Sürdürülebilir Kalkınma Amaçları

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• MakaleYayıncıda açık erişim2026Scopus SJRQ1/r/bayburt/11033
  Social Media Interaction Motivation Scale: Development and Relations with Fear of Missing Out, Phubbing, Social Media Disorder, Gender and Time Spent

  Akeren, İhsan; Koçak, Lokman; Özgöl, Mustafa; Demir, Mustafa

  Social media, which is one of the platforms where online activities are most intensely observed, has become an indispensable element of daily life as it enables individuals to interact. The aim of this three-phase study was to develop a measure of social media interaction motivation (SMIM) among those who use at least one of these platforms, to test its validity and reliability, and then to examine its relationship with some variables that were found to be similar. SMIM increases unhealthy cyber behaviors such as fear of missing out (FoMO) and phubbing. Comparing the measures across the three studies, the means of SMD, FoMO, and phubbing do not differ by gender, except for the higher SMIMS scores of females in Study 2. However, these means increase dramatically with time spent on social media. Considering some limitations of the study, we present our suggestions for future studies.

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  AtıfScopus6·WoS6·OpenAlex8

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• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11711
  The Roles of Personality Traits, AI Anxiety, and Demographic Factors in Attitudes toward Artificial Intelligence

  Kaya, Feridun; Aydin, Fatih; Schepman, Astrid; Rodway, Paul; Yetişensoy, Okan; Demir Kaya, Meva

  The present study adapted the General Attitudes toward Artificial Intelligence Scale (GAAIS) to Turkish and investigated the impact of personality traits, artificial intelligence anxiety, and demographics on attitudes toward artificial intelligence. The sample consisted of 259 female (74%) and 91 male (26%) individuals aged between 18 and 51 (Mean = 24.23). Measures taken were demographics, the Ten-Item Personality Inventory, the Artificial Intelligence Anxiety Scale, and the General Attitudes toward Artificial Intelligence Scale. The Turkish GAAIS had good validity and reliability. Hierarchical Multiple Linear Regression Analyses showed that positive attitudes toward artificial intelligence were significantly predicted by the level of computer use (β = 0.139, p = 0.013), level of knowledge about artificial intelligence (β = 0.119, p = 0.029), and AI learning anxiety (β = −0.172, p = 0.004). Negative attitudes toward artificial intelligence were significantly predicted by agreeableness (β = 0.120, p = 0.019), AI configuration anxiety (β = −0.379, p < 0.001), and AI learning anxiety (β = −0.211, p < 0.001). Personality traits, AI anxiety, and demographics play important roles in attitudes toward AI. Results are discussed in light of the previous research and theoretical explanations.

  AtıfScopus548·WoS500·OpenAlex688

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• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11627
  The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities

  Sökmen, Yavuz; Sarikaya, İsmail; Nalçacı, Ahmet

  The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.

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  AtıfScopus24·WoS16·OpenAlex21

  İncele
• MakaleAçık Erişim2024Scopus SJRQ1/r/bayburt/11058
  Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science

  Arici, Faruk

  Augmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students’ development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants’ motivation for science learning.

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  AtıfScopus22·WoS17·OpenAlex18

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