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Master Thesis Yükseköğretimde Mühendislik Öğrencilerinin Üretken Yapay Zeka Araçlarını Kabulü ve Kullanımını Etkileyen Faktörler: Gayri Döngüsel Yapısal Eşitlik Modellemesi Yaklaşımı(2025) Jami, Morsal; Toker, SacipBu çalışma, özellikle ChatGPT olmak üzere Üretken Yapay Zekâ araçlarının yükseköğretimde kabulü ve kullanımı üzerinde etkili olan faktörleri incelemektedir. Teknoloji Kabul Modeli (TAM) ve Birleştirilmiş Teknoloji Kabul ve Kullanım Teorisi (UTAUT) çerçevesinde temellendirilen araştırma, altı temel yapıyı ele almaktadır: Üretken Yapay Zekâya Yönelik Olumlu Tutumlar, Sosyal Etki, Üretken Yapay Zekâya Güven, Algılanan Akademik Fayda, Kullanım Niyeti ve Gerçek Kullanım. Veriler, üniversite öğrencilerine uygulanan yapılandırılmış bir anket aracılığıyla toplanmış ve AMOS programında Yapısal Eşitlik Modellemesi (SEM) kullanılarak analiz edilmiştir. Sonuçlar, güven, olumlu tutumlar ve sosyal etkinin öğrencilerin ChatGPT kullanım niyeti üzerinde anlamlı etkiler yarattığını göstermektedir. Aynı zamanda, algılanan akademik faydalar ve gerçek kullanım da bu faktörlerden olumlu yönde etkilenmiştir. Modelde ayrıca, Kullanım Niyeti ile Gerçek Kullanım arasında ve Üretken Yapay Zekâya Güven ile Algılanan Akademik Fayda arasında çift yönlü (non-recursive) ilişkiler yer almakta, bu da öğrencilerin deneyimlerinin karşılıklı etkileşim yapısında olduğunu ortaya koymaktadır. İlginç bir şekilde, Kullanım Niyetinden Gerçek Kullanıma doğru negatif bir yol gözlemlenmiş, bu da kurumsal veya bağlamsal engellerden kaynaklanabilecek bir niyet-davranış boşluğunu düşündürmektedir. Elde edilen bulgular, yükseköğretim kurumlarının Üretken Yapay Zekâ araçlarını sorumlu bir şekilde akademik uygulamalara entegre etmeleri açısından güven, akran etkisi ve deneyimsel öğrenmenin önemini vurgulayarak değerli bilgiler sunmaktadır.Article Citation - WoS: 58Citation - Scopus: 74Internet Addiction Among College Students: Some Causes and Effects(Springer, 2019) Baturay, Meltem Huri; Toker, SacipInternet 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.Article Citation - WoS: 10The Comparison of Trust Development in Virtual and Face-To Collaborative Learning Groups(Anadolu Univ, 2019) Baturay, Meltem Huri; Toker, SacipThe 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.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.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: 35Impact 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 Citation - WoS: 8Citation - Scopus: 11Developing Disposition To Critical Thinking and Problem-Solving Perception in Instructional Design Projects for Producing Digital Materials(Springer, 2022) Toker, Sacip; Baturay, Meltem HuriThis 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.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: 11Citation - 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 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.
