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11.
Sinem Aslan Nese Alyuz Eda Okur Sinem Emine Mete Ece Oktay Asli Arslan Esme 《Educational technology research and development : ETR & D》2018,66(6):1399-1413
The goal of this research is to investigate the effect of emotion-aware interventions on students’ behavioral and emotional states. To this end, we collected data from 12 students in the 9th grade in a high school in Turkey. The data collection took place in two sessions of an English Course. While the students were reading articles and solving relevant questions, our data collection application running in the background recorded the videos of the individual students through a camera and captured students’ screens in a non-intrusive manner. In total, we had 12.5 h of student data. We employed the human expert labeling process (HELP) (Aslan et al. in Workshop proceedings at international conference on intelligent tutoring systems (ITS), pp 156–165, 2016) to have the data labeled (150 h of data labeling in total). The data collection application was designed in a way that it also collected emotional self-labels (i.e., emotional states as self-reported by students at any time of learning). We leveraged emotional self-label information to suggest various real-time interventions for the students. The results obtained using the final expert labels showed that the percentage of the students’ Satisfied state was significantly higher after interventions. The results also demonstrated that although the interventions were triggered by the emotional states as self-labeled by the students and tailored to improve such states, there was a major positive impact of these interventions on students’ behavioral states. This preliminary study showed that even with a limited set of emotion-aware interventions based on self-labels, students’ states could be impacted positively. Conducting large-scale pilots leveraging more advanced interventions is a future direction for our research. 相似文献
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Gökçe Erturan İlker Yunus Arslan Gıyasettin Demirhan 《Measurement in physical education and exercise science》2013,17(4):301-313
The Trichotomous Achievement Goal Scale was developed by Agbuga and Xiang (2008) by including selected items from the scales of Duda and Nicholls (1992), Elliot (1999), and Elliot and Church (1997) and adapting them into Turkish. The scale consists of 18 items, and students rated each item on a 7-point Likert scale. To ascertain the validity and reliability of the Trichotomous Achievement Goal Scale, it was administered to 845 female and 861 male Turkish high school students attending three public schools in the 2008–2009 spring semester. Exploratory and confirmatory factor analyses were conducted, and Cronbach's alpha and Fornell and Larcker's (1981) criteria were tested on the items that measured the students' achievements, screening for the three distinct types of achievement goals proposed by the trichotomous framework. Based on the results of the study, the 16-item Trichotomous Achievement Goal Scale can be claimed as a valid a reliable scale. 相似文献
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Harika Ozge Arslan Ceyhan Cigdemoglu Christine Moseley 《International Journal of Science Education》2013,35(11):1667-1686
This study describes the development and validation of a three-tier multiple-choice diagnostic test, the atmosphere-related environmental problems diagnostic test (AREPDiT), to reveal common misconceptions of global warming (GW), greenhouse effect (GE), ozone layer depletion (OLD), and acid rain (AR). The development of a two-tier diagnostic test procedure as described by Treagust constitutes the framework for this study. To differentiate a lack of knowledge from a misconception, a certainty response index is added as a third tier to each item. Based on propositional knowledge statements, related literature, and the identified misconceptions gathered initially from 157 pre-service teachers, the AREPDiT was constructed and administered to 256 pre-service teachers. The Cronbach alpha reliability coefficient of the pre-service teachers’ scores was estimated to be 0.74. Content and face validations were established by senior experts. A moderate positive correlation between the participants’ both-tiers scores and their certainty scores indicated evidence for construct validity. Therefore, the AREPDiT is a reliable and valid instrument not only to identify pre-service teachers’ misconceptions about GW, GE, OLD, and AR but also to differentiate these misconceptions from lack of knowledge. The results also reveal that a majority of the respondents demonstrated limited understandings about atmosphere-related environmental problems and held six common misconceptions. Future studies could test the AREPDiT as a tool for assessing the misconceptions held by pre-service teachers from different programs as well as in-service teachers and high school students. 相似文献
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Yuksel Hacioglu Yunus Ziya Arslan Nurkan Yagiz 《Journal of The Franklin Institute》2011,348(8):1886-1902
The control problem of the cooperative motion of a two-link dual arm robot during handling and transportation of an object was studied in this paper. Since these types of robots are frequently preferred for hazardous applications such as transportation of radioactive materials and disposal of explosives, a robust non-chattering sliding mode controller (SMC) improved by a multiple-input multiple-output (MIMO) fuzzy logic unit was applied to the robot to track the desired trajectory with high accuracy and transport the load safely. In order to assess the performance of the proposed MIMO fuzzy sliding mode controller (MIMO-FSMC) in presence of parameter variations and external disturbances, a sudden load variation and noise were introduced to the robot system. If compared with classical SMC, tracking errors with smaller magnitudes and faster convergence to zero were obtained by using the proposed MIMO-FSMC. Numerical results suggest that this type of control method may safely be used for cooperative motion control of dual arm robots in load handling and transport applications in hazardous environments with high accuracy. 相似文献
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Yilmaz Rabia Meryem Topu Fatma Burcu Takkaç Tulgar Ayşegül 《Education and Information Technologies》2022,27(5):6989-7017
Education and Information Technologies - The purpose of this study is to discover pre-school children's vocabulary learning, retention levels, and perspectives of English language learning... 相似文献
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Education and Information Technologies - In this study has examined effects of using Google Earth as a three-dimensional geospatial technology on primary school students’ achievements,... 相似文献
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One-hundred-six 5-year-olds’ (Mage = 5;6; SD = 0.40) were trained with second-order false belief tasks in one of the following conditions: (a) feedback with explanation; (b) feedback without explanation; (c) no feedback; (d) active control. The results showed that there were significant improvements in children's scores from pretest to posttest in the three experimental conditions even when children's age, verbal abilities, or working memory scores were controlled for. The training effect was stable at a follow-up session 4 months after the pretest. Overall, our results suggest that 5-year-olds’ failures in second-order false belief tasks are due to lack of experience and that they can be helped over the threshold by exposure to many stories involving second-order false belief reasoning, including why questions. 相似文献
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Arslan Selahattin Ozpinar Ilknur 《美中教育评论》2010,(3):34-41
With the reconstruction of the curricula in Turkey, important changes have existed in the activities of education and teaching. That is why it has become an important case of research to determine how much student teachers know about the process of learning-teaching. This study aims to show how are student teachers capable are of planning and applying the process of learning-teaching effectively. Thus, eighteen senior student teachers from the Department of the Primary School Mathematics Teaching at the Education Faculty of a university in Turkey were interviewed in a semi-constructed way. At the end of the study, it was determined that the student teachers knew the activities in the new primary school mathematics curricula, most of them found themselves competent enough to prepare materials and apply them, but they were not competent enough to use mathematics software although they knew them and they were insufficient in the approaches which the new primary school curricula are based on. In light of the results acquired from the study, it is suggested that the student teachers should be taught to use worksheets at the different stages of the lessons through exercises and also they should be informed of how to use the computer programs and the approaches on which the new primary school curricula are based in the environment of learning-teaching. 相似文献
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Denizli Serkan Meydan Betul Pamukcu Burcu 《International journal for the advancement of counseling》2022,44(1):79-93
The purpose of current study was to explore psychometric properties of the Turkish version of the Balanced Index of Psychological Mindedness (BIPM). Studies regarding psychological mindedness (PM) are still limited in Turkey; and there are few valid instruments to measure PM. The Turkish version of the BIPM and the 20-Item Toronto Alexithymia Scale (TAS) was administered to 654 voluntary undergraduate students. Confirmatory factor analysis indicated a good fit for the model including two subscales (interest and ability dimensions of PM) with a total of 14 items (x2/df?=?3.11, p?<?.001, RMSEA?=?0.060, S-RMR?=?0.059, GFI?=?0.95, AGFI?=?.0.93, CFI?=?0.94). McDonald’s Omega (ω) for scores on the overall scale was .85, .73 for scores on the Interest Subscale and .76 for scores on the Insight Subscale. Test–retest reliability coefficients were found as .61 for the scores on the BIPM total score, .55 for scores on the Interest subscale and .56 for scores on the Insight subscale (p?<?.01). As expected, the BIPM total scale score were negatively correlated with TAS total score (r?=?-.59).
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