Sürdürülebilir Kalkınma Amaçları
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- MakaleAçık Erişim2026Attitudes of Sport Sciences Students Toward the Use of Humour in Education
Çakır, Zekai
This study examines pre-service physical education teachers' attitudes toward using humour in education based on various demographic variables. Significant differences were found according to participants' gender, level of physical activity, daily use of humour, family humour climate, academic department, and year of study. Data were analyzed using SPSS 27 through t-tests, ANOVA, and Cohen's d. The reliability of the attitude scale was confirmed with a Cronbach's alpha of .842. The findings indicate that female participants showed more positive attitudes than males. Likewise, individuals who exercise regularly, use humour in daily life and were raised in urban environments exhibited more favourable attitudes toward educational humour. Those interested in team sports also demonstrated more positive attitudes than individual sports participants. A clear trend was observed in which attitudes improved as academic levels increased. These results highlight humour's pedagogical value in the classroom, including enhancing attention, reducing anxiety, improving motivation, and strengthening interaction. Therefore, teacher education programs should integrate content aimed at the ethical and constructive use of humour. The study concludes that humour is a multifaceted instructional tool influenced by individual and contextual factors.
- MakaleAçık Erişim2026Social Identity in Team Sports: A Quantitative Study of University Student-Athletes
Çakır, Zekai; Uğurlu, Döndü; Sengonül, Abdullah; Yel, Kader; Güzel, Sema; Yaman, Menzure Sibel; Aktoklu, Sevda; Dilek, Ahmet Naci; Gürbüz, Cihan
The predominance of psychological approaches in sport-related social identity research highlights the need to examine social identity within a broader sociological framework, particularly in the context of team sports. This study aims to investigate the levels of social identity among university students engaged in team sports and to determine whether these levels differ across various demographic and sport-related variables. Rather than conducting a process-oriented qualitative analysis, this study examines social identity quantitatively through measured social identity levels and selected demographic and sport-related variables. The study used a quantitative descriptive survey design with a sample of 266 university students participating in amateur-level team sports. Data were collected using a personal information form and the Social Identity Questionnaire for Sport, and analysed using descriptive statistics, independent-samples t-tests, one-way ANOVA, and Spearman’s correlation analysis. The findings indicated that participants’ social identity levels were close to moderate. While no significant differences were observed with respect to gender and age, significant differences were found in favour of participants who held leadership roles, engaged in out-of-team social interaction, and had longer sport experience, as well as across different sport branches (p < .05). Furthermore, a positive and significant relationship was identified between sport experience and social identity levels. In conclusion, social identity in team sports appears to be more closely associated with social interaction, in-group roles, and accumulated sport experience than with individual demographic characteristics.
- MakaleYayıncıda açık erişim2026Scopus SJRQ1Psychological well-being, body image and self-esteem in elite and amateur female taekwondo athletes in Türkiye
Gönen, Mevlüt; Türkmen, Mutlu; Çakır, Zekai; Arı, Fatih; Çatıkkaş, Fatih
Background: Female athletes competing in weight-category sports may experience unique psychological pressures related to body image, performance expectations, and sociocultural gender norms. While elite sport participation is often assumed to enhance psychological functioning, evidence remains mixed. This study examined differences in psychological well-being, body image, self-esteem, and athletic identity between elite and amateur female taekwondo athletes in Türkiye, a cultural context characterised by distinct gender and body norms, and explored their associations with psychological well-being. Türkiye represents a theoretically relevant context in which institutional weight regulation intersects with sociocultural gender norms, creating a setting in which body-related psychological experiences may be uniquely shaped by both sport structures and cultural expectations. Methods: A cross-sectional design was employed with 233 female taekwondo athletes (107 elite, 126 amateur; M_age = 22.0 ± 3.2 years). Participants completed validated Turkish versions of the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS), the Body Appreciation Scale-2 (BAS-2), the Rosenberg Self-Esteem Scale (RSES), and the Athletic Identity Measurement Scale (AIMS). Independent samples t-tests, one-way analysis of variance (ANOVA), Pearson correlations, and hierarchical multiple regression analyses were conducted. Results: No significant differences were found between elite and amateur athletes in psychological well-being or self-esteem. Elite athletes demonstrated significantly stronger athletic identity (p <.001), whereas amateur athletes reported significantly, though modestly, higher body image scores (p =.046). In regression analyses, self-esteem (β = 0.428, p <.001) and body image (β = 0.354, p <.001) were significant predictors of psychological well-being, jointly explaining 52.6% of the variance (R² = 0.526), with self-esteem showing the strongest independent association. Effect size estimates indicated that differences were large for athletic identity (d = 0.75), small for body image (d = 0.26), and negligible for psychological well-being and self-esteem (d = 0.09 and d = 0.13, respectively). Conclusions: Psychological well-being in female taekwondo athletes was more strongly associated with self-esteem and body image than with competitive level. These findings support prioritising self-esteem and body appreciation in structured psychological support programs for female athletes in weight-category sport systems.
- DüzeltmeAçık Erişim2026Scopus SJRQ1Correction: Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline
Çakır, Zekai; atıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader
Correction: BMC Psychology (2025) 13:1423. https://doi.org/10.1186/s40359-025-03751-4. Following publication of the original article [1], the authors identified errors in several references. The incorrect and correct references are listed below: [13, 16, 27, 29, 36, 37, 42, 44, 48, 53, 70, 103, 118, 134, 138, 146, 180, 181, 182] Additionally, the authors requested the inclusion of the following statement in the Author Contributions section: During the preparation of this manuscript, AI-assisted tools were used solely for language editing, grammar correction, and improving readability. Reference No. Incorrect reference Correct reference Zhou Y, Lee J. Humor integration in technology-supported classrooms: impacts on student emotions and learning outcomes. J Comput Assist Learn. 2025;41(1):55–72. https://doi.org/10.1111/jcal.12788 Zhou W, Lee JC. The role of related humor in facilitating instructional information processing in video lectures: insight from EEG. Current Psychology. 2025;44:18027–18,037. doi:https://doi.org/10.1007/s12144-025-08405-7 Bell N, Pomerantz A. Humor in the classroom: a systematic review. Educ Rev. 2022;74(3):345–68. https://doi.org/10.1080/00131911.2020.1838467 Bell ND, Pomerantz A. Humor in the Classroom: A Guide for Language Teachers and Educational Researchers. New York: Routledge; 2016. https://doi.org/10.4324/9780203082690 Robinson A, Rose J, Elliott D, Vivaldi F. Humor in teacher–student interaction: implications for classroom engagement. Br J Educ Psychol. 2024;94(2):412– 31. https://doi.org/10.1111/bjep.12621 St-Amand J, Smith J, Goulet M. Is teacher humor an asset in classroom management? Examining its association with students’ well-being, sense of school belonging, and engagement. Current Psychology. 2024;43:2499–2514. https://doi.org/10.1007/s12144-023-04481-9 Crawford M, Gosling M. The use of humor in the facilitation of learning. Nurse Educ Today. 2004;24(5):369–75 Chauvet S, Hofmeyer A. Humor as a facilitative style in problem-based learning environments for nursing students. Nurse Educ Today. 2007;27(4):286–292. doi:https://doi.org/10.1016/j.nedt.2006.05.008 Bakar F, Mallan V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Bakar F, Kumar V. How students perceive the teacher’s use of humour and how it enhances learning in the classroom. Eur J Humour Res. 2022;10(4):187–99. Available from: https://www.ceeol.com/search/article-det ail? id = 1,090,400 Qamar MT. ESP learners’ perspectives on teachers’ use of humour in grammar classrooms: risks, distractions, and dominance. Engl Specif Purp. 2025;67:13– 26. https://doi.org/10.1007/s44217-025-00704-2 Qamar MT, Yasmeen J, Sohail SS, et al. Laughing while learning: ESP learners’ perspectives on teachers’ use of humour in online classrooms. Discov Educ. 2025;4:321. https://doi.org/10.1007/s44217-025-00704-2 Nurul Hidayana N, Fuzi AM, Samsuri NN. Learning through laughter: humor and its effects on student enjoyment & engagement in research classrooms. J Res Educ. 2024;34(2):45–60. https://doi.org/10.12345/jre.2024.34.2.45 Nurul Hidayana MN, Amirah MF, Nurshamimie Nabilah S. Learning through laughter: humor and its effects on student enjoyment and engagement in research classroom. J Creat Pract Lang Learn Teach. 2024;12(3):129–149. https://doi.org/10.24191/cplt.v12i3.2635 Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Available from: https://www.cambridgescholars.com/resources/pdfs/978-1-5275-3747-7-sa mple.pdf. Atar C, Bağcı H, editors. Current studies in pre-service teacher education. Newcastle upon Tyne: Cambridge Scholars Publishing; 2019. Flores MA. Teacher education and the development of teacher identity: learning to be a teacher. Int J Educ Res. 2018;88:146–56. Available from:https://www.tdx.cat/handle/10803/650899#page=1 Flores MA. Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. J Educ Teach. 2020;46(2):145–158. https://doi.org/10.1080/02607476.2020.1724659 Oral G. Ergenlikte Mizah ölçeği. Educ Sci. 2004;29(133):50–9. Oral G. Ergenlikte Mizah ölçeği. Educ Sci. 2004;29(133):20–27 Özkara Y. İlköğretim Türkçe eğitimi sürecinde Mizah unsurlarından Yararlanma. Milli Folklor. 2013;25(100):45–58 Özkara Y. İlköğretim Türkçe eğitimi sürecinde Mizah unsurlarından Yararlanma. Milli Folklor. 2013;25(100):182–188 El Hajj A, Kouri S, Soueidan H, Abou Rjeily A, Dagher J, Azouri J. Stress, physical activity, and mindfulness practices among youths. Front Sports Act Living. 2024;6:1493729. https://doi.org/10.3389/fspor.2024.1493729 El Hajj A, Noulhiane M, Andrieu B, Heutte N, Sirost O. Stress, physical activity, and mindfulness practices among youth amidst COVID-19. Front Sports Act Living. 2024;6:1493729. https://doi.org/10.3389/fspor.2024.1493729 Zillmann D, Stocking SH. Putdown humor. J Commun. 1976;26(3):154–63. https://doi.org/10.1111/j.1460-2466.1976.tb01920.x Zillmann D, Stocking SH. Putdown humor. J Commun. 1976;26(3):154–63. https://doi.org/10.1111/j.1460-2466.1976.tb01919.x Nikbakhsh R, Farahani A. Investigating humor and team cohesion in sports environments. J Electr Syst. 2024;20(1):404–14. Safaei MA, Safania A, Nikbakhsh R, Farahani A. Investigating humor and team cohesion in sports environments. J Electr Syst. 2024;20(1):404–414. Şahin M. Teachers’ perceptions of humor use in schools: contributions to the educational process. J Pedagog Res. 2021;5(3):1–15. https://doi.org/10.33902/jpr.202127083 Sahin A. Humor use in school settings: the perceptions of teachers. SAGE Open. 2021;11(2):21,582,440,211,022,691. https://doi.org/10.1177/21582440211022691 Iwon K. Elevating subjective well-being through physical exercises: an intervention study. Front Psychol. 2021;12:702678. https://doi.org/10.3389/fpsyg.2 021.702678 Iwon K, Skibinska J, Jasielska D, Kalwarczyk S. Elevating subjective well-being through physical exercises: an intervention study. Front Psychol. 2021;12:702678. https://doi.org/10.3389/fpsyg.2021.702678 Kim HS. Harmony and distress: humor, culture, and psychological well-being. Front Psychol. 2019;10:68. https://doi.org/10.3389/fpsyg.2019.00068 Kim HS, Plester BA. Harmony and distress: humor, culture, and psychological well-being in South Korean organizations. Front Psychol. 2019;9:2643. https://doi.org/10.3389/fpsyg.2018.02643 O’Neill OA. Emotional culture and humor in organizations. J Organ Behav. 2024;45(2):233–48. https://doi.org/10.1002/job.2761 O’Neill OA, Rothbard NP. Is love all you need? The effects of emotional culture, suppression, and work–family conflict on firefighter risk-taking and health. Acad Manag J. 2017;60(1):78–108. https://doi.org/10.5465/amj.2014.0952 Cao Y, Li X, Zhang Y. The impact of culture and social distance on humor. Front Psychol. 2023;14:1123456. https://doi.org/10.1177/19485506211065938. Cao Y, Hou Y, Dong Z, Ji LJ. The impact of culture and social distance on humor appreciation, sharing, and production. Soc Psychol Personal Sci. 2023;14(2):207–217. doi:https://doi.org/10.1177/19485506211065938.
- DüzeltmeYayıncıda açık erişim2026Scopus SJRQ1Correction: examination of trauma levels and earthquake stress coping strategies of university students who exercise and do not exercise after an earthquake
Çakır, Zekai; Erbaş, Ülfet; Gönen, Mevlüt; Naci, Ahmet; Güzel, Sema
Correction: BMC Psychology (2025) 13:867 https://doi.org/10.1186/s40359-025-03108-x. Following publication of the original article [1], the authors identified errors in references 67 and 110. The incorrect and correct references are listed below. Additionally, the authors requested the inclusion of the following statement in the Author Contributions section: "During the preparation of this manuscript, AI-assisted tools were used solely for language editing, grammar correction, and improving readability." Reference No. Incorrect reference Correct reference Nolen-Hoeksema S, Aldao A. Gender and coping: A meta-analysis of general research findings. J Cogn Psychother. 2012;25(1):35–56. https://doi.org/10.1146/annurev-clinpsy-032511-143109. Nolen-Hoeksema S. Emotion regulation and psychopathology: the role of gender. Annu Rev Clin Psychol. 2012;8:161–187. https://doi.org/10.1146/annurev-clinpsy-032511-143109 Kunz V. Sport as a post-disaster psychosocial intervention in Bam, Iran. In: the social impact of sport. Routledge; 2019. p. 39–49. https://www. taylorfrancis.com/chapters/edit/https://doi.org/10.4324/9781315875057-4/sport-post-disaster-psychosocial-intervention-bam-iran-valer Kunz V. Sport as a post-disaster psychosocial intervention in Bam, Iran. Sport Soc. 2009;12(9):1147–1157. doi:https://doi.org/10.1080/17430430903137803.
- MakaleAçık Erişim2025Scopus SJRQ1Examination of trauma levels and earthquake stress coping strategies of university students who exercise and do not exercise after an earthquake
Çakır, Zekai; Erbaş, Ülfet; Gönen, Mevlüt; Ceyhan, Mehmet Ali; Öktem, Tuncay; Kul, Murat; Dilek, Ahmet Naci; Güzel, Sema
Background: Earthquakes are calamities of devastating nature that induce longterm post traumatic stress on affected victims. As such, they are recognized worldwide as being huge sources of stress. In this research study, the first objective is to assess the level of trauma and earthquake stress of university students who exercise and those who do not. Methods: This study utilized the descriptive survey research method. The sample comprised 378 male and 300 female students who experienced the socially detrimental 7.7 Mw and 7.6 Mw earthquakes in Turkey on February 6, 2023. The data were both face-to-face and via computer-administered questionnaire with the tools of “Post-Earthquake Trauma Level Scale” and “Earthquake Stress Coping Strategies Scale.” After checking for normality, the parametric tests were used, the t-test to compare two groups of data, and ANOVA for three or more groups of data. Furthermore, Pearson correlation analyses were performed to compare the interactions between students who exercise and those who do not. Results: The study found that gender affected trauma levels, with female students (X = 73.483) exhibiting significantly higher trauma levels than male students (X = 68.799) (p < 0.001). Students who engaged in regular physical activity (X = 67.71) were found to have lower trauma levels compared to those who did not exercise (X = 71.97). Participants who feared being caught by the earthquake at home or school (X = 73.32), experienced the loss of someone close (X = 88.10) or believed that adequate precautions against the earthquake had not been taken (X = 71.73) had higher trauma scores. According to the results of the ANOVA test, students from the Departments of Sports Sciences (X = 69.78) and Religious Studies (X = 69.63) were observed to have lower trauma levels. Pearson correlation analysis showed a positive and moderate relationship between trauma levels and earthquake stress coping strategies among students who engaged in regular physical activity (r =.176, p < 0.01). Conclusions: The research identified that factors such as gender, regular exercise, the experience of losing a loved one, and the perception that insufficient precautions were taken all significantly influence trauma levels. Moreover, the findings highlighted that regular physical exercise serves as an effective strategy for managing and coping with trauma.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1Preservice teachers’ attitudes toward pedagogical humour: the role of physical activity, sociodemographic factors, and academic discipline
Çakır, Zekai; Çatıkkaş, Fatih; Türkmen, Mutlu; Şengönül, Abdullah; Yaman, Menzure Sibel; Öktem, Tuncay; Gönen, Mevlüt; Güzel, Sema; Yel, Kader
Background: Humour in educational contexts is not merely an element of entertainment but a powerful pedagogical tool that reduces anxiety, enhances motivation, strengthens classroom climate, and facilitates learning. While affiliative and anxiety-reducing functions of humour foster social bonds, it is well documented that hostile or aggressive humour can undermine students’ self-concept. For this reason, humour must be employed with careful consideration in pedagogical settings. Although recent research has increasingly examined the associations between humour, psychological resilience, cognitive flexibility, and social interaction, studies evaluating preservice teachers’ humour attitudes concerning lifestyle factors (e.g., physical activity) and socio-demographic variables remain limited. The present study seeks to address this gap by situating the multidimensional nature of humour at the intersection of pedagogy, lifestyle, and cultural context. Methods: The study, conducted within a cross-sectional survey design, included 766 preservice teachers (397 male, 369 female) enrolled at various universities in Turkey during the 2023–2024 academic year. Participants were classified as physically active or inactive based on WHO and ACSM criteria. The Attitude Scale Toward the Use of Humour in Education (ASTUHE) was employed as the data collection instrument. The scale consists of 17 items grouped into three subscales: PHNE (Perceiving Humour as Necessary in Education), ELI (Effect on Language and Instruction), and CCM (Contribution to Classroom Management). In Balta’s (2016) original study, internal consistency was reported as α = 0.89, whereas in the present research, internal consistency was α = 0.887. For the analyses, independent-samples t-tests, one-way ANOVA, and post-hoc tests (LSD, Tukey HSD, Bonferroni) were conducted, with effect sizes (Cohen’s d, η², ηp²) also reported. Results: Preservice teachers generally evaluated humour as a positive element in education. Students who engaged in regular physical activity reported significantly higher attitude scores than their inactive peers (M = 3.51 vs. 2.86; p <.001, d = 0.62). Female students exhibited more favourable attitudes than males (p <.05, d = 0.61–0.98). Likewise, students involved in team sports demonstrated significantly higher scores than those engaged in individual sports (p <.001, d = 0.60–0.96). Differences were also observed across academic discipline, class level, family humour climate, income level, and place of upbringing (p <.05, ηp² = 0.015–0.027). In particular, students raised in urban centres evaluated the functions of humour in education more positively, likely due to their exposure to broader cultural and social stimuli. These findings underscore that humour is not merely a pedagogical skill but a multidimensional phenomenon shaped by lifestyle, social environment, and cultural factors. Conclusions: Regarding contribution to the literature, the study illuminates the relationship between humour and lifestyle factors, while simultaneously revealing the multilayered structure of humour through the combined examination of diverse socio-demographic variables. Moreover, the positive (affiliative, supportive) and negative (sarcastic, aggressive) aspects of humour are contextualised and discussed in light of the literature. Although the cross-sectional design and reliance on self-report data limit causal inference, the findings suggest that preservice teachers’ humour awareness and the availability of physical activity opportunities in university settings may enhance pedagogical skills and psychosocial resilience. Future longitudinal and experimental research could more clearly elucidate the causal mechanisms linking humour and lifestyle factors.
AtıfScopus3WoS4OpenAlex6İncele - MakaleAçık Erişim2022Spor lisesi öğrencilerinin e-zorbalık ve e-mağduriyet davranışlarına yönelik tutumlarının incelenmesi
Çakır, Zekai
Bilgi ve iletişim teknolojisi alanındaki hızlı gelişmeler, cep telefonu ve internet gibi araçları her yaş, cinsiyet, eğitim ve gelir grubundan insan için günlük yaşamın vazgeçilmez bir parçası durumuna getirmiştir. Eğitim süreçlerinin online ve uzaktan eğitim modelinin yaygın yaşandığı covid-19 pandemisi sonrası eğitim süreçlerinin Metaverse veya Türkçe tabiriyle sanal evren ortamına taşınmasının gündeme geldiği bu kuantik çağda öğrencilerin e-zorbalık davranışları ve ezorbalık mağduriyetlerinin incelenmesinin önemini arttıran bir etken olmaktadır. Bu araştırmanın amacı, spor lisesinde öğrenim gören öğrencilerin siber zorbalık davranışı sergileme ve siber zorbalık mağduru olma durumlarının cinsiyet, sınıf düzeyi, disiplin cezası alma, spor branş türü, internet kullanım süresi, anne eğitim düzeyi baba eğitim düzeyi, ekonomik gelir durumu, internete bağlanma kaynağı bakımından incelemektir. İlişkisel tarama modelinin kullanıldığı betimsel araştırmanın çalışma grubu, Malatya’da spor liselerinde öğrenimine devam eden 135 erkek 117 kadın öğrenciden oluşmaktadır. Verilerin toplanması amacıyla Başaran ve Çikrıkci (2015) tarafından Türkçeye uyarlanan E-Bullying Scale (E-BS) ve E-Victimization Scale (E-VS) ölçeği kullanılmıştır. Veriler SPSS 26 paket programı ile, t-testi, korelasyon, frekans, yüzde, tek yönlü varyans analizi (ANOVA) ve LSD testi kullanılarak analiz edilmiştir. Araştırmada Öğrencilerin siber zorbalık davranışı sergileme tutumlarında cinsiyete göre anlamlı farklılaştığı (p<0.05), ve erkeklerin kadınlardan daha fazla puan ortalamasına sahip oldukları, siber zorbalık mağduru olma durumlarında ise kadınların e-zorbalık mağduru puan ortalamalarının erkeklerden daha yüksek olduğu tespit edilmiştir. 2 ve 3. sınıf öğrencilerinin en fazla E-zorbalık davranışı sergileyen ve 4.sınıfların en az e-zorbalık mağduru olma davranışı sergileyen sınıf düzeyi olduğu sonucuna ulaşılmıştır. Gelir düzeyinin ve günlük internette geçirilen sürenin artması e-zorbalık davranış sergileme ve e-zorbalık mağduru davranış sergilemede anlamlı farklılık gösterdiği analiz edilmiştir (p<0.05). Yapılan analizler sonucunda spor branş türü, anne eğitim düzeyi ve baba eğitim düzeyi arasında anlamlı bir ilişki bulunamamıştır. E-zorbalık ve E-mağduriyet düzeyleri arasındaki korelasyon analizine göre spor lisesi öğrencilerinin e-zorbalık tutumları ile e-mağduriyet düzeyleri arasında orta düzeyde ve pozitif yönlü (r=0.332) ve anlamlı (p<0.05) bir ilişki olduğu bulunmuştur. Bu çalışmada antrenörler, idareciler ve aileler için önleme ve müdahale stratejileri önerilmektedir. Öğrencilerde görülebilecek, e-zorbalık davranış sergileme ve e-zorbalık mağduru olma durumlarına karşı dijital platformlarda ve metaverse evreninde öğrencileri bekleyen güncel tehlikelere dikkat çekilmektedir.
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İncele - MakaleAçık Erişim2022Beden eğitimi ve spor eğitimi öğretmeni adaylarının sanal gerçeklik teknolojisinin eğitimde kullanımına ilişkin görüşlerinin değerlendirilmesi
Gönen, Mevlüt; Ceyhan, Mehmet Ali; Çakır, Zekai
Sanal gerçeklik teknolojileri ve sanal gerçeklik teknoloji ürünleri hayatımızın çeşitli alanlarında sıkça karşımıza çıkmaya başlamıştır. Sanal gerçeklik ve artırılmış gerçeklik ile etkileşimli ders materyalleri özellikle de yeni nesil eğitim süreçlerinde daha fazla görünür olmaya başlamıştır. Eğitim sektörüyle daha da iç içe olması muhtemel olan sanal gerçeklik teknolojilerinin eğitimde kullanımına yönelik öğretmen görüşleri de merak konusu olmaktadır. Bu bakımdan bu araştırmanın amacı, Spor Bilimleri Fakültesinde öğrenim gören Beden Eğitimi ve Spor Eğitimi öğretmeni adaylarının eğitimde sanal gerçeklik kullanımına ilişkin görüşlerinin ortaya konulmasıdır. Araştırmada tarama modeli kullanılmıştır. Örneklem seçiminde uygun örnekleme yöntemi kullanılmıştır. Araştırma 2021-2022 eğitim-öğretim yılında Bayburt Üniversitesinde öğrenim gören, %52,8’i (n=182) erkek ve %47,2’si (n=163) kadın olmak üzere toplam 345 gönüllü Spor Bilimleri Fakültesi öğrencisi ile gerçekleştirilmiştir. Eğitimde sanal gerçekliğin kullanılmasına yönelik görüşlerin değerlendirilmesi amacıyla katılımcılara 5’li likert tipinde anket uygulanmıştır. Araştırmada elde edilen veriler, aritmetik ortalama, standart sapma, yüzde, t testi ve ANOVA testi kullanılarak analiz edilmiştir. Verilerin analiz edilmesiyle elde edilen bulgulara göre, öğretmen adaylarının eğitimde sanal gerçeklik kullanımı konusundaki görüşlerinde cinsiyet ve öğretim türü değişkenlerine göre istatistiksel olarak anlamlı bir farklılık bulunmamıştır. Sınıf, bölüm, internette geçirilen süre, sanal gerçeklik (SG) teknoloji deneyimine sahip olma, SG teknolojileri hakkında ilk bilgilenme değişkenine göre istatistiksel olarak anlamlı farklılıklar tespit edilmiştir. (p<0.05). Katılımcıların kendilerini gelecekte SG teknolojilerinden faydalanan bir eğitmen olarak görme" değişkenlerine göre ise “evet” yanıtını verenler lehine anlamlı farklılık olduğu tespit edilmiştir. Beden Eğitimi ve Spor Eğitimi öğretmeni adaylarının, uygulanan ankette SG teknolojilerinin eğitimde kullanılmasına ilişkin görüşlerinin ölçüldüğü bu çalışmada Beden Eğitimi ve Spor Eğitimi öğretmeni adaylarının ölçek puan ortalamalarının yüksek olduğu, SG teknolojilerinin eğitimde kullanılmasına dair olumlu görüş sahibi oldukları tespit edilmiştir.
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