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Higher education instructors tried to find best teaching ways during the pandemic. Instructors who were faced with emergency situations used various technologies to deliver their courses. In this study, an online survey was used to ask instructors about their experiences regarding their development of technological pedagogical content knowledge (TPACK) during emergency remote teaching (ERT); 231 responses were received from instructors from faculties of education. The survey was a five-point Likert-type scale include the dimensions of pedagogical knowledge, pedagogical knowledge, technological knowledge, technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. Instructors rated their own non-technological knowledge (pedagogical knowledge, content knowledge, and pedagogical content knowledge) relatively higher than their knowledge including technology (technological knowledge, technological pedagogical knowledge, and technological content knowledge). The findings indicate that instructors had a consistently high level of perceived knowledge in all TPACK dimensions. Regarding developments in instructors' TPACK, several suggestions were made, including novel technologies and pedagogies specialized for ERT.

The aim of this study was to develop a measurement tool that can be used to determine the online teaching competency levels of teachers and instructors. During the validation, the draft scale was applied to online teachers and instructors actively involved in distance education. After the implementation processes, the sample was divided into two groups randomly (n1 = 158; n2 = 144). The first sample was used for Exploratory Factor Analysis (EFA), and the second sample for Confirmatory Factor Analysis (CFA). The EFA highlighted 17 items and 3 factors found in the final scale. Factors were found as Technology, Pedagogy, Ethical and Institution dimensions. The reliability analysis for the whole scale was 0.90, the Cronbach alpha reliability coefficient of sub-dimensions were found to be 0.87, 0.88, 0.78, respectively. In addition, the composite reliability (CR) value of the whole scale was calculated as 0.953 and the CR values for the sub-factors were calculated as 0.877, 0.871 and 0.832, respectively. As a result of the CFA, it was concluded that the scale could be used to measure online teaching competencies of teachers and instructors.

This study aims to explore the influences of the CS-unplugged activities in developing problem solving skills of preschool children. The participants were 11 children (4-5 aged) enrolled in a public preschool and Code.org activities were used as an instructional package. Activity evaluation form and interviews were used to understand children's problem solving processes. In order to determine the problem solving performances, the tasks were divided into the meaningful sub-tasks with regard to problem steps of Nance' problem solving model. The results indicated that CS-unplugged activities positively influenced students' understanding and planning performances more than doing and evaluation skills. Preschool children developmental characteristics and the nature of the problems somewhat hampered the development of their performances in doing and evaluation steps. It is hoped that the study may provide insights for the efforts on enhancing preschool children's problem solving processes.

This study was conducted to investigate the problematic behaviors of preschool students studying in public and private schools according to certain variables. The research was carried out with 300 students and their parents in private and public kindergartens. A demographic information form prepared by the researcher was used to collect the data. The Preschool and Kindergarten Behavior Scale was used. Pearson Correlation Analysis was used to analyze the data obtained for behavioral problems and social skills, univariate t-test for the significance of the difference between the scale scores of the groups by one-way analysis of variance, and the result was a significant negative relationship between problem behaviors and social skills. Significant differences were observed between students' age, number of siblings, birth order, media usage, private or state education, their parent's marital status, their family's level of education and economic status, size of family, and students' behavior problems and social skills sub-dimensions. However, no significant difference was observed regarding the gender of the children.

Drawing on the Technology Acceptance Model (TAM), this qualitative study examines instructors' behaviors in using Facebook in their teaching practices. Participants were ten instructors enrolled at various departments of universities in Turkey. Interviews were analyzed in order to understand the instructors' Facebook use for educational purposes. Results indicated that access, management, cooperation-socialization, sharing, and motivation were the main factors affecting instructors' behaviors in using Facebook for educational purposes. While usefulness was prominent, ease of use was also frequently addressed in terms of TAM elements. Considering TAM, some external factors such as students' use and social pressures were also influenced instructors' intention and attitudes toward using Facebook in their classes. The implications of notable findings and directions for future studies are discussed.

Concept maps are the tools used to facilitate meaningful conceptual learning. In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process to overcome the challenges that students face when creating concept maps. The study was carried out as a case study. Observations via using video records and worksheets were used to examine the effect of this application on students' concept map creation skills and their evaluations about their experiences. The results suggested that using AR for creating concept maps provided more accurate results in associating the concept map components and supported students for meaningful conceptual learning. Students evaluated their experiences in using AR also as increasing their sense of enjoyment and curiosity which positively contributed to their motivation to create concept maps. Recommendations for future research and practices were also included.

Purpose: School life quality influences students in many ways with factors related to it. For this reason, the quality of life of the school needs to be taken seriously. Satisfaction with school life can contribute to students' positive attitudes toward the school. When the relevant literature is examined, it is observed that a limited number of researches have been conducted in our country. Based on this reason, it has been decided to carry out this research. Research Methods: The screening model was used in the study. The study population consists of year one, two and three undergraduate students who didn't receive preparatory education and who study in Yildiz Technical University Faculty of Education. The data were collected through Faculty Life Quality Scale (FLQS) and Personal information form. Findings: According to the study, it was observed that satisfaction level of faculty life quality was higher in female students than male students with respect to all the sub-dimensions, apart from the satisfaction of faculty sub-dimension, and total scale score. Student satisfaction levels, with respect to all the sub-dimensions and total scale score, were observed to be highest in year one students; and lowest in year three students. Students, who had a "very high" and "high" satisfaction level with their department choice, were observed to have higher satisfaction levels about faculty life quality than the students with "low" and "medium" satisfaction levels. Implications for Research and Practice: It was observed that Faculty Life Quality Scale total score differed according to gender, grade level, satisfaction level of department choice and perceived socio-economic status.

Objectives: To assess the effects of a gluten-free diet on bone structure in children with celiac disease using fractal analysis on panoramic radiographs. Method and materials: A total of 49 patients with celiac disease aged 6 to 13 years, separated into two groups as previously and newly diagnosed, and a control group of 32 healthy individuals were evaluated. In previously and newly diagnosed patients with celiac disease, body mass index Z-scores were calculated, calcium, alkaline phosphatase, vitamin D3, and parathormone levels were measured, and bone mineral density Z-scores were obtained from dual energy x-ray absorptiometry. In all patients, the fractal dimensions of the right and left temporomandibular condyles were evaluated with the fractal analysis method on panoramic radiographs. Results: The mean values of serum biomarker levels and the body mass index and bone mineral density Z-scores for both celiac groups were within the normal reference range. No statistically significant difference was determined between right and left condyle fractal dimensions values in the three groups examined. In terms of both right and left condyle fractal dimensions values, there was a statistically significant difference between groups. The highest fractal dimensions values were determined in the previously diagnosed group. Conclusions: Differences in fractal dimensions values were observed among patients with celiac disease following the gluten-free diet. Utilizing fractal analysis on panoramic radiographs can prove valuable for dental practitioners in evaluating bone mineral density due to its cost-effect iveness, easy accessibility, and reduced radiation exposure for patients, enabling them to provide comprehensive oral health care and potential early interventions for patients with celiac disease. [ABSTRACT FROM AUTHOR]

This paper reports on a study aiming at examining the effects of virtual reality and animations on students' perceived learning. The study was conducted as an exploratory case study in virtual reality-based and animation-based environments. Participants were 12, 4th grade elementary school students enrolled at a public Science and Art Center. The data in the study were obtained by interview and observation method. The findings of the study presented according to the readiness, learning performances, affective gains and interaction in terms of perceived learning. While immersion is found as a positive feature that is robust in virtual reality-based environment, limited interactivity somewhat negatively influenced perceived learning in animation-based learning environment. While virtual reality-based learning environment provided high student-content interaction, surprisingly this caused some un-realistic perceptions of students about their own learning. The study also informed designers on the relations between perceived learning, learning performances and design features of virtual reality and animation-based learning environments.

This study examines the effectiveness of using augmented reality (AR) in gaining historical empathy skills. AR cards were used in different periods of the history lesson. A mixed design method including pre-test and post-test is used to A mixed methods research design with pre-test and post-test is used to determine the developments in empathy skills using the Historical Empathy Scale. Also, interviews were carried out to explore the role of AR in the development of historical empathy skills. The results indicated that using AR cards positively affected the development of empathy skills. Constructing mental schemas and visualization of historical events were the remarkable factors that mostly contributed positively to the development of empathy skills. We hope that the findings of this study would assist in the future design and implementation of AR in history courses. [ABSTRACT FROM AUTHOR]

Background/aim: Individuals with multiple sclerosis (MS) may experience various speech-related issues, including decreased speech rate, increased pauses, and changes in speech rhythms. The purpose of this study was to compare the volumes of speech-related neuroanatomical structures in MS patients with those in a control group. Materials and methods: The research was conducted in the Neurology and Radiology Departments of Malatya Training and Research Hospital. The records of patients who presented to the Neurology Department between 2019 and 2022 were examined. The study included the magnetic resonance imaging (MRI) findings of 100 individuals, with 50 in the control group and 50 patients with MS, who had applied to the hospital in the specified years. VolBrain is a free system that works automatically over the internet (http://volbrain. upv.es/), enabling the measurement of brain volumes without human interaction. The acquired images were analyzed using the VolBrain program. Results: As a result of our research, a significant decrease was found in the volume of 18 of 26 speech-related regions in MS patients. It was determined that whole brain volumes decreased in the MS group compared to the control group. Conclusion: In our study, volume measurements of more speech-related areas were performed, unlike the few related studies previously conducted. We observed significant atrophy findings in the speech-related areas of the frontal, temporal, and parietal lobes of MS patients. [ABSTRACT FROM AUTHOR]

Increasing evidence shows that virtual reality (VR) training is highly effective in cognitive and motor rehabilitation. Another modern form of training is cognitive–motor dual-task training (CMDT), which has been demonstrated to rapidly improve physical and cognitive functions in real environments. This study aims to test whether a VR-based CMDT protocol can be used for motor and cognitive skill enhancement in young, healthy subjects. For this aim, 24 university students participated in a randomized control trial. The experimental group participated in a 5-week virtual reality reaction training (VRRT), performing 30 min sessions once a week. The control group did not receive any training but was tested twice with the same measures and temporal distance as the experimental group. Before and after the intervention, motor, cognitive, and electrophysiological measures were assessed. The results showed that following VRRT, the response time for both physical and cognitive tests was improved by about 14% and 12%, respectively, while the control group did not show significant changes. Moreover, electrophysiological data revealed a significant increase in anticipatory motor readiness in premotor brain areas in the experimental group only; however, cognitive top–down control tended to be increased in prefrontal areas after VRRT. This training protocol in a VR modality seems to be as effective as other CMDT methodologies carried out in a real modality. Still, it has the advantages of being more flexible and more user-friendly compared to standard training. The VRRT's efficacy on physical and cognitive functions indicates that virtual reality applications can be used by the young population, not only for entertainment purposes but also in the form of cognitive–motor training. [ABSTRACT FROM AUTHOR]

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Background: Being subjected to or witnessing coercive measures in mental health services can have a negative impact on service users, carers and professionals, as they most often are experienced as dehumanising and traumatic. Coercion should be avoided, but when it does happen, it is important to understand how the experience can be processed so that its consequences are managed. Method: A systematic review and meta-ethnography was used to synthesise findings from qualitative studies that examined service users', staff's and relatives' experiences of recovery from being exposed to coercive measures in mental health care settings. We identified, extracted and synthesised, across 23 studies, the processes and factors that were interpreted as significant to process the experience. Results: Recovery from coercion is dependent on a complex set of conditions that support a sense of dignity and respect, a feeling of safety and empowerment. Being in a facilitating environment, receiving appropriate information and having consistent reciprocal communication with staff are the means through which these conditions can be achieved. People employ strategies to achieve recovery, both during and after coercion, to minimise its impact and process the experience. Conclusions: The findings point to the importance of mental health care settings offering recovery-oriented environments and mental health professionals employing recovery-oriented practices, that would empower service users to develop strategies for managing their mental distress as well as their experiences in mental health care in a way that minimises traumatisation and fosters recovery. [ABSTRACT FROM AUTHOR]

This study aims to determine the digital literacy levels of tourism vocational high school students and to examine the students' ability to use the information they learn in the tourism sector. The group of this study, which was carried out with the mixed method, consists of 168 students studying in secondary education. In the study, qualitative data were collected with a semi-structured interview form consisting of 5 open-ended questions and quantitative data were collected with the "Digital Literacy Scale". According to the results, the students' digital literacy skills are at a high level (3,64), and the digital literacy skills of the students were shaped according to the experiences. It has been evaluated that the lessons at school or the tasks in the hotel affect their digital literacy skills. [ABSTRACT FROM AUTHOR]

Objectives Simultaneous combinations of cognitive and physical exercises (cognitive-motor dual-task training [CMDT]) are more effective than physical and cognitive training alone in counteracting the decline of older adults and promoting physical and psychological well-being. The CMDT can be particularly effective in improving cognitive and functional abilities. Here, we validated an innovative nonpharmacologic intervention for anxiety and general well-being in older people by combining CMDT and response-generated feedback (RGF) principles. As outcomes, anxiety, cognitive functions, and functional mobility were evaluated. In addition, electroencephalographic methods were employed to investigate the neural basis of the possible intervention effects. Methods Thirty older adults were divided into an experimental group trained using a CMDT + RGF protocol and a control group using the CMDT only. The CMDT + RGF consisted of the simultaneous execution of whole-body exercises, cognitive tasks that were realized using interactive devices, and continuous feedback on every response. Results Results showed decreased anxiety and increased response speed in the experimental group, and both groups improved their functional ability and response accuracy after the intervention. According to electroencephalographic results, both groups showed an increase in the bilateral prefrontal cortex anticipatory activity, but the experimental group also showed a further increase in the left prefrontal cortex and in the premotor areas anticipatory functions. Discussion This study confirms the effectiveness of the proposed intervention on anxiety by adopting a nonpharmacology treatment that could affect public and individual health costs by proposing an alternative approach to expensive medications and psychotherapy and could significantly improve older adults' quality of life. [ABSTRACT FROM AUTHOR]

Aim: Individuals who receive hemodialysis treatment due to chronic renal failure have limitations in their daily lives and a decrease in physical activity and walking speed. In this study, we have investigated the effectiveness of various measurements of ankle angles of hemodialysis performed on patients on balance, falling risk, and daily life activities. Materials and Methods: 114 volunteer hemodialysis patients with a mean age of 30-94 have measured at the position of plantar flexion, inversion, and eversion by a 1-degree sensitivity manual goniometer. The Time Up and Go test (TUG), Lawton and Brody Instrumental Activities of Daily Living (IADL) Scale and Barthel Index (BI) were applied to the patients. Statistical analyses were made with the SPSS 25 program. Results: 55 male and 59 female participants were accompanied in the study. The average age was 62.8 ± 15.29, the average hemodialysis duration was 5.59 ± 3.92, the average body mass index was 5.08 ± 5.1 and he average number of falls was 5.59 ± 3.92. A low positive significant correlation was observed between plantar flexion and inversion foot angle measurements with The Lawton and Brody IADL scale (p<0,05). A low-level significant positive correlation was observed between the BI score and the plantar flexion angle measurements (p<0.05). A highly significant positive correlation was observed between plantar flexion angle measurement and inversion angle measurement. In contrast, a moderately significant positive correlation was observed between plantar flexion angle measurement and eversion angle measurement (p<0.05). Conclusion: We observed a decrease in daily life activities and a walking speed increase in falling risk in the diagnosis of chronic renal failure in hemodialysis patients. [ABSTRACT FROM AUTHOR]