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Author: Cagiltay, Nergiz ErcilHas files: true

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    Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Expectancy From, and Acceptance of Augmented Reality in Dental Education Programs: a Structural Equation Model
    (Wiley, 2024) Toker, Sacip; Akay, Canan; Basmaci, Fulya; Kilicarslan, Mehmet Ali; Mumcu, Emre; Cagiltay, Nergiz Ercil
    ObjectiveDental schools need hands-on training and feedback. Augmented reality (AR) and virtual reality (VR) technologies enable remote work and training. Education programs only partially integrated these technologies. For better technology integration, infrastructure readiness, prior-knowledge readiness, expectations, and learner attitudes toward AR and VR technologies must be understood together. Thus, this study creates a structural equation model to understand how these factors affect dental students' technology use.MethodsA correlational survey was done. Four questionnaires were sent to 755 dental students from three schools. These participants were convenience-sampled. Surveys were developed using validity tests like explanatory and confirmatory factor analyses, Cronbach's alpha, and composite reliability. Ten primary research hypotheses are tested with path analysis.ResultsA total of 81.22% responded to the survey (755 out of 930). Positive AR attitude, expectancy, and acceptance were endogenous variables. Positive attitudes toward AR were significantly influenced by two exogenous variables: infrastructure readiness (B = 0.359, beta = 0.386, L = 0.305, U = 0.457, p = 0.002) and prior-knowledge readiness (B = -0.056, beta = 0.306, L = 0.305, U = 0.457, p = 0.002). Expectancy from AR was affected by infrastructure, prior knowledge, and positive and negative AR attitudes. Infrastructure, prior-knowledge readiness, and positive attitude toward AR had positive effects on expectancy from AR (B = 0.201, beta = 0.204, L = 0.140, U = 0.267, p = 0.002). Negative attitude had a negative impact (B = -0.056, beta = -0.054, L = 0.091, U = 0.182, p = 0.002). Another exogenous variable was AR acceptance, which was affected by infrastructure, prior-knowledge preparation, positive attitudes, and expectancy. Significant differences were found in infrastructure, prior-knowledge readiness, positive attitude toward AR, and expectancy from AR (B = 0.041, beta = 0.046, L = 0.026, U = 0.086, p = 0.054).ConclusionInfrastructure and prior-knowledge readiness for AR significantly affect positive AR attitudes. Together, these three criteria boost AR's potential. Infrastructure readiness, prior-knowledge readiness, positive attitudes toward AR, and AR expectations all increase AR adoption. The study provides insights that can help instructional system designers, developers, dental education institutions, and program developers better integrate these technologies into dental education programs. Integration can improve dental students' hands-on experience and program performance by providing training options anywhere and anytime.
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    Article
    Citation - WoS: 2
    Citation - Scopus: 4
    Mobile Application Software Requirements Specification From Consumption Values
    (Mdpi, 2023) Derawi, Mohammad; Dalveren, Gonca Gokce Menekse; Cagiltay, Nergiz Ercil
    In today's society, mobile applications are becoming more popular and providing several advantages. However, users will resist using a product regardless of how well-tested or solid it is if the wrong requirements are implemented. Understanding the factors that influence the purchase of mobile applications can provide useful information for mobile application design and development. Hence, the purpose of this research is to better understand the impact of consumption values on customers in order to identify the software requirements for a mobile application. This study analyzes the possible behavioral changes of similar groups of university students in a five-year period. For this purpose, a questionnaire is administered to engineering faculty students in 2017 (46 females and 66 males) and 2021 (45 females and 90 males) to better understand customer behavioral changes. The findings highlight the significance of conditional value in customer behavior when purchasing mobile applications. Even though the other consumption values were found to have a negligible effect, there is some evidence indicating that the impact of consumption values on different target customer groups may vary considering their gender and familiarity with apps. Further research needs to be conducted to better understand the possible impact of age, cultural differences, education levels, and special considerations such as visually impaired people. Therefore, this study encourages mobile application designers and developers to raise awareness for the effect of consumption values such as conditional value on their customers' mobile application purchasing behaviors. The possible impact of the consumption values needs to be deeply understood, specifically for the target customer groups, and it should be considered in the software requirements specification (SRS), which is one of the important principles that allow software under consideration for development to function. As a result, a better understanding of consumption values will help developers design and develop better applications by specifying software requirements and marketing strategies.
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    Article
    Moocs and Economic Disadvantage: a Path Analysis of 3.5 Million Mitx Learners
    (Routledge Journals, Taylor & Francis Ltd, 2025) Cagiltay, Nergiz Ercil; Toker, Sacip; Cagiltay, Kursat
    Massive Online Open Courses (MOOCs) are offered by universities and companies to provide quality education to anyone, anyplace and at any time. The impact of economic disadvantage on these courses has not been fully explored despite several studies. This study aimed to investigate the impact of country's income level on the success of 3,523,692 learners from 204 countries enrolled in 174 MITx MOOCs. The countries were classified as low- and lower-middle-income (L&LM) or high- and upper-middle-income (H&UM). A structural equation modelling with multigroup analysis conducted. The findings revealed that learners in the L&LM group performed better academically. Completion rates were 66% for L&LM and 25% for H&UM, and certification rates were 95% for L&LM and 99% for H&UM. This shows that L&LM learners may be more motivated because they believe MOOCs might help their careers. These results are essential for creating MOOCs that fit diverse learner demographics.