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This study aimed to investigate the pre-service teachers' behavioural intentions about using gamification tools and the critical factors affecting their usage. The data were collected from 313 pre-service teachers from two large-scale universities in Turkey through a questionnaire with seven constructs: perceived ease of use, usefulness, self-efficacy, enjoyment, computer anxiety, attitude, and behavioural intention. Firstly, students were trained on the gamification method and Web 2.0 gamification tools (Kahoot!, Classdojo, and Jeopardylabs), then data were collected through a questionnaire. This study used the Technology Acceptance Model as a research framework. The data were analyzed by Structural Equation Modeling. The results showed that perceived self-efficacy and attitude factors had significant direct effects on pre-service teachers' behavioural intentions to use gamification tools. Furthermore, the perceived enjoyment and usefulness factors significantly affected preservice teachers' attitudes towards using gamification tools. Additionally, the perceived self-efficacy and attitude factors had significant direct effects on perceived enjoyment to use gamification tools. Moreover, indirect effects on the dependent variables were revealed. Eventually, six constructs accounted for 75% of the variance for intention to use gamification tools. As a result, the research model appeared to have a good fit. Based on the findings within the scope of this study, various suggestions for researchers and practitioners were presented.

This study aims to examine the online teaching processes of instructors in higher education in detail and reveal their online teaching competencies. The study employed a convergent parallel mixed method design, where the comparative method was used in the quantitative part of the research and the qualitative part was designed as a descriptive case study. The data were collected from 490 online instructors in various departments of a state university in Turkey. A questionnaire was used to reveal the instructors' practices, experiences, opinions, and online teaching competencies in the emergency remote teaching process. The results indicated that instructors mostly preferred Zoom for synchronous and Canvas for asynchronous applications in online education. The online teaching competencies of instructors in pedagogy, technology, and facilitation dimensions were found to be quite high, while course administration competencies were intermediate. According to the qualitative dimension of the research, most of the instructors reported a significant increase in workload due to online education. They also cited the advantages of online education as well as the pedagogical and technical difficulties encountered.

In providing effective online education, it is crucial that the instructors have the competence to teach online. The aim of this study is to develop a valid and reliable online teaching competency scale for online instructors. The data were collected from 392 instructors working in a big state university in Turkey (Istanbul University-Cerrahpasa). The instructors have conducted online courses through synchronous and asynchronous methods during the pandemic process. The development and evaluation process of the scale included exploratory factor analysis and convergent validity. The scale consists of 15 items and represents four factors of online instructors' competencies: pedagogy, facilitation, technology, and course administration. The total variance of the scale was found 64%. Internal consistency coefficient of the whole scale was found to be 0.83 according to reliability analysis. The results of the study revealed that the scale is valid and reliable for measuring instructors' online teaching competency. The implications of the study were discussed in detail.

Educational robotics is a very important instrument because it provides an active learning environment and allows learners to acquire 21st century skills. Teachers need to use this instrument in teaching the science of robotics as well as in helping students master the subject and gain experience. This study aims to reveal pre-service teachers? perceptions and experiences in an educational robotics course. Specifically, the satisfaction, motivation, enjoyment, collaboration, and challenge (SMECC) levels of participants were investigated in this robotics learning process. In addition, pre-service teachers' engagements were revealed. The participants were 30 pre-service teachers. A post activity survey, observation, and interview were used as data collection tools. This study adopted a mixed method approach. The pre-service teachers showed a high level of satisfaction, motivation, enjoyment, and collaboration and also showed no difficulty doing the robotics activities in general. Moreover, strong relationships were found among satisfaction, motivation, and enjoyment. The findings indicated that the ER activities provided an edutainment learning environment and that pre-service teachers were highly engaged in the robotics activities. The most motivating factor for the preservice teachers was teaching what they had learned about the science of robotics to their future students. The pre-service teachers' experiences and engagements are revealed in detail and also discussed. Suggestions are presented here for guiding future educational robotics studies in the context of pre-service teachers' education.

The aim of this study was to reveal pre-service teachers' experiences in learning robotics design and programming. Data were collected from 15 pre-service teachers through semi-structured interviews and analyzed using the content analysis method. Three themes were identified in this study: Course process, professional development and teaching children. The pre-service teachers indicated that they found opportunities to learn by doing and experience, enjoyed doing robotics activities and felt in flow in this process. They also expressed that the robotics programming course positively influenced their attitudes towards programming and improved their programming skills. They emphasized the importance of keeping their intrinsic motivation high by maintaining their individual efforts to solve problems. Moreover, they made various suggestions for teaching robotics to children. Implications are discussed in terms of practices for educational robotics in teacher training, and further research directions.

The aim of this research is to systematically review the theses on educational robotics applications produced in Turkey between the years 2010-2021. The aim is to provide a broad perspective on current studies by revealing the existing situation in the literature. For this purpose, 124 postgraduate theses in the national thesis database were examined within the scope of the research. The theses were analysed using the content analysis method and the educational robotics publication classification form. According to the results of the research, most theses were carried out in 2019 and educational robotics was mostly studied in the master's theses. Experimental design with the quantitative method and the quasi-experimental pre-test post-test control group was widely used as research methods. Research in the theses was mostly conducted in secondary schools. The implementations lasted between 1 and 2 months (6-8 weeks). The size of the study groups were 31-100 and the sample selection was appropriate for its purpose. Lego sets and Arduino sets were used the most in information technologies and software and science courses. The proposals sections of the theses suggest that future research should carry out studies with longer-term implementations and larger sample groups. For practitioners, the theses suggest that robotics-based activities should be added to the curriculum in every age group. They emphasize the need for a STEM-based robotics course for teachers as an in-service training course and that it would be beneficial to have robotics workshops in schools. The results obtained from the study are discussed in detail. The video abstracts for this article are available at https://youtu.be/rv9xiGxF4Uc and https://youtu.be/lXctWfpey5E.

Humanoid robots equipped with social skills have come to be used increasingly in the field of education across various subfields such as science education, special education, and foreign language education. In order to enhance the use of humanoid robots in educational settings, and to comprehensively evaluate its impact on the transformation of the class, understanding students' attitudes towards the use of robots for educational purposes plays a critical role. This paper outlines the implementation and validation procedures of an educational robot attitude scale (ERAS) developed to measure the attitudes of secondary school students towards the use of humanoid robots in educational settings. The sample of the study comprised of 232 secondary school students. The development and validation process consisted of exploratory factor analysis and convergent validity. The developed scale consists of 17 items and represents four factors of students' attitude: engagement, enjoyment, anxiety and intention. These four factors accounted for 66% of the total variance of the scale. Internal consistency coefficient for the whole scale was found .90 according to the reliability analysis. The results of the study suggest that the scale is a valid, reliable, and efficient tool for measuring the dimensions of students' attitudes towards humanoid robots in educational settings.

Virtual classroom (VC) is the preferred application in distance education since it provides simultaneous interaction and a communication environment between the student and the instructor. The aim of this study is to determine the key components which make VC sessions effective in terms of environment and method. Determination of these components and their effects through experiences of VC is important to improve the design and management of VC sessions. In this case study, VC experiences at theology bachelor's completion degree distance education program are examined. Semistructured interviews were performed with 20 participants (8 instructors, 10 students, 2 technical staff) of this program, which had regular VC sessions. Data were analyzed by using content analysis. This study reveals that VC sessions should be well planned and includes interactive activities in addition to good technical support. The instructional techniques that are of importance for VCs are considered to be active participation of students, summarization of material, attraction of students' attention and high association with real life. (Contains 1 table and 1 figure.)

The purpose of this study is to examine Turkish educational technology studies in the academic literature within the scope of SSCI, and to reveal methodological trends within these studies. For this purpose, 460 Turkey-addressed articles, published between the years of 2000-2009 in 32 international journals, within the scope of 2010 SSCI were collected as data through ETPCF. The data were examined via content analysis and presented using descriptive statistical methods. According to the results, "educational environments" and "technology" were the topics mostly focused on in the articles. Regarding the research methods, quantitative analysis was generally used in these studies. Questionnaires were used as a data collection tool, and convenience sampling methods were also used widely. Descriptive analyses were mainly preferred as a data analysis method. The results coming out of this study will be helpful for directing the future studies.

This research investigated pre-service teachers' motivation, learning strategies, and engagement in a situated learning based educational technology course. In this study, correlational research design was used. The sample of this study was 65 second year science education pre-service teachers. The data were collected through two questionnaires. Descriptive and multiple linear regression analyses were carried out. According to the results, pre-service teachers' engagement and motivation were at a high level; they mostly used sophisticated learning strategies such as organization, elaboration, critical thinking, and metacognitive self-regulation. The results also indicated that the significant predictors of engagement were organization, task value, and effort regulation. Critical thinking, effort regulation, organization, and peer learning strategies were significant predictors of metacognitive self-regulation. The findings are discussed in detail in this paper, and implications are offered for both future studies and the design of effective courses in situated learning based educational technology.

Abstract: The purpose of this study is to examine the characteristics, methodologies, and general trends in Educational Technology articles, written by authors from Turkey, published in journals listed in the SSCI, SCI, and ERIC indexes from 1990 to 2011. A total of 1151 (SSCI:813, SCI:38, ERIC:300) articles published in 94 journals were examined via content analysis, using the ‘Educational Technology Papers Classification Form’ (ETPCF). The results show that the number of published Educational Technology studies dramatically increased in the years 2002 and 2007. “Educational environments and technology”, “distance education” and “multimedia” were the predominant subjects of the articles, though there were variations in terms of research topics and methodologies. Regarding research methodologies, quantitative studies were the most common type. Questionnaires and interviews were most commonly used as data collection tools, and the convenience sampling method was also widely used. The frequently studied sample participants were preservice teachers and other undergraduate students. In the present study, cross tabulation is used to present the findings. [Copyright &y& Elsevier]