Browsing by Author "Kolemen, Cansu Sahin"

Now showing 1 - 5 of 5

Artificial Intelligence Technologies and Ethics in Educational Processes: Solution Suggestions and Results
(Univ Malaga, 2024) Kolemen, Cansu Sahin
Artificial intelligence is a technology used to imitate the human-like thinking and decision-making abilities of computer systems. This technology enables computers to perform complex tasks such as data analysis, learning, problem solving and decision making. It is used in the field of education as well as in every field. While the use of artificial intelligence in the field of education provides advantages such as providing personalized learning experiences to students, providing teachers with intuition about student performance and developing educational materials, the ethical dimension should not be ignored. Therefore, the aim of this study is to produce solutions to ethical problems in the teaching and evaluation processes of artificial intelligence technologies in education. Qualitative research method was used in this study. It has adopted the phenomenological research approach among qualitative research methods. The concept of phenomenon is also the ethics of artificial intelligence. The working group consists of teachers, educational technologists and academicians. When selecting the working group, it was taken into consideration that there were teachers who use artificial intelligence applications in education and academics and technologists working in this field. Document analysis and focus group interviews were used as data collection tools. Content analysis was performed on the data obtained. According to the results of the study, ethical problems encountered with the use of artificial intelligence in education were identified and solution suggestions were offered.
Gamifying Mobile-Based Science Education: Enhancing Self-Regulated Learning Skills in Middle School Students
(Springer, 2025) Ates, Huseyin; Kolemen, Cansu Sahin
Gamification has emerged as a promising educational strategy, offering dynamic solutions to address challenges in fostering self-regulated learning (SRL) skills in middle school students, particularly within the context of science education. These skills, including goal-setting, progress monitoring, and reflective practices, are critical for navigating complex scientific concepts. Despite its potential, gaps remain in understanding how gamified mobile learning impacts key educational outcomes. This study investigates the effects of a gamified mobile-based SRL approach on middle school students' academic achievement, motivation, enjoyment, and engagement in science education. Using an experimental design, 64 students were divided into a gamified mobile-based SRL group and a non-gamified control group. The results demonstrated significantly higher outcomes for the gamified group across all measures, highlighting the approach's effectiveness in enhancing interactive, student-centered learning. This study contributes valuable insights into integrating gamification with mobile technologies to support SRL and improve science education outcomes.
An Integrated TFN-Marcos Model for Multi-Criteria Evaluation of Digital Transformation and Maturity in Higher Education Institutions
(Pergamon-Elsevier Science Ltd, 2026) Sahin, Ersin; Gorcun, Omer Faruk; Gorcun, Ozhan; Kolemen, Cansu Sahin; Tirkolaee, Erfan Babaee
Digital transformation has become critical for today's universities' competitiveness and sustainable development. However, the success of digital transformation processes is directly related to investments in technological infrastructure, the accurate measurement of corporate digital maturity, and the effective management of these processes. This study aims to comprehensively evaluate digital maturity and the effectiveness of digital transformation processes in universities with a Multi-Criteria Decision-Making (MCDM) approach. To accurately address the ambiguity arising from uncertainty and expert judgments, Triangular Fuzzy Numbers (TFNs) and the Measurement Alternatives and Ranking according to Compromise Solution (MARCOS) method are combined. In addition, a SWOT analysis is performed to systematically specify the strengths, weaknesses, opportunities, and threats that shape the strategic digital transformation directions of universities. The developed model is then applied to a set of criteria wherein universities are assessed under various dimensions, such as digital infrastructure, human resources, governance, digital culture, and innovation. The findings reveal that universities with high levels of digital maturity can carry out their digital transformation processes more effectively and sustainably. It is also demonstrated that the proposed methodology is able to efficiently deal with strategic planning of digital transformation and maturity in higher education institutions.
Integrating AI Into Instructional Design: A Case Study on Digital Photography Education in Higher Education
(Bastas Publ Ltd - Uk, 2025) Bora, Betul Yildizhan; Kolemen, Cansu Sahin
This study investigates the impact of artificial intelligence (AI)-supported education in higher education, specifically examining its integration into a digital photography course and its effects on both students and instructors. A qualitative research methodology was employed, and participants were selected through purposive sampling. The study involved one instructor and 38 students, with data collected through semi-structured interviews and analyzed using content analysis within a qualitative case study design. The findings indicate that AI enhances educational processes by facilitating individualized learning, improving instructional effectiveness, supporting digital content development, and advancing academic language proficiency. Students demonstrated improvements in critical evaluation and technological adaptability. Additionally, the study revealed that AI-supported tools contributed to the development of students' technical skills and promoted active engagement in learning processes. The immediate feedback provided by AI tools aided students' understanding of fundamental photography principles. However, some students expressed concerns about potential risks associated with AI, including decreased engagement, learner passivity, and exposure to misinformation or contradictory content. The study highlights the importance of integrating AI within a sound pedagogical framework to ensure its effective application in educational contexts. Drawing on the experiences of both students and the instructor, the findings suggest that AI-supported educational models can enhance learning efficiency, while also emphasizing the need to bolster information reliability and foster critical thinking skills.
Integrating Theories for Insight: An Amalgamated Model for Gamified Virtual Reality Adoption by Science Teachers
(Springer, 2025) Ates, Hueseyin; Kolemen, Cansu Sahin
This study examines the factors influencing science teachers' intentions to adopt gamified virtual reality (VR) in educational settings, employing the Theory of Planned Behavior (TPB) and Protection Motivation Theory (PMT) as theoretical frameworks. We investigate how perceived threats, benefits, and motivational and cognitive factors impact these intentions, focusing on science teachers. By integrating TPB and PMT, the study aims to provide a comprehensive model that elucidates the roles of attitude, subjective norm, perceived severity, vulnerability, self-efficacy, response efficacy, and response costs in the decision to adopt gamified VR. The structural analysis conducted on a sample of 1645 science teachers revealed that our amalgamated model demonstrates a robust predictive capacity for their intentions to adopt gamified VR. This model outperformed traditional theories in predicting adoption intentions. The research also demonstrates significant relationships between these factors and the intention to use gamified VR, with differences noted across teacher groups by professional status and gender. This enhanced understanding of adoption barriers and facilitators informs strategies for better integration of VR in science education, potentially enriching teaching practices and improving student engagement and learning outcomes.