Papers by Deniz Mertkan Gezgin
Education and Information Technologies, 2024
The purpose of this research is to create a reliable and valid scale to assess AIlessphobia in Ed... more The purpose of this research is to create a reliable and valid scale to assess AIlessphobia in Education (the fear of being without artificial intelligence in education) among university students. In three phases, a sample of 1378 undergraduate students from different faculties at a public university participated in the reliability and validity investigations of the scale during the academic year 2023-2024. Expert comments were obtained to assess the scale's face validity and content validity. The first group sample (n = 420) underwent exploratory factor analysis (EFA), the second group sample (n = 510) underwent confirmatory factor analysis (CFA), and the third group sample (n = 448) underwent criterion-related validity testing. EFA revealed that the scale had a two-factor structure with 18 items that explained 56.23% of the total variance. The CFA analysis verified the scale's two-factor structure and produced good fit values (χ2/df = 2.25, CFI =.99; TLI =.99; NFI =.98; IFI =.99; SRMR =.049; RMSEA = 0.050 [0.42–0.57]). The first factor's analysis showed acceptable values for Guttman's lambda (λ = 0.930–0.948), McDonald's omega (ω = 0.923–0.929), and Cronbach's alpha (α = 0.925–0.935). Similarly, the second factor's analysis also showed acceptable values for these measures (λ = 0.851–0.880, ω = 0.850–0.879, α = 0.847–0.877). Overall, the entire scale demonstrated acceptable values for Cronbach's alpha (0.925–0.935), McDonald's omega (0.922–0.942), and Guttman's lambda (0.940–0.942). Additionally, the scale exhibited a positive and statistically significant correlation with the Fırat Netlessphobia Scale, indicating satisfactory criterion validity. Cross-gender invariance analysis was also performed, showing that gender invariance was achieved. The results indicate that this scale is valid and reliable for university students. In conclusion, the scale fills a critical gap in educational research by providing a reliable tool to measure students' fears and anxieties about the absence of artificial intelligence (AI) in their learning experiences. By accurately assessing this unique form of anxiety, educators and policymakers can develop targeted interventions to better understand and mitigate students' fears and support the integration of AI in education, thereby enhancing its constructive contribution to learning.
Sakarya University Journal of Education, 2024
Today, with the rapid advancement of technology, digital transformations are expected in the fiel... more Today, with the rapid advancement of technology, digital transformations are expected in the field of education. Recently, one of the most important elements of this transformation is the use of artificial intelligence-based systems in education and the integration of artificial intelligence language model supported chatbots into educational processes (Verleger & Pembridge, 2018; Yildiz-Durak, 2023). Artificial intelligence integration in education is increasingly manifesting through various applications (Raffaghelli et al., 2022; Rahman & Watanobe, 2023). Dialogue education systems, chatbots, data mining in education, article analysis of students, experiential education, education for children with special needs, intelligent agents, child and robot interaction, artificial intelligence-based assessment systems, automatic test creation systems can be given as examples of these applications (Holmes et al., 2023). On November 30, 2022, Open AI released ChatGPT, an artificial intelligence language model with functionality in a few areas, including education, coding, creative writing, information research, and general conversation (Gill & Kaur, 2023). In addition, with this artificial intelligence language model, tasks such as answering questions, providing information, producing creative content, and explaining complex concepts have started to be fulfilled in a very short time. ChatGPT, which is the most interesting and increasingly used chatbot application of recent times, has more than one million users as of today (Keles, 2023). A chatbot is a software program that can communicate with humans through natural language. This term, created by combining the words "chat" and "robot", describes artificial intelligence systems designed to assist humans, usually through text-based or voice dialogues (Luo et al., 2022). Chatbots are
The aim of the study is to examine social media addiction among high school students according to... more The aim of the study is to examine social media addiction among high school students according to demographic characteristics, family relationships, and social media use behaviours. The participants consisted of 607 high school students studying in educational institutions operating in the Edirne province of the Thrace region. In the study, which was designed as survey research, descriptive statistics, an independent sample t-test, one-way analysis of variance (ANOVA), Mann-Whitney-U, and Kruskal-Wallis-H tests were used to analyse the data. According to the findings obtained in the study, the risk of social media addiction among high school students is low. However, in terms of demographic data, female students have a higher level of social media addiction than male students. There is no significant difference between the groups in terms of other variables such as grade level and school type. When the findings
In terms of family relations, it was determined that the risk of social media addiction of students who described their communication with their families as poor was higher than the other groups. When the findings were examined according to social media use behaviours, it was found that there was no difference between the groups in terms of roles in
social media, while students who used social media for boredom and interacting with the opposite sex and who used TikTok applications intensively had a higher risk of addiction. As a result of the study, it was revealed that gender, in terms of demographics, causes bad communication with family in terms of family relations, boredom, and interacting with the opposite sex in terms of social media usage behaviours and intensive use of TikTok social media applications may pose a risk for social media addiction in high school students.
The aim of the study is to examine digital game addiction among secondary school students accordi... more The aim of the study is to examine digital game addiction among secondary school students according to various variables. The study group consists of 319 secondary school students studying in educational institutions operating in Central, Meriç, and Lalapaşa districts within
the borders of Edirne province. In the study, which was designed using the survey research method, the data were obtained using the easily accessible sampling method. Descriptive statistics, independent sample t-tests, one-way analysis of variance (ANOVA), Mann-Whitney U, and Kruskal-Wallis-H tests were used to analyse the data. According to the findings obtained in the study, it was seen that the level of digital game addiction in secondary school students was low. When the data were analysed demographically, it was determined that male students
were at greater risk compared to female students in terms of gender, but there was no difference between the groups in terms of grade level. It was observed that students who were unsuccessful in terms of academic achievement and who did not receive a certificate of achievement at the
time on the report card had higher levels of digital game addiction than secondary school students who received certificates of appreciation and achievement. While there was no significant difference between the groups in terms of the preferred device for digital games, it was determined that the digital game addiction levels of secondary school students who played digital games for 6 hours or more a day were higher. Finally, in terms of receiving social support, students who do not receive social support from the family have a higher risk of digital game addiction than students who receive full support from the family, while students who do not receive adequate support from their friends and teachers have higher levels of digital game addiction than other student groups who both do not receive support and do not receive adequate support. As a result of the study, it was concluded that gender, academic achievement, daily duration of digital game playing, and receiving social support from family, friends, and teachers are remarkable variables in terms of the digital game addiction risk of secondary school students.
The use of mobile technologies among university students is widespread, with smartphones and mobi... more The use of mobile technologies among university students is widespread, with smartphones and mobile internet playing a key role in this usage. However, excessive and problematic use of smartphones and mobile internet can lead to the prevalence of smartphone addiction and a fear of being without internet, defined as Netlessphobia, among university students. In this context, it is deemed important to examine the variables of smartphone addiction and netlessphobia together among university students. The aim of this study is to investigate the impact of their netlessphobia on the level of smartphone addiction among university students. The relational study was used, and 783 university students participated in the study. Descriptive statistics, independent samples t-test, Pearson correlation analysis, and simple linear regression analysis were used for data analysis. When the findings were examined, no significant difference was found in terms of smartphone addiction or netlessphobia based on gender. The relational analysis revealed a moderately significant positive relationship between smartphone addiction and netlessphobia. Subsequently, the results of the simple linear regression analysis indicated a significant effect of Netlessphobia on smartphone addiction, with Netlessphobia explaining 47% of smartphone addiction. Based on the findings of the study, it can be said that as the level of Netlessphobia increases among university students, the levels of smartphone addiction also increase.
Nowadays, the increasing integration of digital technologies in the field of education is transfo... more Nowadays, the increasing integration of digital technologies in the field of education is transforming learning and teaching processes. In this context, chatbots facilitate access to information and support learning processes by providing students with personalised learning experiences. However, the relationship between these technological tools and students' approaches to in-depth learning (understanding concepts and making connections) and surface learning (memorising and studying for exams) has not yet been sufficiently investigated. In this context, the aim of this study is to examine the deep and surface learning levels of university students in terms of the use of artificial intelligence language robots in education. The study, which was conducted using the general survey method, one of the quantitative research methods, was attended by 271 university students who use chatbots in education. Descriptive statistics, an independent sample t-test, and one-way analysis of variance (ANOVA) were used to analyse the data. When the findings of the study were examined, no difference was found in terms of the deep and surface learning levels of university students according to gender and class level variables. However, differences were found in terms of learning approaches according to the department of study, the frequency of chatbot use for education, and the role of use. In terms of surface learning level, there was a difference in favour of those who study in the Department of Econometrics and use chatbots 21-30 times a week among all participants. In terms of deep learning, differences were found in favour of students who used chatbots for "guiding" and "learning" roles. At the end of the study, it can be said that the roles and duration of chatbot use in the education of university students with different learning approaches have changed.
Teknolojinin etkin bir rol aldığı "modern dünya" olarak tabir edilen günümüz dünyasında teknoloji... more Teknolojinin etkin bir rol aldığı "modern dünya" olarak tabir edilen günümüz dünyasında teknolojinin yararları yanında bazı problemler de ortaya çıkmıştır. Bu problemler hem bireyler hem toplum hem de ülkeler açısından bazı riskler taşımaktadır. İlgili literatürde "siber" ön eki alarak tanımlanan bu problemleri incelemek ve detaylandırmak, yaygın bir etki potansiyeline sahip olmakla birlikte, toplum ve kurumlar için farkındalık geliştirecek niteliktedir. Bu bağlamda çalışmanın amacı, dijital çağın beraberinde getirdiği çeşitli problemleri ele almak ve bu problemlerin birey ve toplum üzerindeki etkilerini genel bir şekilde incelemektir. Çalışmada, "Siber" kelimesi temel alınmış ve bu kelime ilgili üretilmiş riskler ve problemler üzerinde durulmuştur. Ayrıca siber saldırı, siber zorbalık, siber aylaklık ve siber suçlar gibi konulara odaklanılarak, bu alandaki güncel tanımlamalar ve ilgili akademik çalışmalar ortaya koyulmuştur. Çalışma sonucunda ise bireylerin ve kurumların siber risklere ve tehditlere karşı nasıl daha iyi korunabileceği, alınabilecek önlemler ve "Siber" ile ilgili problemlerin farkındalığının artırılması yolları literatür doğrultusunda rapor edilmiştir. Ek olarak; çalışmada bireyler açısından ise siber aylaklık ve dijital bağımlılık gibi günlük hayatımızı etkileyen diğer önemli konular da incelenmiş ve bu sorunların sosyal ve psikolojik boyutlarına değinilmiştir. Son olarak, çalışmada siber alanın getirdiği risklerle etkin bir şekilde başa çıkabilmenin yolları tartışılmış, siber riskler ve problemler açısından bir sınıflandırma yapılmış ve gelecekteki olası gelişmeler hakkında öngörülerde bulunulmuştur.
Günümüzde teknolojik donanım ve yazılımlar özellikle Mobil ve İletişim Teknolojileri, neredeyse h... more Günümüzde teknolojik donanım ve yazılımlar özellikle Mobil ve İletişim Teknolojileri, neredeyse hayatımızın bir parçası haline gelmiştir. Kaçınılmazdır ki; hâlihazırda tüm yaş gruplarından bireyler mobil cihazlara ve mobil internete sahiptir. Bunun sebebi olarak; teknoloji üretim maliyetlerinin düşmesi, mobil internetin gelişmesi ve geniş bant aralıkları gösterilebilir. Akıllı telefonlar ve mobil internet sayesinde, finans, eğitim ve sağlık başta olmak üzere tüm işlemlerimiz artık kolay ve hızlı bir şekilde her an her yerden akıllı telefon ve mobil uygulamalar iş birliğinde yapılmaktadır. Fakat 19.yüzyıldan bu yana mobil teknolojilerdeki gelişmeler ve kullanım yaygınlığı insanoğlunun davranışlarında ve alışkanlıklarında radikal değişimlere neden olmuştur. Z kuşağından önceki kuşaklarda teknoloji devinimi daha yavaş olduğundan ve teknoloji adaptasyonu belirli yaşlardan sonra cereyan ettiğinden bu kuşaktaki bireylerin hayatlarında bazı değişimler yaşanmıştır. Bu değişimlerden en önemli olanı sosyalleşmenin artık sanal dünyada giderilmesidir. Sosyal bir canlı olan “Homosapiens” in evrimi topluluklar halinde olmuştur. Bu açıdan sosyalleşme insan için en önemli kavramlardan biridir.
Computers in Human Behavior, 2023
Fear of Missing Out (FoMO) is defined as an individual's fear and panic that others may be having... more Fear of Missing Out (FoMO) is defined as an individual's fear and panic that others may be having more satisfying and rewarding experiences than they are, and the desire to constantly stay connected to what others are doing. It is known to be an important mediating variable in predicting the negative consequences of overuse of social networking sites. In terms of negative consequences, it is also suggested that it has an impact on university students' learning approaches. However, the heterogeneity of FoMO among individuals with different learning approaches has not yet been clarified. Therefore, in this study, latent profile analysis (LPA) was conducted to reveal hidden profiles of university students in terms of learning approaches and FoMO according to the frequency of checking the smartphone during studying. The participants consisted of 1122 university students studying at a state university in Turkey. The study used the Revised Study Process Questionnaire (R-SPQ-2F) to assess deep and surface learning approaches and the Fear of Missing Out Scale (FoMOs) to measure FoMO level. The findings indicate that there are low but significant relationships between the variables. LPA revealed four profiles among university students according to the incidences. The profiles were discussed in the light of the literature.
INTERNATIONAL AEGEAN CONFERENCES ON SOCIAL SCIENCES & HUMANITIES-VII, 2023
In the 21st century, which is called the age of technology, the use of technology has spread rapi... more In the 21st century, which is called the age of technology, the use of technology has spread rapidly around the world. According to a worldwide technology research, it is reported that as of July 2022, 5.34 billion people use smart phones, 5.03 billion people use the internet and 4.7
billion people actively use social media. As seen in the report, individuals of almost all ages somehow cross paths with technological devices containing different software and hardware. It is known that technology has many aspects that make an individual's life easier and entertaining.
Banking transactions, educational opportunities, communication opportunities, entertainment activities such as information and games and the use of technology meet the needs of people. However, it is not too far away. While there was technology development and use according to
the requirements 20 years ago, it is seen that today the requirements arise according to the technology. This situation means a very fast movement for human being as a living species. This rapid movement also causes some behavioral changes on people. Situations such as the increase in the time spent at the beginning of technological addiction, physical inactivity, dislike of the physical appearance of the individual that comes with technology, unhealthy fashion diets and wrong eating habits can be given as examples in this respect. Naturally, the socialization and movement of the human species, a kind of exercise of the body, unhealthy diet, excessive and problematic use of technology have created some problems. Today, it is supported by the literature that one of these problems is obesity. According to the World Health Organization,
obesity is defined as abnormal or excessive fat accumulation that poses a threat to an individual's health. The basis of this is the imbalance between daily energy intake and expenditure. Even the energy taken below the amount we need daily cannot be spent with the inactivity brought about by technology and leads to being obese. The time we spent for physical
activity in the past now takes the time spent with technology. The pleasant times we spend with technology can actually make us digitally obese over time. There are some risk factors for obesity, the prevalence of which is increasing day by day in the world. These include a sedentary lifestyle, physical inactivity and unhealthy diet. That these behavioral changes are
increasing day by day, is technology to blame? raised the question of what it is. In line with this question and the data obtained in the literature, the study will focus on the risks that digital transformation has created or may create on obesity. As a result of this study, which will be conducted as a compilation, the risks that may arise in terms of obesity due to excessive and problematic technology use will be revealed, and a classification related to obesity and technology addiction will be made.
INTERNATIONAL AEGEAN CONFERENCES ON SOCIAL SCIENCES & HUMANITIES-VII, 2023
Fear of Missing Out-FoMO (Fear of Missing Out-FoMO) is defined as the anxiety and fear that an in... more Fear of Missing Out-FoMO (Fear of Missing Out-FoMO) is defined as the anxiety and fear that an individual experiences when she/he is not aware of what others are doing and sharing on social networks. In this respect, individuals suffering from FoMO are often concerned with the lives of others and what they share. This phenomenon, which is currently accepted as the driving force of the use of social media, is spreading day by day, especially among university students. Because of FoMO, students may experience problems both in their general and academic lives. In this context, the aim of the study is to examine the university students' fear of missing out on social networks in terms of students’ study behaviours. The study group consists of 445 university students studying in different departments of a state university located in the Thrace region. In the study, which was structured with the descriptive study, independent samples t-test, one-way analysis of variance (ANOVA), Kruskal Wallis-and Mann Whitney U tests were used to examine the difference between groups as well as the mean, standard deviation, percentage and frequency for descriptive analyses. When the findings obtained as a result of the analyses are examined; It was observed that the FoMO levels of the students did not differ according to gender. FoMO levels of university students studying in the department of educational sciences are higher than students studying in the department of social sciences.
Students who are always interrupted by their smartphones while studying have higher FoMO levels than students who are interrupted occasionally. Finally, the score of those who show the behavior of "I quit studying" when there is an interruption due to smartphones and social network applications (messages, notifications, etc.) during studying is significantly higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off," "I continue studying where I left off, but occasionally check my smartphone," and "I turn off my smartphone and continue studying where I left off." In addition, the FoMO scores
of those who say "I continue studying where I left off, but occasionally check my smartphone" are higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off." As a result of the findings of the study, it can be said that university students with higher FoMO levels are more likely to experience interruptions and difficulties in their study time due to smartphones and social network applications.
Robotik teknoloji, robotların veya robotik sistemlerin tasarımı, yapımı, çalıştırılması ve uygula... more Robotik teknoloji, robotların veya robotik sistemlerin tasarımı, yapımı, çalıştırılması ve uygulanması anlamına gelir. Robotlar, çeşitli karmaşıklık derecelerinde özerk veya yarı özerk olarak görevleri gerçekleştirebilen programlanabilir makineler veya cihazlardır. Bu teknoloji, bilgisayar bilimi, mühendislik, yapay zekâ, makine öğrenimi ve mekatronik gibi çeşitli alanları kapsar. Özel eğitim bağlamında robotik teknoloji, otizm spektrum bozukluğu (ASD), zihinsel engelliler ve fiziksel engelliler dâhil olmak üzere özel ihtiyaçları olan öğrencileri desteklemek için robotların geliştirilmesini ve kullanılmasını içermektedir. Robotik teknolojisi, engelli öğrenciler için yeni ve heyecan verici olanaklar sunarak özel eğitimde kullanımı açısından potansiyeller taşımaktadır. Robot teknolojisinin özel eğitimin çeşitli yönlerine entegrasyonunun, öğrenme deneyimlerini geliştirmede, güven oluşturmada ve özel ihtiyaçları olan çocuklar arasında sosyalleşmeyi teşvik etmede kullanılması günden güne yaygınlaşmaktadır. Bu bağlamda literatür taraması niteliğinde olan bildiride, robotik teknolojinin özel eğitim alanında ortaya çıkan rolünün ortaya konulması amaçlanmaktadır. Otizm spektrum bozukluğu (ASD), zihinsel engelliler ve fiziksel engelliler de dâhil olmak üzere özel ihtiyaçları olan öğrencilere yardım etmede robotların kullanımıyla ilgili çeşitli uygulamaları, fırsatları ve zorlukları alanyazın doğrultusunda derlenmiştir. Alanyazından elde edilen çalışmalar doğrultusunda özel eğitimde robotik teknoloji fırsatlar ve uygulamalar: "Yardımcı teknolojiler", "Sosyal ve Bilişsel, Motor becerilerin gelişimi" ve "Eğitsel robotlar", zorluklar: "Maliyet", "Eğitim ve Destek", "Teknolojik kısıtlamalar" ve etik hususlar: "Veri gizliliği ve güvenliği" ile "Adil erişim" temaları olarak belirlenmiştir. Çalışma sonucunda özel eğitimde kullanılan robotik uygulamaları ve eğitsel robotların, özel gereksinimli öğrencilerin sosyal, bilişsel ve motor becerilerin öğretilmesine yardımcı olabileceği gibi öğrencilerin bireysel ihtiyaçlarına göre kişiselleştirilmiş öğrenme deneyimleri de sağlama potansiyeline sahip olduğu görülmüştür.
Özel eğitim, fiziksel, tüketici, duygusal ve davranışsal zorluklar dâhil olmak üzere engelli bire... more Özel eğitim, fiziksel, tüketici, duygusal ve davranışsal zorluklar dâhil olmak üzere engelli bireylerin hedeflerini ele almayı adanmış bir alan olarak bilinmektedir. Eğitimciler ve araştırmacılar engelli bireylerin bağımsız bir şekilde hayata katılımları ile sosyal, bişisel ve motor becerilerindeki gelişimlerini daha iyi desteklemek için çözümler aramışlardır. Bu çözümlerden biri de özel eğitimde Yapay zekâ (AI) teknolojisinin kullanımı olarak son zamanda araştırmaların ve uygulamaların konusu haline gelmiştir. Hali hazırda AI teknolojisindeki hızlı gelişmeler, özel eğitim geliştirmek için yeni olanaklar sağlamaktadır. Genel olarak AI, bilgisayar sistemlerinin insan zekâsıyla ilişkilendirilen özellikleri taklit etme ve uygulama yeteneği olarak tanımlanabilir. Bu özellikler, öğrenme, mantık yürütme, problem çözme, algılama ve doğal dil işleme gibi görevleri içermektedir. Yapay zekâ, makine öğrenimi, derin öğrenme ve nöral ağlar gibi alt kategorilere ayrılır ve şu anda birçok endüstride önemli etkileri olan önemli bir teknolojik alanı temsil etmektedir. Bu teknoloji, otomotivden sağlık hizmetlerine, eğitimden finansa kadar çok çeşitli sektörlerde kullanılmaktadır. Bu bağlamda çalışmada özel eğitimde AI uygualmaları alanyazın doğrultusunda "Kişiselleştirilmiş öğrenme", "Yardımcı Teknolojiler", "Davranış İzleme ve Müdahale" kapsamında incelenmiştir. Özel Eğitimde Yapay Zekânın Faydaları ise "Geliştirilmiş öğrenme çıktıları", "Artan öğretmen verimliliği" ve "Kapsayıcı Eğitim" temaları altında ele alınmıştır. Elde edilen bulgulardan hareketle özel eğitimde AI'nın, kişiselleştirilmiş öğrenme, yardımcı teknolojiler ve davranış izleme sağlayarak özel eğitim önemli ölçüde geliştirme potansiyeline sahip olduğu düşünülmektedir. Ancak, AI'nın özel eğitim alanında başarılı ve etik bir şekilde yürütülmesini sağlamak için veri gizliliği, özgürlüğü ve öğretmen eğitimi ile ilgili zorlukları tekrar gözden geçirilmesi önem arz etmektedir. Sonuç olarak, AI'nın özel eğitim sonuçları üzerindeki uzun vadeli araştırmalar araştırmak ve bu teknolojiler sınıfına entegre etmeye yönelik en iyi uygulamaları geliştirmek için daha fazla çalışmaya ihtiyaç olduğu görülmektedir.
e- Kafkas Journal of Educational Research, 2023
Pedestrian skills are important for children with intellectual disabilities to continue their dai... more Pedestrian skills are important for children with intellectual disabilities to continue their daily lives independently. This study aims to determine the effectiveness of virtual reality in the acquisition and maintenance of pedestrian skills for children with intellectual disabilities. In addition, the effect of virtual reality on participants generalizing their pedestrian skills to real environments has also been examined. In the study, social validity data were collected from the participants and their mothers regarding the results of the study. Three intellectually disabled children between the ages of 11 and 15 participated in the study. In the study, a multiple probe design with an inter-participant probe trial, which is one of the single-subject research models, was used. It is seen that all participants learned pedestrian skills and continued the skills they learned one, three, and five weeks after the completion of the instruction. In addition, all participants were able to generalize their skills to the real environment (pedestrian crossing and illuminated pedestrian crossing). When the social validity data collected from the participants and their mothers were examined, it was revealed that teaching with virtual reality applications is interesting and fun, in addition, it can be used for different educational purposes.
Çağımızda yaşanan teknoloji devrimi ile endüstri, sağlık ve bankacılık gibi birçok sektörde olduğ... more Çağımızda yaşanan teknoloji devrimi ile endüstri, sağlık ve bankacılık gibi birçok sektörde olduğu gibi eğitim-öğretimde de önemli gelişmeler yaşanmaktadır. Hali hazırda kullanılan projeksiyon, bilgisayar, tablet ve akıllı tahta gibi teknolojik materyallere ek olarak yapay zekâ, arttırılmış gerçeklik ve sanal gerçeklik gibi yeni teknolojilerin eğitim-öğretimde kullanılması her bireyin olduğu gibi araştırmacıların ve eğitimcilerin de dikkatini çekmektedir. Günümüzde özel gereksinimli bireylerin bağımsız şekilde yaşamlarını sürdürebilmeleri için eğitim ortamlarını düzenleyerek bu ortamlarda teknolojik materyallerin de kullanımının önemi vurgulanmaktadır. Özel gereksinimli bireylerin toplum içinde bağımsız şekilde işlevde bulunabilmesi için bu bireylerin özelliklerine göre eğitim programlarının oluşturulması gerekmektedir. Bu gereksinimler sadece akademik becerilerle sınırlı değildir. İş ve meslek hayatında yer almak, topluma uyum sağlamak ve toplum içinde bağımsız bir birey olarak hareket edebilmek için gereken birçok beceri özel gereksinimli bireylerin eğitim programlarında yer almalıdır. Özel gereksinimli bireylerin eğitim programlarında kullanılan bilimsel dayanaklı birçok uygulama bulunmaktadır. Bu uygulamaların etkililiğini belirlemeye çalışan kuruluşlar ise teknoloji temelli öğretimin önemine vurgu yapmaktadır. Bu bağlamda eğitimde teknoloji kullanımı "Eğitim Teknolojisi", "Öğretim Teknolojisi" ve "Yardımcı Teknoloji" kavramlarıyla ele alınmaktadır. Bu bilgiler ışığında bu çalışmada son 10 yılda özel eğitimde kullanılan yardımcı teknolojiler özellikle yeni nesil yardımcı teknolojiler ve bu materyallerin hangi becerilerin öğretiminde kullanıldığı incelenecektir. Bu çalışma sistematik bir derleme ya da meta-analiz niteliği taşımasa da ortaya konulacak bulgular özel eğitimde kullanılan yardımcı teknolojilerin neler olduğu ve yeni nesil teknolojilerin kullanım şekillerine ilişkin önemli sonuçlar ortaya koyacaktır. Ayrıca çalışmada elde edilecek bulgular ileriki araştırmalar için önemli nitelikte olacaktır.
JETOL, 2023
With the increase in smartphone use, smartphone addiction has gained immense popularity and there... more With the increase in smartphone use, smartphone addiction has gained immense popularity and there has been a lot of research into smartphone addiction. Nonetheless, research examining the complex relationships between cyberloafing and smartphone addiction is still insufficient. Thus, the present study aims to establish the mediating role of fear of missing out, which is a cognitive and emotional process, in the effect of university students’ level of cyberloafing upon their smartphone addiction level. The study group of the research is represented by 338 students receiving formation training in the faculty of education, at a state university. For the purpose of data collection, the Smartphone Addiction Scale - Short version, the Cyberloafing Scale, and the Fear of Missing Out Scale were used. The model was tested using structural equation modeling and bootstrapping. Structural equation modeling results provide evidence of indirect effects of cyberloafing on smartphone addiction partial mediated by fear of missing out. According to the Bootstrapping method, fear of missing out has an indirectly significant role in the relationship between
cyberloafing and smartphone addiction. The findings emphasized the role of fear of missing out in explaining the relationship between cyberloafing and smartphone addiction. The study concludes by discussing relevant conclusions in the literature, and putting forth several recommendations based on these conclusions.
Çalışmanın amacı, üniversite öğrencileri arasında akıllı telefon bağımlılığını rekreatif faaliyet... more Çalışmanın amacı, üniversite öğrencileri arasında akıllı telefon bağımlılığını rekreatif faaliyetlere katılım davranışları açısından incelemektir. Çalışma grubunu Marmara bölgesinde bulunan farklı üniversitelerde öğrenim gören 591 üniversite öğrencisi oluşturmaktadır. Genel tarama yöntemi ile desenlenen çalışmanın veri analiz sürecinde betimsel istatistikler ve tek yönlü varyans analizinden (ANOVA) yararlanılmıştır. Çalışmanın bulgularına göre üniversite öğrencilerinin akıllı telefon bağımlılığının düşük seviyede olduğu görülmüştür. Üniversite öğrencilerinin rekreatif faaliyetlere katılım düzeyleri incelendiğinde ise yürümek, topla oynamak, akraba ziyaretleri yapmak, dışarıda yemek yeme ve piknik yapmak faaliyetlerinin sıklıkla tercih edildiği tespit edilmiştir. Rekreatif faaliyetlere katılan gruplar arasında akıllı telefon bağımlılığı açısından farkların ortaya konulması için yürütülen analizler sonucunda bazı fiziksel, sosyal, kültürel-sanatsal, turistik ve diğer rekreatif faaliyetlere katılan üniversite öğrencilerinin bu faaliyetlere katılmayanlara göre akıllı telefon bağımlılığının daha düşük düzeyde olduğu tespit edilmiştir. Çalışma sonucunda, serbest zamanlarında rekreatif faaliyetlere katılım sağlayan üniversite öğrencilerinin akıllı telefon bağımlılığı riskinin düşük olduğu söylenebilir. Ayrıca, akıllı telefon bağımlılığının üniversite öğrencileri arasında yaygınlaşma riskinin arttığı bu postmodern dönemde elde edilen bulguların teknoloji bağımlılığı uzmanları ve alanyazın açısından yol gösterici nitelikte olduğu düşünülmektedir.
Gelişmeleri Kaçırma Korkusu (Fear of Missing Out-FoMO), sosyal ağlarda gelişen olayların, yazılan... more Gelişmeleri Kaçırma Korkusu (Fear of Missing Out-FoMO), sosyal ağlarda gelişen olayların, yazılan mesajların, arkadaşlar arası muhabbetlerin ve paylaşımların kaçırılması durumunda yaşanan korku ve panik durumu olarak ifade edilen bir olgudur. FoMO, sosyal ağ kullanıcıları ve genç nesil arasında yaygınlaşmaktadır. Pandemi öncesinde FoMO'nun gençler arasında yaygınlaştığı bilinmektedir. Fakat Covid-19 pandemisi nedeniyle özellikle gençler evde kapalı kaldıkları süreç içerisinde hayattaki eğitim, öğretim ve sosyalleşme gibi bazı gereksinimlerini internet ve sosyal medya üzerinden gidermek zorunda kalmıştır. Bu nedenle internet ve sosyal medya ile geçirilen zamanın artmış olması bu süreçte FoMO'nun daha yaygın hale gelebileceğini düşündürmektedir. Bu bağlamda çalışmanın amacı da Covid-19 pandemi süreci sonrasında üniversite öğrencileri arasında FoMO yaygınlığının çeşitli değişkenlere göre incelenmesidir. Çalışma grubunu, 2021-2022 eğitim-öğretim yılında Trakya Üniversitesi'nin farklı bölümlerinde öğrenim gören 591 üniversite öğrencisi oluşturmaktadır. Çalışmada ilişkisel tarama yöntemi kullanılmıştır. Analizler sonucunda elde edilen bulgular neticesinde üniversite öğrencilerinin FoMO düzeyinin ölçekten alınan ortalama puana göre orta seviyelerde olduğu söylenebilir. Cinsiyet açısından erkek öğrencilerin, kadın öğrencilere göre FoMO düzeyinin daha yüksek olduğu tespit edilmiştir. Gün içerisinde sosyal medyada sürekli çevrimiçi olan öğrencilerinde diğer öğrencilere göre FoMO düzeyi daha yüksektir. Twitter, Snapchat, Instagram ve TikTok uygulamalarını kullanan öğrencilerin FoMO düzeyleri ise bu uygulamaları kullanmayan öğrencilere göre daha yüksek olduğu görülmüştür. Son olarak, FoMO ile günlük mobil internet ile geçirilen süre ve günlük mobil sosyal medya uygulamaları için geçirilen süre arasında zayıf düzeyde pozitif yönde anlamlı ilişkiler olduğu görülmüştür. Bulgular sonucunda, üniversite öğrencilerinin anlık paylaşım yapılabildikleri ve gençler arasında popüler olan Twitter, TikTok, Snapchat ve Instagram gibi sosyal medya uygulamalarında daha çok zaman geçirdiği söylenebilir. Ayrıca bu platformlarda sürekli çevrimiçi olmaları ve uzun süreler geçirmelerinin FoMO riskini arttırdığı düşünülmektedir.
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Papers by Deniz Mertkan Gezgin
In terms of family relations, it was determined that the risk of social media addiction of students who described their communication with their families as poor was higher than the other groups. When the findings were examined according to social media use behaviours, it was found that there was no difference between the groups in terms of roles in
social media, while students who used social media for boredom and interacting with the opposite sex and who used TikTok applications intensively had a higher risk of addiction. As a result of the study, it was revealed that gender, in terms of demographics, causes bad communication with family in terms of family relations, boredom, and interacting with the opposite sex in terms of social media usage behaviours and intensive use of TikTok social media applications may pose a risk for social media addiction in high school students.
the borders of Edirne province. In the study, which was designed using the survey research method, the data were obtained using the easily accessible sampling method. Descriptive statistics, independent sample t-tests, one-way analysis of variance (ANOVA), Mann-Whitney U, and Kruskal-Wallis-H tests were used to analyse the data. According to the findings obtained in the study, it was seen that the level of digital game addiction in secondary school students was low. When the data were analysed demographically, it was determined that male students
were at greater risk compared to female students in terms of gender, but there was no difference between the groups in terms of grade level. It was observed that students who were unsuccessful in terms of academic achievement and who did not receive a certificate of achievement at the
time on the report card had higher levels of digital game addiction than secondary school students who received certificates of appreciation and achievement. While there was no significant difference between the groups in terms of the preferred device for digital games, it was determined that the digital game addiction levels of secondary school students who played digital games for 6 hours or more a day were higher. Finally, in terms of receiving social support, students who do not receive social support from the family have a higher risk of digital game addiction than students who receive full support from the family, while students who do not receive adequate support from their friends and teachers have higher levels of digital game addiction than other student groups who both do not receive support and do not receive adequate support. As a result of the study, it was concluded that gender, academic achievement, daily duration of digital game playing, and receiving social support from family, friends, and teachers are remarkable variables in terms of the digital game addiction risk of secondary school students.
billion people actively use social media. As seen in the report, individuals of almost all ages somehow cross paths with technological devices containing different software and hardware. It is known that technology has many aspects that make an individual's life easier and entertaining.
Banking transactions, educational opportunities, communication opportunities, entertainment activities such as information and games and the use of technology meet the needs of people. However, it is not too far away. While there was technology development and use according to
the requirements 20 years ago, it is seen that today the requirements arise according to the technology. This situation means a very fast movement for human being as a living species. This rapid movement also causes some behavioral changes on people. Situations such as the increase in the time spent at the beginning of technological addiction, physical inactivity, dislike of the physical appearance of the individual that comes with technology, unhealthy fashion diets and wrong eating habits can be given as examples in this respect. Naturally, the socialization and movement of the human species, a kind of exercise of the body, unhealthy diet, excessive and problematic use of technology have created some problems. Today, it is supported by the literature that one of these problems is obesity. According to the World Health Organization,
obesity is defined as abnormal or excessive fat accumulation that poses a threat to an individual's health. The basis of this is the imbalance between daily energy intake and expenditure. Even the energy taken below the amount we need daily cannot be spent with the inactivity brought about by technology and leads to being obese. The time we spent for physical
activity in the past now takes the time spent with technology. The pleasant times we spend with technology can actually make us digitally obese over time. There are some risk factors for obesity, the prevalence of which is increasing day by day in the world. These include a sedentary lifestyle, physical inactivity and unhealthy diet. That these behavioral changes are
increasing day by day, is technology to blame? raised the question of what it is. In line with this question and the data obtained in the literature, the study will focus on the risks that digital transformation has created or may create on obesity. As a result of this study, which will be conducted as a compilation, the risks that may arise in terms of obesity due to excessive and problematic technology use will be revealed, and a classification related to obesity and technology addiction will be made.
Students who are always interrupted by their smartphones while studying have higher FoMO levels than students who are interrupted occasionally. Finally, the score of those who show the behavior of "I quit studying" when there is an interruption due to smartphones and social network applications (messages, notifications, etc.) during studying is significantly higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off," "I continue studying where I left off, but occasionally check my smartphone," and "I turn off my smartphone and continue studying where I left off." In addition, the FoMO scores
of those who say "I continue studying where I left off, but occasionally check my smartphone" are higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off." As a result of the findings of the study, it can be said that university students with higher FoMO levels are more likely to experience interruptions and difficulties in their study time due to smartphones and social network applications.
cyberloafing and smartphone addiction. The findings emphasized the role of fear of missing out in explaining the relationship between cyberloafing and smartphone addiction. The study concludes by discussing relevant conclusions in the literature, and putting forth several recommendations based on these conclusions.
In terms of family relations, it was determined that the risk of social media addiction of students who described their communication with their families as poor was higher than the other groups. When the findings were examined according to social media use behaviours, it was found that there was no difference between the groups in terms of roles in
social media, while students who used social media for boredom and interacting with the opposite sex and who used TikTok applications intensively had a higher risk of addiction. As a result of the study, it was revealed that gender, in terms of demographics, causes bad communication with family in terms of family relations, boredom, and interacting with the opposite sex in terms of social media usage behaviours and intensive use of TikTok social media applications may pose a risk for social media addiction in high school students.
the borders of Edirne province. In the study, which was designed using the survey research method, the data were obtained using the easily accessible sampling method. Descriptive statistics, independent sample t-tests, one-way analysis of variance (ANOVA), Mann-Whitney U, and Kruskal-Wallis-H tests were used to analyse the data. According to the findings obtained in the study, it was seen that the level of digital game addiction in secondary school students was low. When the data were analysed demographically, it was determined that male students
were at greater risk compared to female students in terms of gender, but there was no difference between the groups in terms of grade level. It was observed that students who were unsuccessful in terms of academic achievement and who did not receive a certificate of achievement at the
time on the report card had higher levels of digital game addiction than secondary school students who received certificates of appreciation and achievement. While there was no significant difference between the groups in terms of the preferred device for digital games, it was determined that the digital game addiction levels of secondary school students who played digital games for 6 hours or more a day were higher. Finally, in terms of receiving social support, students who do not receive social support from the family have a higher risk of digital game addiction than students who receive full support from the family, while students who do not receive adequate support from their friends and teachers have higher levels of digital game addiction than other student groups who both do not receive support and do not receive adequate support. As a result of the study, it was concluded that gender, academic achievement, daily duration of digital game playing, and receiving social support from family, friends, and teachers are remarkable variables in terms of the digital game addiction risk of secondary school students.
billion people actively use social media. As seen in the report, individuals of almost all ages somehow cross paths with technological devices containing different software and hardware. It is known that technology has many aspects that make an individual's life easier and entertaining.
Banking transactions, educational opportunities, communication opportunities, entertainment activities such as information and games and the use of technology meet the needs of people. However, it is not too far away. While there was technology development and use according to
the requirements 20 years ago, it is seen that today the requirements arise according to the technology. This situation means a very fast movement for human being as a living species. This rapid movement also causes some behavioral changes on people. Situations such as the increase in the time spent at the beginning of technological addiction, physical inactivity, dislike of the physical appearance of the individual that comes with technology, unhealthy fashion diets and wrong eating habits can be given as examples in this respect. Naturally, the socialization and movement of the human species, a kind of exercise of the body, unhealthy diet, excessive and problematic use of technology have created some problems. Today, it is supported by the literature that one of these problems is obesity. According to the World Health Organization,
obesity is defined as abnormal or excessive fat accumulation that poses a threat to an individual's health. The basis of this is the imbalance between daily energy intake and expenditure. Even the energy taken below the amount we need daily cannot be spent with the inactivity brought about by technology and leads to being obese. The time we spent for physical
activity in the past now takes the time spent with technology. The pleasant times we spend with technology can actually make us digitally obese over time. There are some risk factors for obesity, the prevalence of which is increasing day by day in the world. These include a sedentary lifestyle, physical inactivity and unhealthy diet. That these behavioral changes are
increasing day by day, is technology to blame? raised the question of what it is. In line with this question and the data obtained in the literature, the study will focus on the risks that digital transformation has created or may create on obesity. As a result of this study, which will be conducted as a compilation, the risks that may arise in terms of obesity due to excessive and problematic technology use will be revealed, and a classification related to obesity and technology addiction will be made.
Students who are always interrupted by their smartphones while studying have higher FoMO levels than students who are interrupted occasionally. Finally, the score of those who show the behavior of "I quit studying" when there is an interruption due to smartphones and social network applications (messages, notifications, etc.) during studying is significantly higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off," "I continue studying where I left off, but occasionally check my smartphone," and "I turn off my smartphone and continue studying where I left off." In addition, the FoMO scores
of those who say "I continue studying where I left off, but occasionally check my smartphone" are higher than those who say "I deal with my smartphone, finish my job and then continue studying where I left off." As a result of the findings of the study, it can be said that university students with higher FoMO levels are more likely to experience interruptions and difficulties in their study time due to smartphones and social network applications.
cyberloafing and smartphone addiction. The findings emphasized the role of fear of missing out in explaining the relationship between cyberloafing and smartphone addiction. The study concludes by discussing relevant conclusions in the literature, and putting forth several recommendations based on these conclusions.