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Öğe The impact of social media as an instructional tool in Japanese culture teaching(Springer, 2024) Karapolat, Tuğçe; Özsen, Tolga; Çetinkaya, LeventThis study aims to investigate how social media tools, in other words social network services (SNS), affects the success of Japanese language learners in learning Japanese culture in undergraduate programs. For this research, a mixed method approach was used with a quantitative, quasi-experimental research design including a pre-test-post-test control group experimental model for quantitative data and an open-ended follow-up questionnaire for qualitative data. The topic of Shintō was selected for the Japanese culture lesson to be taught to a control group (indoor and face to face) and three experimental groups with different SNS tools (Zoom, YouTube and Instagram). An achievement test was used to measure success, with 30 questions in a pilot test reduced to 27 after item analysis. Two-factor ANOVA was used for the analysis. After measurement four groups’ value was found insignificant, a Sample Pair Test was implemented for each groups’ pre-test-post-test results. The results revealed that all groups showed a statistically significant difference between the pre-test and post-test scores. The traditional Group and the YouTube Group had the highest mean achievement score,. This suggests that the social media teaching environment is as effective for the learning process as the indoor and face to face environment and learning tools. Furthermore, the qualitative data collected in this study revealed both positive and limited aspects of SNS tools. Participants highlighted the inadequacies of using SNS as the main learning environment. In the light of these data, this paper concludes that traditional classroom training is still useful in teaching Japanese culture, and SNS can be used as a supportive instrument.Öğe Fuzzy Logic Analysis of Parameters Affecting Students’ Satisfaction with Their Life at University(Springer Science and Business Media Deutschland GmbH, 2023) Salahlı, Mehmet Ali; Gasimzade T.; Salahlı, V.; Alasgarova, F.; Guliyev, A.There has been a rapid increase in the number of universities in recent years. This situation causes an increase in the competition among universities in terms of attracting students. Since the factors that express the satisfaction of the students with the university they are studying have a very serious effect on the university preference, studies on the analysis of these factors are of great importance. In this study, the factors affecting students’ satisfaction with their university life were investigated. These factors are divided into 3 groups as department-related, university-related and city-related factors. In the study, using fuzzy logic methods, the effect of various satisfaction factors on the general satisfaction value of the students was determined. The weight of the factors in the formation of satisfaction levels is expressed with fuzzy values. Fuzzy inference method was applied to determine the relationships between the factors.Öğe Analysis of Relationship Between Learning Outcomes and Student’s Exam Results Using Association Rule Mining and Fuzzy Inference Rules(Springer Science and Business Media Deutschland GmbH, 2021) Salahlı, M.A.; Gasimzadeh, T.; Alasgarova, F.The academic success of students largely depends on the correct selection and evaluation of learning outcomes. The most effective tool for measuring student knowledge is exams. In this context, the scores of the students in the exams are the important indicators of their learning achievements. In this study the relationship between learning outcomes and exam results of students is analyzed. The research was carried out based on mathematics exam scores of students studying in the 6th grade of secondary school and the data related to the learning outcomes of this course. To reveal this relationship, an approach based on fuzzy logic and data mining methods is considered. The weights of the learning outcomes in the questions were analyzed, then the relationships between the outcomes and scores were determined using the Apriori algorithm. Then fuzzy inference rules were created based on the most frequent items determined as the results of the Apriori algorithm.Öğe Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English(Amasya Üniversitesi, 2021) Karabıyık, Ceyhun; Baturay, Meltem Huri; Özdemir, MuzafferLearning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.Öğe Learning theories, motivation, and distance education(IGI Global, 2021) Torun, Fulya; Güler, Tülay Dargut; Şanal, Seda ÖzerEducation is a related structure that can never be defined or even exist as separate from human beings. Behavioral, cognitive, and constructivist paradigms each try to explain learning with different concepts and principles. Well, did these theories survive the distance education process? Let's say each theory survived in distance education. Then the following questions come up: What does motivation mean for these theories? How do these theories make the motivational structure sustainable in distance education? Aiming at a comprehensive discussion of these questions, the chapter offers many answers and brings many different questions to mind. This chapter will guide instructors and instructional designers to design efficient learning opportunities for learners.Öğe Use of Mobile Social Story Maps in the Development of Cognitive and Social Skills of Children With Autism Spectrum Disorder(SAGE Publications, 2022) Dargut Güler, Tülay; Erdem, MukaddesThe purpose of the study was to compare the effectiveness and efficiency of animated and non-animated mobile social story maps using the mobile learning environment that the authors developed. An application using the story map method based on social stories was developed. Mobile social story map was presented with animated and non-animated narrative and the effectiveness and efficiencies of the two methods on both listening comprehension and social communication skills were compared using an alternating treatments design. The participants of the study consisted of three children aged between 6 and 7 years with an ASD diagnosis. Research findings showed that mobile social story maps contribute to the development of social communication skills and listening comprehension skills of participants with an ASD. The results indicated that two methods were equally effective in improving social communication skills, but in improving listening comprehension skills, animated supported stories were more effective for one of the three participants. Also, animated narrative-supported mobile social story maps were more efficient for two participants.
