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Article Citation - WoS: 1Citation - Scopus: 3Enhancing Language Proficiency Through Mobile Extensive Listening and Podcasting: a Multifaceted Approach To Metacognition and Critical Thinking(Elsevier Sci Ltd, 2024) Sendag, Serkan; Caner, Mustafa; Gedik, Nuray; Toker, SacipMobile-assisted language learning (MALL) has gained considerable attention in foreign and second-language education. As part of a two-year project, this study employed a mixed-methods research design with 60 B2-level learners of English as a foreign language. The primary purpose of this study is to investigate the impact of repetitive listening and listening duration on participants' listening comprehension, speaking, critical thinking, listening strategies, and self-regulated learning strategies. The participants were divided into two groups, with the experimental group (n = 30) participating in the innovative Mobile Extensive Listening and Podcasting (MELAP) intervention. MELAP is a novel approach within the MALL framework that involves extensive listening to podcasts in the target language, content creation, and podcasting. The ten-week treatment revealed that unlike in previous studies, our experimental group improved not only in listening comprehension but also demonstrated significant gains in speaking skills and critical thinking. Notably, enhanced critical thinking skills were observed, correlated with an increased total listening duration and repeated extensive listening. Qualitative data analysis sheds light on how participants viewed the MELAP intervention, revealing what motivated them, what distractions they faced, and their opinions on developing and sharing podcasts. These findings emphasize the potential of the MELAP to enhance language skills and foster critical thinking in language learners, contributing to the ongoing discourse on the effectiveness of MALL.Conference Object Short-Term Gains, Long-Term Gaps: The Impact of GenAI and Search Technologies on Retention(Springer International Publishing AG, 2025) Akgun, Mahir; Toker, SacipThe rise of Generative AI (GenAI) tools, such as ChatGPT, has transformed how students access and engage with information, raising questions about their impact on learning outcomes and retention. This study investigates how GenAI (ChatGPT), search engines (Google), and e-textbooks influence student performance across tasks of varying cognitive complexity, based on Bloom's Taxonomy. Using a sample of 123 students, we examined performance in three tasks: [1] knowing and understanding, [2] applying, and [3] synthesizing, evaluating, and creating. Results indicate that ChatGPT and Google groups outperformed the control group in immediate assessments for lower-order cognitive tasks, benefiting from quick access to structured information. However, their advantage diminished over time, with retention test scores aligning with those of the e-textbook group. For higher-order cognitive tasks, no significant differences were observed among groups, with the control group demonstrating the highest retention. These findings suggest that while AI-driven tools facilitate immediate performance, they do not inherently reinforce long-term retention unless supported by structured learning strategies. The study highlights the need for balanced technology integration in education, ensuring that AI tools are paired with pedagogical approaches that promote deep cognitive engagement and knowledge retention.Article Citation - WoS: 21Citation - Scopus: 34Impact of Repetitive Listening, Listening-Aid and Podcast Length on Efl Podcast Listening(Pergamon-elsevier Science Ltd, 2018) Sendag, Serkan; Gedik, Nuray; Toker, SacipRepeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre service EFL teachers and 24 different "listening treatments". The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.Article Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme(2019) Şendağ, Serkan; Gedik, Nuray; Caner, Mustafa; Toker, SacipMobil Destekli Dil Öğrenme (MODDÖ)’nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyi destekleyeceği ileri sürülmektedir. Bu bağlamda, bu çalışmanın amacı (MODDÖ)’nün mobil ortamda kapsamlı-dinleme (extensive-listening) ile birlikte işe koşulduğunda öğretici-merkezli ve yoğun-dinlemenin (intensive-listening) uygulandığı gruba göre etkililiğini araştırmaktır. Çalışmada denkleştirilmemiş-grup yarı-deneysel araştırma deseninden yararlanılarak “öğretici-merkezli yoğun-dinleme (N=29)” ve “mobil kapsamlı-dinleme (N=30)” olmak üzere iki farklı yabancı dil olarak İngilizce dil becerisi geliştirme yöntemi karşılaşmıştır. Yapılan deneyde, katılımcıların dinleme, konuşma ve eleştirel düşünme becerileri ile dinleme stratejilerini geliştirmede hangi yöntemin daha etkili olduğu toplanan nicel veriler ile ortaya çıkartılmaya çalışılmıştır. Ayrıca her iki gruptaki katılımcıların sürece yönelik görüşleri yarı yapılandırmış görüşme formları kullanılarak alınmış ve değerlendirilmiştir. Elde edilen bulgulara göre öğretici-merkezli yoğun-dinlemenin katılımcıların dinleme becerilerini geliştirmede mobil kapsamlı-dinlemeye göre daha olumlu ve istatistiksel açıdan önemli bir etkisinin olduğu diğer değişkenler açısından gruplar arasında istatistiksel açıdan anlamlı bir değişmenin olmadığı belirlenmiştir. Çalışma bağlamındaki sınırlılıklar göz önünde bulundurularak öğretici-merkezli yoğun-dinlemenin mobil kapsamlı-dinlemeye göre yabancı dil olarak İngilizce dinleme becerilerini artırmada daha etkili olduğu sonucuna varılmıştır.Article Yabancı Dil Öğrenenlerin Kullandıkları Dinleme Stratejileri İle Okumada Medya Tecihleri ve Okuma Sıklıkları Arasındaki İlişkinin İncelenmesine Yönelik Bir Araştırma(2019) Şendağ, Serkan; Caner, Mustafa; Toker, SacipSon yıllarda yabancı dil eğitiminde dinlemestratejilerinin önemine ve kullanılmasına yönelikolarak birçok çalışmanın yapıldığı görülmektedir.Bunlardan bazıları yabancı dil dinleme becerileriningeliştirilmesinde elektronik ortamdan okuma desteğisağlamanın etkili olabileceğine ilişkin kanıtlar daortaya koymaktadır. Ancak bu konun daha etraflıca elealınması veriye dayalı olarak çok yönlü olarakaraştırılması gelinen noktada kritik bir önemtaşımaktadır. Bu bağlamda bu çalışmada yabancı dileğitimi alan öğrencilerin dinleme stratejilerikullanmaları ile yabancı dilde okuma yaparken tercihettikleri medya ve okuma sıkları arasındaki ilişkiaraştırılarak bu konuya farklı bir açıdan yaklaşılmıştır.İlişkisel tarama deseninin kullanıldığı çalışmada 531katılımcıdan veri toplanmıştır. Elde edilen bulgularagöre katılımcıların okuma sıklıkları arttıkça,ansiklopedi, gazete ve ders notlarını ekrandan okumaeğiliminde oldukları; basılı ders kitabını ve ekrandanders notlarını okuyanların daha fazla dinleme stratejisikullanmaya yöneldikleri tespit edilmiştir. Çalışmada,yabancı dil eğitimcilerinin elektronik ders notu desteğisağlayarak öğrencilerinin dinleme ve okuma gibialımlayıcı becerilerinin gelişimine olumlu katkısağlayabilecekleri tartışılmaktadır.Article Citation - WoS: 1Citation - Scopus: 1Enhancing Web Development Education With Game-Based and Gamification Learning: A Study of Engagement, Motivation, and Performance(IEEE-Inst Electrical Electronics Engineers inc, 2025) Ojonuba, Suzan Ejura; Turkmen, Guzin; Toker, SacipWeb development is a dynamic and complex subject in the computer science field that can be challenging to learn among higher education students. We investigated the impact of game-based learning and gamification on students' engagement, motivation, and performance in a web development course in this study. We tested 60 university students, who were expected to learn from a novice or beginner level. The experimental group used a gamified system, while the control group used a non-gamified system. All game elements in this study were grounded in self-determination theory (SDT), which suggests that intrinsic motivation increases when learners feel autonomous, competent, and connected, and flow theory, which emphasizes that when challenge and skill are balanced, learners are more likely to experience a state of flow. Quantitative and qualitative data were both collected and analyzed. Results showed that the gamified system positively impacted students' performance, compared to the non-gamified system. Interestingly, there was no significant difference in the engagement and motivation of the students. The findings of this study suggest that while the game elements addressed students' psychological needs, gamified learning outcomes depend not only on the inclusion of these game elements but also on individual learner differences such as prior game experience, learners' expectations of the gamified system and how well the designed system sustains engagement over time to overcome the novelty effect. In conclusion, these findings have significant implications for web development education and suggest that game-based learning and gamification are promising approaches for web development education.Article Citation - WoS: 4Citation - Scopus: 10Exploring the Influence of Countries' Economic Conditions on Massive Open Online Course (Mooc) Participation: a Study of 3.5 Million Mitx Learners(Athabasca Univ Press, 2023) Cagiltay, Nergiz Ercil; Toker, Sacip; Cagiltay, KursatIt is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.Article Citation - WoS: 10Citation - Scopus: 13Factors affecting cyberloafing in computer laboratory teaching settings(Springer, 2021) Toker, Sacip; Baturay, Meltem HuriThis 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.Article Citation - WoS: 2Citation - Scopus: 4Exploring Mooc Learners' Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities(int Council Open & Distance Education, 2024) Cagiltay, Nergiz ercil; Toker, Sacip; Cagiltay, KursatMassive Open Online Courses (MOOCs) now offer a variety of options for everyone to obtain a high -quality education. The purpose of this study is to better understand the behaviours of MOOC learners and provide some insights for taking actions that benefit larger learner groups. Accordingly, 2,288,559 learners' behaviours on 174 MITx courses were analysed. The results show that MOOCs are more attractive to the elderly, male, and highly educated groups of learners. Learners' performance improves as they register for more courses and improve their skills and experiences on MOOCs. The findings suggest that, in the long run, learners' adaptation to MOOCs will significantly improve the potential benefits of the MOOCs. Hence, MOOCs should continue by better understanding their learners and providing alternative instructional designs by considering different learner groups. MOOC providers' decision -makers may take these findings into account when making operational decisions.Article Citation - WoS: 3Citation - Scopus: 3Expectancy 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 ErcilObjectiveDental 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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