Browsing by Author "Baturay, Meltem Huri"

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Citation Count: 8
Augmented Reality (AR) in Language Learning: A Principled Review of 2017-2021
(Ozgen Korkmaz, 2022) Punar Özçelik,N.; Yangin Ekşi,G.; Baturay,M.H.
With the changing and developing technology, numerous new systems that cannot be given up and have a great impact are becoming a part of our lives. Augmented reality (AR) is one of these systems which can be claimed as magic. AR has been gaining considerable interest in the field of education, and language learning since Pokémon Go, the most well-known AR location-based game, was launched. There has been much evidence to support the effectiveness of AR in education. The present study set out to review in detail the current research studies published in SSCI/ESCI/ERIC indexed privileged journals in the field of language education and technology within the last five years, on the topic of augmented reality in language learning. The selection of articles was made on the basis of empirical studies on the use of AR in language education. Surprisingly, only seventeen studies seem to fall into the said category in these selected, SSCI/ESCI/ERIC journals. On the grounds that there emerges a lack of such studies and complying with the nature of the present study, all these articles have been reviewed in detail, in terms of three aspects: (1) research features, such as research focus, design, data collection tools, study, and educational context; (2) the use of AR, such as theory behind AR use, and AR applications used in the studies; (3) results of the studies. The results showed that much emphasis has been on vocabulary learning, the learning effectiveness, attitudes, and motivations of language learners with scant attention given to language skills. There is a current paucity of empirical research focusing specifically on different language skills. Hence, it is desirable to examine the effects of AR on different language skills of language learners. © 2022, Ozgen Korkmaz. All rights reserved.
Citation Count: 6
CAUSAL RELATIONSHIP AMONG THE SOURCES OF ANXIETY, SELF-EFFICACY, AND PROFICIENCY IN L2 LISTENING
(Routledge, 2020) Canaran,Ö.; Bayram,İ.; Doğan,M.; Baturay,M.H.
Recent research focusing on the sources of listening anxiety identified individual and external factors (IEF), listeners’ control over input (LC), and perceived level of task difficulty (PTD) as the main causes of anxiety among L2 listeners. This correlational study aims to explore whether the sources of anxiety in L2 listening have a causal relationship to listeners’ self-efficacy and listening proficiency. Data were gathered from 347 students studying in the preparatory program of English in Turkey through Foreign Language Anxiety Scale (FLAC), Listening Self-efficacy Scale (LSS), and listening test scores of the students. Structural equation modeling (SEM) technique was conducted for data analysis. Results showed that there were strong negative associations between individual and external factors causing anxiety and self-efficacy while there were moderate level, negative associations between the perceived level of task difficulty and self-efficacy in L2 listening. Our work further proved that the listeners’ control over input was positively and moderately related to the levels of listeners’ self-efficacy, which was positively and strongly correlated with proficiency in L2 listening. © 2020, © 2020 International Listening Association.
Citation Count: 10
The comparison of trust development in virtual and face-to-face collaborative learning groups
(Anadolu Universitesi, 2019) Baturay,M.H.; Toker,S.; Information Systems Engineering
The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants - 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of face-to-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups. © 2019 Anadolu Universitesi.
Citation Count: 16
THE COMPARISON OF TRUST DEVELOPMENT IN VIRTUAL AND FACE-TO-FACE COLLABORATIVE LEARNING GROUPS
(Anadolu Univ, 2019) Baturay, Meltem Huri; Toker, Sacip; Information Systems Engineering
The study investigates the effect of delivery types of (virtual and face-to-face) collaborative learning environments on the development of trust among group members in a graduate course. For this aim, a quasi-experimental, non-equivalent group comparison was used. It comprised a total of 64 participants 21 in the face-to-face group, and 43 in the virtual group. Study participants were comprised of students registered in a course entitled 'Web-based Education: Principles of Design and Implementation' in the spring semester as part of either a virtual or traditional face-to-face graduate program in Information Systems at an institute of higher education in Turkey in 2010. Trust levels were measured at two different occasions, namely in the beginning and end of the semester, for both study groups. The participants completed a web-based course material design project as a collaborative group activity. The results indicate that trust increases over time among virtual participants, but declines among face-to-face participants. While levels of trust among virtual course participants are lower than those of face-to-face course participants in the beginning of the semester, trust levels of virtual participants surpass those of faceto-face participants by the end of the semester. This study demonstrates that trust can develop in virtual learning environments. The initial level of trust should be taken into consideration by instructors or managers before forming groups.
Citation Count: 5
Developing disposition to critical thinking and problem-solving perception in instructional design projects for producing digital materials
(Springer, 2022) Toker, Sacip; Baturay, Meltem Huri; Information Systems Engineering
This study investigated the development of perceptions of critical thinking and problem-solving skills among a group of students taking part in instructional design projects to produce digital materials using different instructional design models. The study participants were students from a computer science teaching department who were enrolled in an instructional design course. Participants were divided into two groups according to instructional design model. The rapid prototyping model (RPM) group consisted of 47 students working in 9 teams on an assignment to develop an e-book for educational use, and the Dick and Carey model (DCM) group consisted of 37 students working in 7 teams on an assignment to design digital materials to enrich courses on a specific subject. Student perceptions of the development of their critical thinking and problem-solving skills were analyzed using a causal-comparative approach, with the Big Five Personality traits as covariance. The RPM group indicated significant improvements in their perceived problem-solving skills, particularly with respect to their confidence in undertaking tasks, whereas the DCM group perceived significant improvements in their disposition to critical-thinking, particularly with respect to self-confidence and analyticity. The Openness to Experience trait was reported to be a significant covariance on the self-confidence sub-factor of both skills, as was the trait Extraversion. The findings are discussed in detail, along with recommendations for further research.
Citation Count: 11
The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming
(Ozgen Korkmaz, 2022) Cevahir,H.; Özdemir,M.; Baturay,M.H.
This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies. © 2022, Ozgen Korkmaz. All rights reserved.
Citation Count: 10
Factors affecting cyberloafing in computer laboratory teaching settings
(Springer, 2021) Toker, Sacip; Baturay, Meltem Huri; Information Systems Engineering
This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students' internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors' respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.
Citation Count: 5
Intention as a mediator between attitudes, subjective norms, and cyberloafing among preservice teachers of english
(Ozgen Korkmaz, 2021) Karabıyık,C.; Baturay,M.H.; Özdemir,M.
Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices. © 2021, Ozgen Korkmaz. All rights reserved.
Citation Count: 43
Internet addiction among college students: Some causes and effects
(Springer, 2019) Baturay, Meltem Huri; Toker, Sacip; Information Systems Engineering
Internet addiction among college students in terms of causes and effects are investigated. Correlation study method is utilized; structural equation modelling is applied to analyze the data. There are fifteen hypotheses generated for the model. The data is collected via numerous instruments proven as reliable and valid by the previous studies. There are 159 undergraduate students as participants of the study. Antecedent variables are game addiction, bad relationships with friends, family and professors, neglecting daily chores, hindrance of sleep pattern, use internet for researching, weekly internet use hours, leisure time activities, reading and playing computer games. Consequence variables are self-esteem, self-confidence, social self-efficacy, loneliness, and academic self-efficacy. The results indicates that game addiction, neglecting daily chores, bad relationships with professors are significantly associated with internet addiction. Internet addiction decreases one's self-esteem, self-confidence, social self-efficacy, academic self-efficacy and triggers loneliness. Parents, professors and educational institutions may be illuminated about prevention or monitoring of internet addiction. The current study investigates Internet addiction with respect to its implications for social behavioral, and psychological phenomenon but not in a clinical sense. Hence, studies on Internet addiction merely concentrate on antecedents and features that may cause more addiction; however, both antecedents and consequences are not examined. The value of the current study is to provide more systematic, comprehensive, and theory-based empirical causations via structural equation models. The model may help to diagnose Internet Addiction and illuminate college students its potential harmful socio-psychological consequences.
Citation Count: 0
Reading to learn Developing advanced reading skills in traditional and digital environments
(John Benjamins B V Publ, 2018) Baturay, Meltem Huri; Toker, Sacip; Sendag, Serkan; Akbulut, Yavuz; Information Systems Engineering
Rapid advances in digital technologies are transforming patterns of learning to read, as well as 'reading to learn'. The latter refers to the process of reading in the service of learning, in school and beyond, and is a major purpose for reading beyond the earliest school years. When reading to learn, contemporary e-learning trends either promote the supplementary use of ICT in face-to-face settings or the use of such environments for comprehensive delivery of learning materials. Such changes make it imperative to understand the basic elements of reading in digital environments to support learning. In this chapter we first introduce the basic elements that can be used to build an effective digital reading environment to improve learning. The chapter then considers the instructional design principles that best promote learning through digital reading and explores the impact of digital interfaces on traditional reading-to-learn strategies.
Citation Count: 0
Understanding Digital Divide in English Language Classrooms: A Case Study on Its Causes, Effects, and Solutions
(Springer Science and Business Media B.V., 2023) Yastıbaş,A.E.; Baturay,M.H.; Department of Modern Languages
This chapter aims to help understand digital divide in English language classrooms by focusing on its causes, effects, and solutions. The present study was designed as a case study. Two Turkish EFL teachers participated in the study. The data were collected through a semi-structured interview and analyzed through content analysis. The findings of the present study have indicated that, according to the participants, there were two causes of digital divide in English language classrooms, digital divide could affect both EFL students and teachers generally negatively, and it could be handled with individual and social solutions. The findings of the present study were discussed. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
Citation Count: 21
What foresees college students' tendency to use facebook for diverse educational purposes?
(Springer, 2019) Toker, Sacip; Baturay, Meltem Huri; Information Systems Engineering
The present study investigates some factors affecting college students' tendency to use Facebook for different educational purposes. We reached 120 participants who were college students. Our sample comprised of 63 (52.5%) females and 57 (47.5%) males. We applied convenience sampling technique and an online questionnaire to collect data. Descriptive statistics, multiple regression analysis, and Structural Equation Modelling using IBM SPSS AMOS were utilized. The findings provide that GPA, Personal Use of Facebook for Studying and Socialization, Autonomy Psychological Need, and Academic Procrastination foresee college students' willingness to use Facebook in their courses. GPA and Personal Use of Facebook for studying are the most influential factors while Autonomy Psychological Need is the least impactful. We also examined the impact of these factors on different educational use types of Facebook: communication, collaboration, resources and material sharing. The results are discussed, and further recommendations for future research and implications are presented in the current study.