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© 2022 Author(s).The present situation is investigated and the relevance of the stage of prototyping of user interfaces as intermediary of human-machine interaction in the process of software development is substantiated. The necessity of improving the methodology of teaching graphic disciplines and the relevance of studying the technologies of «UX/UI Design» in the process of professional training of future bachelor's in computer science as a perspective direction in view of the demands of the labor market and as a factor that raises the level of motivation of students for professional activity in general and on the formation of graphic competence. The methodical provision of the course is described, the structure and content of the theoretical and practical part of the course are presented, which is focused on the study of the technology of «UX/UI Design». The mathematical modeling of the discipline learning process «UX/UI Design» is described. The use of mathematical modeling to develop a model for training the discipline «UX/UI Design» provided the basis for the creation of a system of scientific-methodical and computer support of pedagogical activities and outlined the perspectives of designing a pedagogical technology for the formation of graphic competence of future Bachelor of Computer Sciences in the course of studying the discipline «UX/UI Design».

The purpose of this study is to reveal the status of scientific publications on learning analytics from the past to the present in terms of bibliometric indicators. A total of 659 publications on the subject between the years 2011-2021 were found in the search using keywords after various screening processes. Publications were revealed through descriptive and bibliometric analyses. In the study, the distribution of publications by years and citation numbers, the most published journals on the subject, the most frequently cited publications, the most prolific countries, institutions and authors were examined. In addition, the cooperation between the countries, authors and institutions that publish on the subject was mentioned and a network structure was created for the relations between the keywords. It has been determined that research in this field has progressed and the number of publications and citations has increased over the years. As a result of the bibliometric analysis, it was concluded that the most influential countries in the field of learning analytics are the USA, Australia and Spain. The University of Edinburgh and Open University UK ranked first in terms of the number of citations and Monash University as the most prolific institutions in terms of the number of publications. According to the keyword co-occurrence analysis, educational data mining, MOOCS, learning analytics, blended learning, social network analysis keywords stand out in the field of learning analytics.

The purpose of this study is to identify key factors and barriers to implementing gamification in English Foreign language teaching. In alignment with the purpose of the study, the perspectives of English teachers (which grades) were obtained. This study was designed as a qualitative study. A total of 16 teachers participated in the study. Structured interview questions were used as the data collection instrument. The data obtained from the interviews were analyzed using content analysis. The result of the study demonstrated that most teachers use gamification in their English Foreign Language teaching. Some teachers who participated in the study indicated that gamification is very effective and important for their teaching and that they use gamification frequently in their teaching. Teachers emphasized that games facilitate language learning, ensure active class participation, make learning more enjoyable, and make the learning process effective and efficient. In addition, games facilitate the development of student language skills and make learning more enjoyable by making lessons interesting. Factors such as the occurrence of problems like irregularities, objections, and challenges during the game, the creation of a negative competitive environment, the extension of the time allotted for the game, and the creation of a noisy environment were found to be barriers to the use of gamification in the classroom. In addition, technical difficulties and problems with digital games, lack of technology and internet, technology, screen, and game addiction, and health/psychological issues are some of the main reasons why teachers do not use gamification in their EFL teaching.

Science, technology, engineering, and math (STEM) education plays a vital role in order to prepare students for the twenty-first century economy. Unfortunately, people with disabilities in countries throughout the world are vastly underrepresented in scientific and technological fields. Closing the gap in the STEM is vital for improving fairness and opportunities for the people with disabilities. The STEM industry is critical in a world where there are various environmental, health, and development issues. It is essential not only for increasing productivity and competitiveness, but also for ensuring individual and societal well-being. The STEM workforce is expected to rise exponentially in the future year in today's burgeoning knowledge-intensive economy. This chapter explores a current state-of-the-art literature review on the use of assistive robots in STEM education people with disabilities.

In the literature, there is not sufficient data on factors affecting the development of complications in patients with penile fracture after early surgical intervention.To investigate the predictors of long-term complications in patients who underwent immediate surgical repair for penile fracture.This clinical study included a total of 31 cases of penile fracture in which surgical treatment was performed within the first 24 h and penile fracture was confirmed during the operation. The patients with and without late complications were compared in terms of parameters such as age, tear size of the tunica albuginea of the penis, bilateral involvement of the corpora cavernosa involvement, urethral injuries, and duration from penile fracture to surgery.The median age of the patients was 42 years (interquartile range: 34-51 years). The median time from penile fracture to surgery was 13 h (8-18 h). The median tear size was 16 mm (11-21 mm). Late complications were seen in 13 (41.9%) patients in the post-operative period. Erectile dysfunction developed in five (16.1%) patients in the post-operative period. There was no statistically significant relationship between age, tear size, time from penile fracture to surgery, and bilateral corporeal involvement in terms of erectile dysfunction development. Painful erections, penile deviations, urethral strictures, tunical scars, and re-fracture were the other late complications. There was a significant relationship between the development of any complication and time from penile fracture to surgery (p = 0.028) and tear size (p = 0.031). In the receiver operating characteristic analysis of complication development, the cut-off value for the time from penile fracture to surgery was 13.5 h.We found that the longer time interval between penile fracture and surgery worsened the patient outcomes. In addition, tear size was determined to be a predictor for long-term complications. In our opinion, early treatment of penile fracture can prevent severe complications in these cases.

This chapter will exploit emerging issues of AI and current literature on AI ethics and human rights teaching. The authors will exploit understanding AI ethics and human rights in daily life and offer teaching methodologies to explain how to teach AI ethics and human rights in K-12 learning environments. Furthermore, the chapter will be devoted to the latest trends and issues on how to teach AI ethics and humans rights teaching in K-12 learning environments. Particular emphasis will be made on a survey of existing ethics teaching methodologies and how to adopt existing teaching strategies into AI ethics teaching in order to improve their understanding on AI ethics and human rights.

Artificial intelligence (AI) is a part of our everyday life. Having artificial intelligence will be vital for careers in science and engineering, which is the important part of the STEM curriculum. Most of us are aware of existence AI-powered services and devices, but hardly anybody knows about the technology behind them. Therefore, educational institutions should prepare the next generation in school with artificial intelligence literacy and the underlying concepts including algorithms, big data, and coding. Like classic literacy, which includes writing, reading, and mathematics, literacy in AI/computer science will become a major issue in the future. Furthermore, with AI literacy, pupils also receive a solid preparation for subsequent studies at university level and their future career. Currently, computer science education in school does not focus on teaching these fundamental topics in an adequate manner. This chapter will exploit understanding AI and how AI works in daily life and offer teaching methodologies to explain how AI works to K-12 learning environments.

Smartphone addiction and physical inactivity are often a major public health problem across the world. This research was aimed to determine the smartphone addiction status, physical activity levels and related factors of university students. Using convenience sampling, university students in Isparta/Turkey completed two questionnaires in Spring semester assessing smartphone addiction and physical activity levels. A total of 147 participants attended in this study. The participants included in the scope of the research; the questionnaire including the International Physical Activity Questionnaire and the Smartphone Addiction Questionnaire, which were considered to be related to socio-demographic characteristics, smartphone use and physical activity habits were applied under direct observation. The physical activity for males was higher than females. There was a significant relationship between age and smart phone use. Whereas the age of the participants increased, a decrease in the number of smartphone usage was observed. The differences of between educational groups are related to the lower level of smartphone addiction of the graduate students compared to the associate degree students. Finally, there was no significant difference between the level of physical activity and the score of smartphone usage as the main aim of this study.

The purpose of this study is to investigate whether off-task multitasking activities with mobile technologies, specifically social networking sites and short messaging services, used during real-time lectures have an effect on grade performance in higher education students. Two experimental groups and one control group were used in this research. While participants in experimental groups 1 and 2 were allowed to navigate Facebook and to exchange short messaging service messages via mobile phones during real time in class lecturing, the control group participants were allowed to take notes using only pen and paper in the same lecturing conditions during three consecutive experimental sessions. The results showed that when students were given the opportunity of non-lecture-related multitasking using mobile phones writing/sending short messaging services and looking at Facebook profiles/reading news feed/looking at shared multimedia/reading wall messages during the lecture, their grade performance was hindered compared to traditional pen and paper note-taking. Engaging in social media use while trying to follow instruction may reduce learners’ capacity for cognitive processing causing poor academic performance.

The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and its contextual factors in online collaboration in an educational setting. From this research a first set of possible key challenges and contextual key factors has been selected and applied to categorize the results of interviews and surveys on current good practice in creative online collaboration among experienced online teachers from the partner universities. From the key findings we formulate hypotheses to guide future research towards a framework for creative online collaboration. At the same time, the results can serve as inspiration for the educational practice. Notable observations of the good practice research among the partner universities are that they realise innovative collaboration concepts usually on mashed-up environments of state-of-the-art web services rather than on the omnipresent learning management systems (such as Moodle or Blackboard). Also, they show a paradigm shift from teaching to coaching and promotion of an open peer-review culture among the students.

Web 2.0 tools are becoming increasingly pervasive in higher education, and as a result, there is increasing interest in the use of online feedback activities. This study investigated students’ actual experiences and perceptions using social media, Wiki and Facebook, tools to provide peer feedback on students’ instructional material projects and to compare students’ experiences and perceptions of using Facebook and Wiki environments as a peer feedback tool. A total of 51 students responded to the questionnaire, and 14 students were also interviewed. A combination of quantitative and qualitative methods was employed to analyze the data. Results suggest that students benefited while engaging in the peer feedback process on both Wiki and Facebook. The data also indicated that the incorporation of Wiki and Facebook as a peer feedback tool improved critical thinking skills and improvement of material produced.

3D multi-user virtual environments (MUVE) bring new opportunities to foreign language teaching and learning as a platform for teaching practices. Due to immersive and interactive nature of 3D MUVE, these tools have gained popularity in the field of foreign language learning and teaching. The power of virtual learning environments lies in creating immersive 3-D spaces that give users a sense of learning by doing. Moreover, the environment is interactive and is much the same as real world interaction. MUVE provides strong support for synchronous collaborations, interactions, and immersive environments for experiential and constructivist learning settings. Some key features of the virtual worlds comprise the ability to construct 3D environments that simulate real world situations, as well as the ability to have a virtual identity to create a cross-cultural self and the ability to have participants from around the world acting virtually in designated roles that convey new types of learning within this environment.

The purpose of this study is to investigate the effect of sitcom, as an authentic video, on English speaking ability. The study was conducted among 55 in two 10th grade classes. English lessons hav...

The purpose of this study is to investigate secondary and high school teacher perceptions about integrating educational computer games into their lessons. The participants consist of teachers who work at the 26 different secondary and high schools in Turkey. Two survey instruments were used to collect data from 581 participants. Data was analyzed using t-test, ANOVA test, Chi-square. Content analysis was also conducted to analyze the interview data. The findings revealed teachers who use educational games in their classes are more positive than the teachers who do not incorporate educational games in their lessons. Furthermore, secondary school teachers were more positive towards integrating educational games in their courses than high schools teachers. While teachers expressed their willing to use educational computer games in their courses, the negative aspects of computer games come to the fore according to the teacher perceptions.

Lecture capture technology is becoming more pervasive in today's classrooms. Students are demanding their lectures be recorded, but many instructors remain resistant. The goal of this study was to investigate faculty perceptions of lecture capture and to understand their concerns with the technology. Through a review of the existing literature, three common reasons for not recording were identified: impact on class attendance, incompatible pedagogy, and technical concerns. To test the hypotheses, an electronic survey was created and distributed to the faculty of a veterinary college in the southeastern US. The survey included both quantitative and qualitative questions. An invitation was emailed to all 134 faculty members, garnering 50 responses. Results were consistent with the hypotheses. Impact on class attendance, teaching styles, and technical considerations have dissuaded many instructors from adopting lecture capture technology. However, a fourth theme that emerged was faculty lack of awareness/familiarity. According to the qualitative responses, many faculty either did not know lecture recording was available in their teaching spaces or were not trained in how to use the technology. Recommendations for future research include distributing the survey campus-wide and providing more opportunities for faculty training. It would also be worthwhile to repeat the survey after providing more information and training materials to faculty, or after switching from an opt-in to an opt-out approach, to see whether perceptions have changed among the college's faculty.

This study explores the present conditions and emerging issues about the future of vocational teacher education in Turkey. The paper discusses the background and historic legacies that have led to the restructuring of Faculties of Teacher Education in Turkey. The influence of the reforms from the foundation of the Turkish Republic are discussed as background to the context of the current Turkish education system and the historical relationships between vocational education, higher education and Faculties of Technical Education. Historic influences are situated against the continuing challenges and concerns faced by faculties of technical education in preparing vocational education teachers. Finally, ambitious new restructuring developments for faculties of technical education and vocational teacher higher education institutes are introduced. The paper provides insights into the process of building capability in vocational education in Turkey and the quest to ensure graduates of vocational teacher programs gain employment.

The aim of this research is to analyze second language instructors’ perspectives about the use of educational games. A qualitative research design is utilized for analyzing the perspectives about educational games in second language learning at the graduate level. Data are collected through semi-constructed interviews. Participants consist of 11 instructors from the School of Foreign Language at a university located on the South West of Turkey. For data analysis, “Grounded Theory” method is conducted. Based on the data analyses, four categories that reflect the perspectives of foreign language instructors’ are formed. The categories are “current situation”, “usage”, “game features” and “efficacy to lesson” respectively. Data analysis reveals that the use of computer games as an instructional support tool may affect the way how computer games are employed in the lectures, the features of the game, in-class hardware and software infrastructure, and the perception and attitudes of instructors and students towards the computer games.

This survey research was conducted to explore academicians’ professional development needs. Participants were 228 volunteer academic personnel working at a major university in Turkey. Data were collected through an online questionnaire form and analyzed by using descriptive statistics, correlation, factor analysis, and multivariate analysis of variance (MANOVA). The results indicate middle to high level of needs in teaching, research, technology use, organizational competencies, self-improvement and global competencies. Their needs were negatively correlated with age and experience, and did not change across gender, major and administrative function. On the other hand, there were significant differences in their needs based on academic title, working unit, and workplace. Participants preferred in-service training programs that were face-to-face, conducted in weekdays, and supported by constructivist methods.

Informacinių ir komunikacinių technologijų pasiūla lemia naujų mokymui ir mokymuisi skirtų priemonių plėtrą. Pastarosios gali būti įvairiai taikomos siekiant pagerinti ir praturtinti matematikos mokymo procesą. Nagrinėjant technologijų integravimą į matematikos mokymą, akivaizdu, kad ilgamečių priemonių, tokių kaip lenta ir kreida, pakeitimas skaitmeniniu turiniu neapima visų matematikos mokymo ypatumų. Vienas iš svarbiausių veiksnių, lemiančių kokybišką technologijų integravimą į matematikos mokymą, yra mokytojo asmenybė: jo žinios, siekimas ir noras kurti pamokas, kuriose matematika būtų glaudžiai siejama su šiuolaikinių mokinių poreikiais. „Geogebra“ yra dinaminė matematikos mokymui ir mokymuisi skirta priemonė, įgalinanti naudotojus tyrinėti įvairiai pristatomus matematinius konceptus. Straipsnyje nagrinėjama programos „Geogebra“ taikymo Lietuvos pradinio ugdymo mokyklose problema, žvelgiant į ją iš mokytojų perspektyvos. Pagrindinis straipsnio tikslas – išnagrinėti veiksnius, lemiančius matematikos mokymo priemonės „Geogebra“ ir ja parengtų mokomųjų objektų taikymo pradiniame ugdyme galimybes. Siekiant ištirti programos „Geogebra“ tinkamumą pradiniam ugdymui buvo atliktas žvalgomasis, mokytojų ekspertų apklausa grįstas, tyrimas. Straipsnyje aprašomi gauti rezultatai ir pateikiamos bendros išvados. With the advance of information and communications technologies, new teaching tools are becoming more pervasive. These tools can be utilized in a variety of ways to improve and enhance math teaching. Considering the integration of technology in teaching mathematics, it is clear that the replacement of board and chalk with digital presentation material does not cover all the aspects of the mathematic subjects. One of the important prerequisites for quality of integration technology into mathematics teaching is the teacher’s personality, i.e. knowledge, willingness and desire to improve his/her lessons bringing mathematics closer to the present generations of pupils. GeoGebra as a dynamic mathematics software allows users to explore multiple representations of mathematics concepts. The paper deals with the problem of deployment of GeoGebra in Lithuanian’s primary math education and the main purpose of this study is to investigate reasons/factors affecting teachers’ decision to utilize GeoGebra and learning objects prepared by it in their teaching process. With a view to evaluate GeoGebra’s suitability to primary education an expert opinion poll was conducted and results of that exploratory study are presented.

The purpose of this research is to determine the digital propensities of post-secondary students (N=409) in various faculties/colleges at a large state university located in southwestern Turkey. It was also examined whether gender, the program attended, socioeconomic status, education type (first and second shift education), the number of family members and the number of computers per household are contributing factors to Information and Communication Technologies use. According to the data analyzed, male students use Information and Communication Technologies more than female students. Results also suggest that faculty attended, education type, family income, the number of computers and children per household are some of the important factors in having high digital propensity index.

Playing game is the basic nature of human beings. Though the concept of learning through game is not a new one, it is generally acknowledged that the earliest educational games and simulations were usually war games (Gredler, 1996). Although electronic games have a very short history, they remain a vital force in entertainment. The earliest electronic game called Spacewar, was developed by a young graduate student named Steve Russell in 1961 on a PDP-11 computer at Massachusetts Institute of Technology (Herz, 2001). The Spacewar computer game is generally recognized as the first of the “shoot-’em’ up” game genre. Video games were introduced as a commercial entertainment medium in the early 1980’s. The popularity of electronic games specially increased in entertainment sector during the 1990s, due to fast diffusion of the personal computers all over the world.

Advances in information and communication technologies have raised the quality of inclusive education programs. Inclusive education, a recent advance in educational technology, has served to increase the ability of students with special needs. Hypermedia as an assistive technology has the potential to teach and train individuals with disabilities. However, like every technology, hypermedia itself is not problem-free. Disorientation and cognitive load are two of the most challenging problems related to hypermedia learning environments. The purpose of this chapter is to highlight disorientation and cognitive load problems in hypermedia learning environments where learners usually face a serious problem while navigating such environments.

Digital games are a strong motivating and engaging factor in adult learning. When students are engaged in the learning process, they learn and retain more. Engagement can come though emotion, relaxation, and especially through fun. This chapter provides guidance to online adult educators searching for ways to use digital games more effectively in their practice and give an overview of pedagogical approaches to digital games in online training and learning. In addition, benefits and pitfalls associated with using digital games in online adult education and general attributes of digital games are provided. The purpose of this chapter is to highlight the potential of digital games in online Adult education. Therefore, it will be a useful reference for teachers with an interest in the use of digital game based learning for online Adult teaching and training. It is expected that this chapter helps educators make the most effective use of the electronic games available today, offering expert guidance on digital games to serve the needs of all Adult learners.

Information and communication technologies (ICT) have become an inevitable part of adolescents’ daily life and have caused macro and micro changes that are shaping the societies in which adolescents of the future will live. As a two-way real time communication tool, chat rooms are one of the most popular forms of ICT in adolescents’ daily life. Adolescents use ICT for meaningful communication and social interaction with their peers and relatives. Following are some of the purposes for interacting through chat rooms: staying current in what matters to them, shopping, entertainment, creating personal web pages, and, yes, completing homework assignments. These activities can promote opportunities for purposeful communication that leads to increased language production and social interaction as well as promotes higher order thinking skills. The purpose of this chapter is to highlight issues on chat rooms as a two-way real time communication tools frequently used by adolescents with an emphasis on the effects of chat rooms on adolescents’ second language development with a comprehensive review of literature.

By using a grounded theory approach, the purpose of this study is to develop a theoretical framework concerning the use of educational computer games in math education. Interviews (n=13) are conducted with math teachers living in Turkey. Data are analyzed according to constant comparative method. A model is formulated that the problems with using computer games in math classes, teaching the philosophy of teachers, requirements to use affect how to use computer games in the classes. They all directly affect the contributions of using computer games in math classes. Using educational computer games in math education can be understood through the background of five interrelated factors.