, test exam, traditional exam), and both theoretical and practical course exams. These exams were selected using a criterion sampling method and were analyzed using BlandAltman Analysis and Intraclass Correlation Coefficient (ICC) analyses to assess how AI and teacher evaluations performed across a broad range. The research findings indicate that while there is a high level of proficiency between the total exam scores assessed by artificial intelligence and teacher evaluations; medium consistency was found in the evaluation of visually based exams, low consistency in video exams, high consistency in test exams, and low consistency in traditional exams. This research is crucial as it helps to identify specific areas where artificial intelligence can either complement or needs improvement in educational assessment, guiding the development of more accurate and fair evaluation tools.
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    Examination of cyberloafing studies in education: A content analysis
    (Birlesik Dunya Yenilik Arastirma ve Yayıncilik Merkezi, 2019) Coskun, Tugra Karademir; Gokcearslan, Sahin
    Mobile technologies are useful. However, several mobile technologies also have disadvantages for students besides their advantages. Cyberloafing is one of these critical situations that the students could experience. Several studies on cyberloafing were conducted worldwide. The present study aimed to analyse these studies based on variable frequency, workgroups, data collection instruments, research methods and distribution of studies among countries. This study aimed to evaluate the results of the publications found in the Google Scholar, Web of Science, Science Direct, Scopus, ProQuest, Sage, Taylor and Francis databases with a search using ‘cyberloafing' keyword and published between 2013 and March 2018. The present study would provide insight into existing studies and their shortcomings and it would also provide guidance for further research. © 2019 SciencePark Research, Organisation & Counseling. All rights reserved.
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    The contribution of 3D computer modeling education to twenty-first century skills: self-assessment of secondary school students
    (Springer, 2022) Coskun, Tugra Karademir; Deniz, Gul Fidan
    In this study, the contribution of the 3D computer modeling to the twenty-first century's common competencies was evaluated from the perspective of secondary school students. The one-group post-test only design was used in the study. The instruments of the data collection process were an achievement test and a questionnaire developed by the researchers. The t-test and single sample chi-square test for related samples were performed to analyze the gathered data. The results of the study presented that secondary school students thought that 3D computer modeling education contributes to the lectures as mathematics, geometry, technological information, and design. Moreover, it supports the development of design, communication, collaboration, creativity, and problem-solving skills positively.
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    The effectiveness of robot training in special education: a robot training model proposal for special education
    (Routledge Journals, Taylor & Francis Ltd, 2022) Coskun, Tugra Karademir
    In this research, robot training was conducted with teacher candidates in the department of special education, and the effectiveness of robot training was analyzed at the end of the training program. The design of the study is phenomenology. The study has been carried out with 44 teacher candidates from special education, selected by a purposeful sampling method. A nine-week robot training program was conducted for the teacher candidates. At the end of the training program, teacher candidates were interviewed, and the data obtained were subjected to in vivo and descriptive coding. The results of the study show that the robot training program is supportive for teacher candidates in many aspects. In the light of gathered data, a four-phased model of robot training for special education is proposed and discussed.
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    The impact of twenty-first century skills on university students' robotic achievements
    (Springer, 2023) Coskun, Tugra Karademir; Filiz, Ozan
    New approaches are frequently used to provide students with twenty-first century skills. In this direction, robots are quickly integrated in today's educational environments. However, studies in which robots are integrated into the curriculum as a pedagogical tool and examine its effect on twenty-first century skills are limited. This research examines the impact of robotics training on cooperation and flexibility, autonomous, cognitive and innovation skills which are found in the skills set of the twenty-first century. 54 university students selected by criterion sampling were recruited for these 14 weeks long explanatory sequential mixed-method study. The data were collected using the Scale of the Use of 21(st) Century Learner Skills, Robotics Applications Achievement Test and semi-structured interview form developed by the researchers. A paired sample t-test revealed that cooperation and flexibility, autonomous, cognitive and innovation skills were significantly improved. Moreover, linear regression analysis showed that all skills other than innovation were significant predictors of students' robotic achievement. The results reported in this study shed new light on robotic education.
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    The Use of 3D Printers in Education from the Perspective of Social Sciences Teachers
    (Giresun Üniversitesi, 2023) Aktin, Kibar; Coskun, Tugra Karademir; Taze, Hülya Karaçali
    The he use of 3D printing technology offers students important opportunities in the development of 21st century skills. Encouraging studies on the use of this technology in social studies education have started to increase in recent years. In this context, this study aimed to determine teachers' views on the use of 3D printing technology in social studies education. The study was conducted using phenomenology design, one of the qualitative research methods. The study group consisted of 18 social studies teachers. Data were collected through semi-structured interview forms. The data obtained from this form were subjected to qualitative coding and in vivo coding in the first stage and axial coding in the second stage. As a result of axial coding, the data were interpreted in four categories of 3D printer use in social studies education: Strengths, weaknesses, threats and opportunities.As a result of the research, it was seen that social studies teachers reported the weaknesses of using 3D printers in education mostly in categories such as costly printing, time-consuming, subject limitation, and insufficient class time. Regarding the threatening factors, teachers gave opinions in categories such as costly printing, disrupting equality of opportunity in education, insufficient technological equipment in schools, and insufficient class time. On the other hand, teachers' opinions on the strengths and opportunities of using 3D printing technology in education were mostly found in the categories of creating permanent learning, increasing attention and motivation, facilitating and concretizing learning.
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    Usage of Digital Learning Material in Special Education
    (Ankara Univ, Fac Educational Sciences, 2019) Coskun, Tugra Karademir; Alper, Ayfer
    In this study, it is aimed to determine the opinions of special education teacher candidates regarding usage of digital learning materials in special education in their experience and reveal favorite digital learning materials platforms and reasons for preference. This study was designed with the phenomenological research method, and the participants of the research consisted of 49 freshman pre-service teachers of special education at a large university in the academic year of 2014-2015, Turkey. Research was continued for a total of 14 weeks: The first 6 weeks learning of digital learning material (DLM) tools, second 6 weeks learning augmented reality tool, 1 week developing materials and the last week interviewing with special education teacher candidates. Inductive content analysis was used in analyzing the data. Teacher candidates having their education at private institutions have stated that they wish to improve and use DLM. DLM is essential concerning increasing academic, social, self-care and communication skills. Additionally, teacher candidates have stated that DLMs support teachers with lower costs and time, student engagement, ease in preparation, fun and useful outcomes, and increase the variety and sources of materials. Participants have mentioned that unless the required technical equipment is provided, developing and using DLMs will not be possible.