The immediate impacts of preschool attendance on Turkish children’s mathematics achievement

This study was conducted to investigate the immediate impacts of preschool attendance on Turkish children’s mathematics achievement. The participants were 200 children who attended or did not attend preschool. The number and operation task and the geometric shapes sorting task were used as the data collection tools. The children who attended preschool performed significantly better on the number and operation task and the geometric shapes sorting task than the children who did not attend preschool. Indeed, the multivariate regression analysis demonstrated that preschool attendance is the most important predictor of the success of children in number and operation task and the geometric shapes sorting task.     

How Are Curiosity and Interest Different? Naïve Bayes Classification of People’s Beliefs

Educational Psychology Review - Researchers studying curiosity and interest note a lack of consensus in whether and how these important motivations for learning are distinct. Empirical attempts to...     

Evaluation of the level of problem solving skills of Turkish higher education graduates in technology-rich environments

Educational technology research and development - This study aims to evaluate the level of Turkish higher education graduates’ problem-solving skills (PSSs) in technology-rich environments...     

Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

Education and Information Technologies - This study aims to reveal the direct and indirect effects of primary school teachers' educational philosophies on their digital literacy through...     

Factors affecting ICT integration in TURKISH education: a systematic review

Education and Information Technologies - This research aims to reveal factors affecting Information and Communication Technologies (ICT) integration in learning environments in Turkey. The...     

Effect of emotion-aware interventions on students’ behavioral and emotional states

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.     

Educational Technologists: Leading Change for a New Paradigm of Education

The transition from the industrial age to the information age has happened and is still happening in our society (Duffy, 2009). However, our current educational systems still operate based on the needs of the industrial-age society (Watson, Watson, & Reigeluth, n.d), making them among the least impacted organizations (Reigeluth & Joseph, 2002). This misalignment between schools and society takes the form of a discrepancy between what and how we teach students in schools and how schools are organized and operated (Banathy, 1991; Hargreaves, 1999; Wagner et al., 2006). Educational systems should address current students’ needs to facilitate their learning process and better preparethem for their future lives in society (Collins & Halverson, 2009). In this article, we explain how we envision the new paradigm of education and what roles educational technologists should play to help transform educational systems to this new paradigm.     

Relationship between children’s counting ability and their ability to reason about number

The work presented here compares two groups of three- and four-year-old children who differ in their school entrance age and consequently in the social expectations of what they should know at these particular ages. The comparison was made in order to assess the effect of children’s counting ability on their ability to reason about number. An experiment was designed to make sure that children who succeeded were basing their answers only on the operation performed. The experiment included a set size with more items in it than any of the children would supposedly be able to count. Also, some of the tasks combined addition and subtraction with lengthening and shortening and homogeneous sets were used to avoid the possibility of an answer being based on the presence or absence of a specific item. Three possible outcomes were predicted and the results obtained were analysed in the light of these. The results support the conclusion that young children may reason about number even without having represented it and that children’s counting ability does not necessarily underlie their capacity to identify number-relevant operations but rather that the ability to make number-based judgements develops independently from the knowledge of counting.     

Exploring Kid Space in the wild: a preliminary study of multimodal and immersive collaborative play-based learning experiences

Educational technology research and development - Parents recognize the potential benefits of technology for their young children but are wary of too much screen time and its potential deficits in...     

Individual and organizational inhibitors to the development of entrepreneurial competencies in universities

Nascent academic entrepreneurs need to acquire entrepreneurial competencies to create successful spin-off ventures. In this article, we examine difficulties in this pursuit prior to venture formation and offer a systematic classification of inhibitors. We confirm, combine, and extend two previously identified inhibiting mechanisms into a relational inhibitor category, classify additional structural and cultural-cognitive inhibitors, and highlight how these inhibitors exist both at the individual and the organizational level. We then advance theoretical understanding of the interrelated, multilevel functions of inhibitors on the development of entrepreneurial competencies, and offer policy insights on how universities can mitigate their effects.