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Omer Toprak,1 Yasin Sarı,2 Akif Koç,3 Erhan Sarı,3 Ali Kırık2 1Division of Nephrology, 2Division of Internal Medicine, 3Division of Urology, Department of Medicine, Balikesir University School of Medicine, Balikesir, Turkey Background: Erectile dysfunction (ED) is common in older men with chronic kidney disease. Magnesium is essential for metabolism of nitric oxide which helps in penile erection. There is little information available about the influence of serum magnesium on ED. The aim of the study was to assess the influence of hypomagnesemia on ED in elderly chronic kidney disease patients. Subjects and methods: A total of 372 patients aged 65–85 years, with an estimated glomerular filtration rate of 60–15 mL/min/1.73 m2, were divided into two groups according to serum magnesium levels: hypomagnesemia, n=180; and normomagnesemia, n=192. ED was assessed through the International Index of Erectile Function-5. Hypomagnesemia is defined as serum magnesium

The purpose of this study is to compare the use of elaborated and metacognitive feedback strategies in interactive instructional videos in terms of undergraduate students' engagement and metacognitive awareness levels. This study also aims to investigate undergraduate students' evaluations of elaborated and metacognitive feedback in these instructional videos based on qualitative data. This study used a basic randomized post-test-only experimental design comparing two treatments supported by qualitative data. The participants were 52 preservice teachers who registered for an undergraduate educational technology course offered by a faculty of education. They were randomly assigned to the metacognitive and the elaborated feedback groups. The data were collected with the Short Form of the User Engagement Scale and the Metacognitive Awareness Inventory. In addition, qualitative data were collected through interviews and used to examine students' evaluations of the elaborated and metacognitive feedback used in the interactive instructional videos. The results showed that there was no statistically significant difference between the two types of feedback in terms of students' engagement and metacognitive awareness levels. The qualitative findings indicated that while the two types of feedback did not provide a significant superiority over each other, students viewed the two types of feedback as serving different purposes. Our findings suggest that customizing the type of feedback based on students' answers and subject mastery level, or a thoughtful integration of both types of feedback, could enhance the learning experience in interactive instructional videos.

The purpose of the study is to investigate whether English as a foreign language (EFL) learners are more willing to communicate and study with the same partners or different partners in speaking activities in pairs or small groups and to determine whether there are similarities or differences in learners' views regarding the same and different partners according to different learning environments (face-to-face and online). A qualitative research design was adopted in the study. The participants were EFL learners at the School of Foreign Languages (SFL) of a state university in Izmir, Turkey. The participants were divided into two groups. The first group (FF) included 20 students who took face-to-face education and the second group (OL) consisted of 20 students who took online education. The qualitative data were collected from both groups by means of a structured written interview form. The results revealed two main themes (1- "Feelings," 2- "English language production process") and ten sub-themes (1a- "positive feelings," 1b- "negative feelings," 1c- "both positive and negative feelings," 2a- "developing intimacy," 2b- "collaboration and ease of communication," 2c- "insufficiency of English language production," 2d- "increase of knowledge," 2e- "use of speaking skills," 2f- "insufficiency of socialization and interaction," 2g- "challenges of online education"). The study compares both groups with respect to the above themes and subthemes and discusses implications for the teaching of English.

The aim of this study is to investigate the academic achievement of 6th grade students in grammar course gamified with an online tool and their opinions regarding the application. The study employed quasi-experimental design and a semi-structured interview was utilised to obtain the qualitative data. The application lasted for 6 weeks during which the experimental group received gamified grammar education whereas the control group received content-based language learning. Pre-test and post-tests were applied to both groups to check if there were any differences between the scores. Since the quantitative data were not parametric, Wilcoxon Matched -- Pairs Signed Ranks Test and Mann Whitney U Test were used in the analysis of the data. Also, a semi-structured interview was utilised to learn about the opinions of the students in experimental group. The results yielded a significant difference in favor of students who received gamified grammar learning. The results were also supported by the positive opinions of the students towards gamification of grammar with an online tool as an in-class material.

In this study, it is aimed to determine the effect of video game playing time on academic performance of students who play video games and take computerized accounting courses at Usak University and attend computerized accounting courses. The data obtained with the questionnaire applied to a total of seventy students within the scope of the study were analyzed with the SPSS 26 statistical analysis program. The findings obtained from the study revealed that the majority of the students played video games for 1-2 hours a day on average and preferred Akinsoft software in the computerized accounting course. Other findings obtained from the study show that playing video games accelerates the learning process, using computer, keyboard, mouse, etc. in computerized accounting course. It has been revealed that it provides practicality in the use of technological tools, provides practicality in the creation of accounting slips, facilitates the detection of errors in incorrectly created accounting slips, and enables the different accounting package programs to be investigated curiously. In addition, another finding obtained within the scope of the study revealed that the duration of playing video games contributed to the academic performance of the computerized accounting course at a low level.

The present study aimed to find out the attitudes of Arabic as a foreign language (AFL) and English as a foreign language (EFL) students toward learning foreign languages in the Turkish higher education context within an interdisciplinary perspective. It was designed as a survey study and conducted with 26 Turkish AFL students and 26 Turkish EFL students who were chosen through convenience sampling. The data were collected through the attitude toward learning foreign languages scale for students studying at schools of Foreign Languages and were analyzed with descriptive statistics. According to the findings of the present study, the opinions of the participants related to foreign language lessons and their emotions related to learning foreign languages were positive, while their opinions about learning foreign languages were not very negative. Also, the findings indicated that the participants gave a lot of importance to learning foreign languages and used foreign languages on social media a lot. As a result of these, the findings revealed that both participant AFL and EFL students had a positive attitude toward learning foreign languages. The findings were discussed. The implications and limitations of the present study were explained, and suggestions for future studies were made.

In this study, it is aimed to reveal the images formed in the minds of high school students about the concept of mathematics with the help of their own expressions and drawings. In this qualitative study, the core of 100 high school students' experiences of math was examined with a holistic approach using Online Interpretative Phenomenological Analysis (OIPA). In order to obtain in-depth information about the concept of math from the participants, the purposeful sampling method was used. It was paid full attention to ensure that the participants were high school students. The data were obtained by using the OIPA form, which allows students to create stories and drawings about the concept of math. The data obtained were analyzed in three stages by the researcher and an expert psychologist. As a result of the analysis, it was seen that there were deficiencies in students' mathematical literacy in situations such as understanding the role of mathematics in daily life and using it to solve real life problems. Additionally, the students expressed the concept of math using 18 different main themes, most of which contained negative strong emotions. Students associated math most frequently with the themes of life (44%) and difficult math language (38%). The students associated math least frequently with the themes of hate (5%) and unimportant (5%). On the other hand, students explained the math domain with individual factors (74%) the most and exosystem (15%) the least. In line with the results obtained in the study, a few recommendations were made.

In this study, the perceptions of primary school teacher candidates regarding the characteristics and education of gifted students were examined. This qualitative study was conducted with a phenomenological research design. Semi-structured interviews were conducted with a total of 62 primary school classroom teachers who were selected using the criterion sampling method. Interview data were analyzed via the descriptive analysis method. The findings of the study showed that primary classroom teacher candidates generally defined giftedness according to the dimensions of high-level mental performance/intelligence and creativity. They considered expert evaluations important in the diagnosis of giftedness, and they also highlighted the importance of identifying the interests of gifted students and applying additional activities and differentiated instructional practices in their education. A particularly noteworthy finding of this study was that primary school teacher candidates considered the lack of competency and knowledge among classroom teachers regarding giftedness as one of the major problems that gifted students may experience in the course of their primary education.

This study aims to investigate the satisfaction and experiences of associate degree students from the child development department on distance education after the earthquake in Türkiye. The research was carried out in a mixed method embedded design with the participation of 133 associate degree students who studied in the child development department in a vocational school affiliated with Bursa Uludag University in the spring term of the 2022-2023 academic year. The quantitate data were collected through "The Distance Education Satisfaction Scale of University Students." The qualitative data were obtained through a semi-structured interview with 20 students from the same study group. Descriptive statistics, Independent samples t-test, Mann-Whitney U test and Kruskal-Wallis H Test, and content analysis were used to analyze the data obtained. According to the findings, online education was less effective than face-to-face education due to the earthquake. The student's satisfaction with distance education differs significantly depending on having technological tools. The students stated that they had difficulties due to the adverse psychological effects of the earthquake and the infrastructure problems. It was determined that distance education's most significant advantage is having a flexible environment and listening to the course recordings. However, they were disadvantaged in not making enough applications during the lessons in online education.

This qualitative study adopted a phenomenological research design to investigate how preservice teachers perceived compassion. The sample consisted of 43 students from Van Yüzüncü Yil University. The data were collected using a semi-structured interview guide. The data were analyzed using content analysis. The results showed that participants associated "compassion" with "pity," "sympathy," "being human'," "affection," "empathy," "help," "favor," "conscience," and "forgiveness." They stated that compassion was necessary to understand others and to maintain social order and peace. The most common forms of compassion were "having compassion for animals," "helping those in need," "helping the poor," "parents' compassion," "helping the old," and "love for children." Participants recommended that parents and teachers be role models for others, inculcate compassion in children, and get them to help others, adopt animals, visit nursing homes, and read books.

This study investigates the progression of social-emotional learning skills in children by integrating music activities into creative drama. The research was executed employing a pre-and post-test control group research design. The research cohort consisted of 40 five-year-old participants, separated into two groups of 20 each, experimental and control. An 8-week comprehensive music education program was implemented exclusively for the experimental group to enhance their social-emotional proficiencies. A personalized information questionnaire was also employed to gather demographic information about the children and their respective parents. The "Vineland Social-Emotional Early Childhood Scale" (VSEECS) and the "Vineland s Test" (EET) were applied as pre-and post-tests to determine children's social-emotional behaviors. The results of this investigation revealed a statistically significant difference in the EET pre-and post-test scores within the experimental group. Conversely, comparing both study groups, no statistically significant difference in EET scores was observed. The lack of a significant difference could be attributed to social-emotional learning activities in the curriculum that were carried out at school. This result may positively affect the control group's emotional expression and social skills. The analysis revealed that no statistically significant difference was observed in the mean scores of the (VSEECS) between the two groups at both the pre-test and post-test scores. In the context of forthcoming research, it is advisable to procure data through systematic observation, interviews, and the implementation of longitudinal investigations to elucidate the impact of music education on the development of children's social-emotional learning skills.

The study employed a quantitative research design using the general survey model to understand a large research population without intervening in variables. It involved 552 teacher candidates from an education faculty in Eastern Anatolia, Turkey, with 142 males and 410 females participating voluntarily. Data were collected using the Computer Game Motivation Scale (CGMS) with 17 items and five sub-dimensions (Concentration, Enjoyment, Escape, Learning, and Socialization), assessed on a five-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). The reliability coefficients (Cronbach's Alpha) ranged from 0.77 to 0.95 for scale structures and were 0.94 for the entire scale. Internal consistency coefficients for sub-dimensions varied from .78 to 0.94, with 0.93 for the overall scale. The information form included gender, department/unit, perceived income status, and place of residence inquiries. Male students had higher gaming addiction scores than females, and those in verbal programs scored higher than numerical programs. 2nd and 3rd-year students had higher gaming addiction scores, and students with a perception of very poor income also scored higher in gaming addiction. Interestingly, the place of residence did not significantly affect gaming addiction, likely due to widespread internet and technology access. In summary, this study highlighted how gender, program, class level, and income perception impact gaming addiction among university students, while place of residence does not seem to play a significant role.

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge (TPACK) of teacher educators. Qualitative research methods were used. The research was carried out with 10 teacher educators from different departments. Pre- and post-interviews were conducted to evaluate the effectiveness of the program. The program was found to have positive effects. Teacher educators stated that while transferring the knowledge they gained to the classroom environment, the methods they used could affect the education positively and attract the attention of students. Therefore, they planned to use the knowledge they acquired later on. They realized that with the knowledge they gained through this program, they would be a role model for the teachers of the future. At the end of the program, each participant's TPACK development was in line with their own cognitive readiness.

Having 21st century skills, exhibiting effective classroom management, being able to use educational technologies, establishing interdisciplinary relations, making process-oriented measurement and evaluation, presenting values education with activities and using modern teaching techniques are now inevitable for efficiency in education. This research is based on the results of a series of training activities and workshops for teacher candidates within the scope of the "Future Teachers Project". The research, in which the quantitative method was applied, was conducted with 174 teacher candidates studying in different departments of universities in the Turkish Republic of Northern Cyprus in 2021. As a data collection tool in the research, the "Readiness to Be a Teacher Scale" and the "21st Century Learner Skills Usage Scale" was used. The application of the research was carried out twice -pretest and posttest- at the beginning of the project and at the end of the project. In the study, it was determined that the education and activities applied outside of formal education increased the teacher candidates' readiness for teaching and their 21st century learner skills. Particularly, it was observed that teacher candidates who participated in such a project for the first time, made significant improvements in their "environment designing the teaching process" and "collaboration and flexibility skills" skills. In the context of these results, it can be suggested that teacher candidates participate in activities that will improve themselves in different dimensions of the teaching profession in addition to the formation courses they take at the university.