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• MakaleAçık Erişim2026/r/bayburt/16054
  Acceptance and Usage Patterns of Generative Artificial Intelligence Among Higher Education Students

  Aksoy, Dilara Arzugül; Akyel, Anıl Kadir

  The present study aims to investigate acceptance levels and usage patterns of generative artificial intelligence (GenAI) among higher education students. A survey was conducted among 318 students enrolled at a public university inTürkiye to collect data. The data were collected using the Generative Artificial Intelligence Acceptance Scale and a Personal Information Form, and analysed using descriptive statistics, independent samples t-tests, one-way ANOVA, and correlation analysis. The findings indicated that students in higher education generally exhibit high acceptance of GenAI technologies. Over half of the students reported using at least one GenAI tool, with ChatGPT being the most commonly used. The results further showed no significant differences in GenAI acceptance between male and female students, nor based on students’ grade point averages or academic year. However, a significant difference was observed between undergraduate and associate students in terms of social influence scores.The high GenAI acceptance levels among students highlight the necessity of establishing guidelines to ensure its ethical, effective, and responsible use. The findings provide valuable insights for educatorsand administrators offering guidance for the informed adoption and implementation of GenAI tools in educational settings.

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• MakaleAçık Erişim2026Scopus SJRQ1/r/bayburt/12714
  Cross-Cultural Patterns in Artificial Intelligence Literacy Development: Investigating Country and Gender Differences Among Pre-Service Teachers in Germany and Türkiye

  Aksoy, Meltem; Aksoy, Dilara Arzugül; Polat, Elif; Hopcan, Sinan; Bush, Annika

  As artificial intelligence (AI) rapidly transforms educational landscapes worldwide, developing AI literacy among pre-service teachers has become increasingly crucial for effective classroom integration and responsible implementation. This comparative study examines AI literacy levels among pre-service teachers in Türkiye (Turkey officially changed its name to Türkiye in a 2022 letter to the UN, with the change taking immediate effect. See here) and Germany, addressing a critical gap in cross-cultural educational research. Using the Scale for the Assessment of Non-Experts' AI Literacy (SNAIL), we analysed data from 605 participants through correlation, ANOVA and MANOVA methods. Our findings reveal significant effects of both country and gender on AI literacy development, with German participants demonstrating higher overall literacy scores than their Turkish counterparts, particularly in critical appraisal and practical application dimensions. Conversely, Turkish participants exhibited stronger technical understanding. Across both countries, male participants consistently achieved higher AI literacy scores than females, though this gender gap was most pronounced in technical understanding. The country variable emerged as the more influential factor across all subdimensions. These results highlight the interplay between educational systems, cultural contexts and gender on AI literacy acquisition, offering valuable insights for teacher education programs seeking to prepare educators for increasingly AI-integrated learning environments.

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  AtıfScopus1·WoS1·OpenAlex2

  İncele
• MakaleYalnız künye2026Scopus SJRQ2/r/bayburt/11544
  DRAWING THE BIG PICTURE OF OPEN EDUCATION: A COMPARATIVE BIBLIOMETRIC ANALYSIS

  Aksoy, Dilara Arzugul

  This paper aims to provide a comprehensive overview of research on open education through bibliometric analysis. English-language articles published between 1955 and 2024 in the Scopus and Web of Science databases were selected for analysis. A variety of analytical techniques were employed, including descriptive analysis, co-authorship analysis, co-occurrence analysis, and citation analysis. The findings of this study indicated that research on open education steadily increased until 2020, after which it began to decline. The study also revealed that open education research is conducted globally, though it is predominantly concentrated in countries such as the United States and the United Kingdom. Furthermore, the majority of research in open education focuses on massive open online courses, followed by open educational resources. The International Review of Research in Open and Distributed Learning was identified as the journal with the highest number of open education articles across both databases. The research findings discussed in detail, and suggestions for future research are provided. This study offers an overview of open education research, assesses the current state of the field, and provides guidance for future investigations.

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• Derleme MakaleAçık Erişim2025Scopus SJRQ1/r/bayburt/10949
  Factors affecting the sustainability of open educational resource initiatives in higher education: A systematic review

  Aksoy, Dilara Arzugül; Kurşun, Engin; Zawacki-Richter, Olaf

  This systematic review aims to examine the factors that impact the sustainability of open educational resources (OER) initiatives. A total of 226 articles from the Web of Science, ERIC and SCOPUS databases were subjected to content analysis to identify factors that influence the sustainability of OER initiatives based on the 3M (macro, meso and micro) framework. Our findings reveal that OER sustainability is influenced by different factors in different contexts, such as platform, content creator, learner, learning material and institutional setting. Within the institutional context, institutional policies categorised as a macro and meso factor, were identified as the most frequently mentioned factor affecting OER sustainability. The factors of providing institutional support and incentives were identified as meso factors. For faculty and learners, meso and micro factors such as attitude, motivation, awareness of OER, time, ICT needs and digital literacy were frequently mentioned. Access emerged as a prominent meso factor within the OER platforms dimension. Quality was identified as a critical macro and meso factor for the sustainability of OER. After the quality factor, material-related factors such as licensing, interactivity and free access emerged. Finally, an OER sustainability framework is proposed along with recommendations for researchers, practitioners and administrators to promote sustainable OER practices.

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  AtıfScopus4·WoS4·OpenAlex9

  İncele
• MakaleAçık Erişim2024/r/bayburt/15843
  Yükseköğretim Öğreticileri Perspektifinden Uzaktan Eğitim: Bir Meta Sentez Çalışması

  Aksoy, Dilara Arzugül

  Ülkemizde Covid-19 pandemisi öncesinde yaygın olarak kullanılmayan uzaktan eğitim, salgın sürecinde acil uzaktan öğrenme boyutuyla tüm yükseköğretim kurumlarında zorunlu olarak uygulanmıştır. Belirtilen bu zorunluluk yükseköğretim öğreticilerine ve öğrencilerine uzaktan eğitimi deneyimleme imkânı sağlamıştır. Bu araştırma, Türkiye’deki yükseköğretim öğreticilerinin deneyimlerine dayanarak uzaktan eğitimin sunduğu olumlu katkıları ve karşılaşılan engelleri meta sentez yöntemi ile mevcut çalışmalar çerçevesinde sunmayı amaçlamaktadır. Bu doğrultuda arama kriterleri ve anahtar kelimeler belirlendikten sonra SCOPUS, TR Dizin ve ERIC veri tabanlarında 2021 yılı itibariyle yayınlanmış, Türkiye’de yükseköğretim düzeyinde yürütülmüş, öğreticilerin uzaktan eğitim deneyim ve görüşlerine odaklanan araştırmalar hedeflenmiştir. Ulaşılan makaleler dahil etme kriterlerine göre değerlendirilmiş ve 17 araştırma veri kaynağı olarak kabul edilmiştir. Meta sentez sonucunda uzaktan eğitimin olumlu katkıları ve öğreticilerin karşılaştıkları engeller belirlenmiştir. Teknik sorunlar, etkileşim eksikliği, ölçme değerlendirme sürecine yönelik kaygılar ve düşük katılım oranları öğreticilerin uzaktan eğitimde karşılaştıkları öne çıkan engellerdir. Öte yandan uzaktan eğitimin zaman ve mekân açısından esneklik sunması, kaydedilen derslerin tekrar izlenebilmesi, kolay erişim sağlanması ve kriz dönemlerinde eğitimin devamlılığını sağlaması ise öğreticiler tarafından olumlu katkı olarak değerlendirilmektedir. Araştırma sonucunda öğretici görüşlerinden hareketle yükseköğretim kurumları ve öğreticilere yönelik öneriler sunulmaktadır.

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  AtıfOpenAlex1·TR Dizin1

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• MakaleAçık Erişim2024Scopus SJRQ2/r/bayburt/12936
  Behind the Scenes: A Critical Perspective on GenAI and Open Educational Practices

  Aksoy, Dilara Arzugül; Kursun, Engin

  Artificial Intelligence (AI) is a rapidly evolving field that is influencing every aspect of life. Generative AI (GenAI) as a sub-branch of AI is used to create content in various formats such as text, images, video, and audio. This paper discusses the implications of GenAI for Open Educational Practices (OEP), highlighting the potential affordances and challenges. GenAI can address the challenges within the OEP by leveraging openness and ethical use. GenAI’s “generative” nature and human-like language capability can provide resources such as course material, activities, examples, questions, assessment, and learning outcomes in the context of OEP. With machine learning and deep learning infrastructure, it can support the discoverability and accessibility of open resources by increasing the metadata quality. GenAI can automatically score student assignments, answer their questions, and provide instant feedback to address the lack of interaction and feedback that arises due to the large number of students, especially in massive open online courses (MOOC). On the other hand, GenAI brings challenges such as data privacy and security, copyright, biased outputs, and the generation of false information. The conclusions emphasize the importance of a nuanced approach that considers not only the advantages but also the risks associated with adopting GenAI in the OEP world. Researching and developing how to apply these technologies to education is important to shape the future of education.

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  AtıfScopus27·WoS18·OpenAlex23

  İncele
• MakaleYalnız künye2022Scopus SJRQ3/r/bayburt/12094
  Designing learner control in instructional software: a lens of 'time spent on tasks' to determine the mental effort

  Çakiroǧlu, Ünal; Aksoy, Dilara Arzugül; Gencan, Ayşegül; Şen, Hasan

  This study aims to determine the relationships between mental effort and the use of learner controls while working with instructional software. Various versions of instructional software including control components were developed to examine this relationship. Twenty-four secondary school students participated in the study and studied with instructional software including different controls in the content pages. All content pages consisted of the content area, image area, and control panel components. Five different page templates including different positions of these components were placed on the pages. Quantitative data were gathered from the cognitive load scale and the time spent on tasks was used for measuring the mental effort spent on the tasks in the software. The results indicated that students who used more controls spent more mental effort. Along with the study findings, the factors affecting the perceptions of cognitive load regarding the time spent on the controls were discussed. Implications were suggested for designers within the cognitive effects of learner control.

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