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While using artificial intelligence in education is a popular field of study for researchers, it has become a joint application for educational institutions. Educational institutions are trying to establish artificial intelligence-based systems to improve the existing education systems. On the other hand, education researchers want to determine which artificial intelligence models are the most effective. To provide an in-depth resource for both researchers and educators on the use of artificial intelligence in education, this study aims to make a bibliometric analysis of articles related to artificial intelligence in education. After the query was made in the Web of Science database, 1153 articles related to the subject were obtained. As a result of the bibliometric analysis of the articles obtained, the most influential journals are Education and Information Technologies and Computers & Education, and the most influential authors are Scouller, Biggs, and Hwang. After 2019, it has been observed that there has been a significant increase in the number of studies, the first examples of which were found in 1985. It is thought that this study, which provides results on the most cited publications, trending topics, thematic map of keywords, and co-occurrence network, will serve as a bedside resource for both educators and researchers. Implications of the findings for theory and practice are discussed.

This research aims to create a bibliometric map of studies on learning analytics. In this research, the bibliometric mapping technique was used from an international perspective to evaluate trends in learning analytics research by describing the factors of author, publication, keyword, journal, country, and citation. Most of the research on the subject has been published in the Journal of Learning Analytics. The results show that Gasevic D. is the most relevant author. Open University is the most relevant university. The USA has the most publications, co-authored publications, single national publications, and cited articles overall. The terms "learning," "higher education," and "analytics" are frequently used keywords. As a result of the thematic mapping analysis of the keywords, the themes in the Q1 area were learning analytics and education concepts. It has been seen that the concepts of learning analytics, analytics, and performance are at the center of the created co-occurrence network diagram.

This study aims to build a bibliometric mapping of research on web-based language instruction. By identifying the elements of author, publication, keyword, journal, country, and citation, the bibliometric mapping approach was utilized to examine trends in web-based language instruction research from an international viewpoint. The Turkish Online Journal of Distance Education has published most of the research on the topic. According to the findings, Xie H. and Zou, D. are the most pertinent writers. The most significant university is Anadolu University. The USA leads the world in terms of total publications, co-authored publications, national publications, and cited articles. Frequently used keywords include "language," "students," "education," and "technology." The authors' cluster analysis revealed that the papers are mainly divided into 5 classes. The names of the web-based teaching methods are assigned to each group. It is anticipated that this study will significantly advance future research in web-based language instruction.

The Teaching Practice course taught in Education Faculties gives preservice teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, preservice teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process.

Do we care about the security on the internet environment the way we do in the daily life safety of our children? In order to answer this question, this study aims to reveal what kind of education is provided at school about using secure internet. In accordance with this purpose, Information Technologies and Software Course textbooks at primary and secondary schools are examined applying document analysis method and analyzed by content analysis method. According to the findings, in the textbooks, the most frequently mentioned topics related to the use of secure internet are "protection of personal data", "security measures that can be taken" and "digital footprint"; and the most frequently mentioned topics related to the ethic are "internet ethics" and "respect for others". In this study on the use of secure internet, suggestions have been made about the precautions to be taken. The results are expected to provide information and resources to the researchers who work on secure internet use, educational institutions and teachers.

In this study, it was aimed to reveal the perceptions of teachers, students, and parents about the concept of "distance education" through metaphor. Phenomenology design, one of the qualitative research methods, was used in the study. 34 teachers, 131 students, and 44 parents who participated in the study were asked to make a metaphor sentence for distance education by the online data collection tool. The data obtained were analyzed by content analysis and categories were constituted by classifying the metaphors according to their common characteristics. Metaphors of the participants towards distance education were gathered in the categories of "uselessness", "education type", "offering opportunity", "virtuality", "individuality", "irreplaceable", "obligation", "usage", and "school independence". Participants mostly used metaphors of "face-to-face education", "school", "video", "open education", and "sun" for distance education. When the sentences of metaphors made were examined, it was determined that the participants had a negative perception towards distance education in general. To change this perception, it is recommended to provide teachers, students, and parents with a quality distance education experience.

This study, it was aimed to examine the attitudes of university students receiving distance education towards distance education in terms of various demographic characteristics. The survey method, one of the quantitative research methods, was used in the study. 764 university students who were selected by the criterion sampling method and who received distance education in the COVID-19 pandemic participated in the study. In the collection of data, the Attitude Scale towards Distance Education was used and the data were collected online with the prepared form. Various statistical analyses were made on the collected data and the results were discussed within the framework of research questions. As a result of the analysis, it was concluded that university students' attitudes towards distance education were low. It has been observed that the scores of the scale of attitude towards distance education differ in terms of gender and grade level. It was also observed in the study that having a computer and internet connection at home and the level of participation in the virtual classrooms had a positive effect on the attitude towards distance education. In this period when distance education is not a choice but a necessity, it is recommended that the education to be provided should be planned well to achieve the expected quality and to increase the level of success. It is thought that these results obtained from the study will contribute to distance education institutions and planners.

Social media, one of the modern communications and socialization channels, has become one of the indispensable tools of education. This study, it was aimed to reveal the perceptions of teachers, students, and parents about the concept of "social media" through metaphor. In this study, which used a phenomenology design, which is one of the qualitative research methods, the data were collected using a structured online metaphor form. A total of 166 people participated in the study with the role of teacher, student, or parent. Among these, responses matching the metaphor structure of 136 people were analyzed using the content analysis method. As a result of the analysis, it was concluded that the metaphors were classified under the categories of "Addiction", "Not real", "Everything is in it", "Communication channel", "Usage", "Indispensable", "Feature", and "Harmful". The participants mostly used the metaphors of "bottomless well", "life", "drugs", "swamp", "news tool", "alcohol", "mask", "car", and "virus" for social media. In line with these results, to benefit from the advantages of using social media in education, it is recommended to provide awareness training to teachers, students, and parents. The study also concluded that the perceptions of the participants towards social media were generally negative.

This study, it was aimed to reveal the views of parents and teachers about the usage of social media tools in school-family communication. In this study, which was carried out with the phenomenological method, which is one of the qualitative research methods, the data were collected using a semi-structured interview form. As a result of the content analysis conducted on the data obtained, it was concluded that social media tools, especially WhatsApp, are widely used in school-family communication. It has been found that the advantages of these tools are free, fast, and easy to use, and they prevent waste of time and workload by sending mass messages. The disadvantages were determined to be used out of purpose and timeless, causing misunderstanding and violation of privacy. Participants suggested that while using these tools, they should not deviate from their purpose, some restrictions in terms of time and content should be introduced and their use should be expanded. The results obtained are expected to contribute significantly to the studies to be done to increase family participation in education and the practices to be developed in this sense.

Digital badges are the components demonstrating competency and knowledge of the learners. The use of digital badges used to reflect the skills of learners is becoming increasingly widespread in the teaching environments. In addition, these badges are starting to take their places among documents such as certificates and diplomas. In this study, the relationship between digital badges rated in accordance with specialization levels of the same subject and achievement, satisfaction and motivation levels of the students has been investigated. In addition, the relationship between learning styles of the students participating in the study and their academic achievement and satisfaction levels were also presented. In this study, in which proximal parallel pattern of mixed research methods was used, quantitative and qualitative data were reviewed together. The sample of study consists of junior students of Ataturk University, Kazim Karabekir Education Faculty. The 13-week study was conducted with a total of 51 participants including 26 female and 25 male students. The data of the study were obtained by academic achievement form, Kolb's learning style inventory III and semi-structured interview form. According to the results of study, it has been seen that digital badges improve academic achievement, students' motivation to learn, attendance to lesson and satisfaction of the students. They also motivate students to make them ready for class, show level of the learners, provide the possibility of self and peer-assessment and they can be also used to demonstrate the level of competence and achievement along with some other documents such as diploma or certificate. As a result, digital badges can be used to better organize the learning process and make students more active learners.

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational materials are commonly used to assist with communication during learning. One of the ways to determine the use of educational materials and their contribution to the learning process is to ask students for their opinions. Student opinions provide useful information regarding various objectives such as making both the learning process and resources more effective, bringing about the necessary improvements and organising the teaching process. In this study, we developed a questionnaire for determining the opinions of information graphics (infographics) readers on information graphics prepared for teaching purposes. This study was conducted in the fall semester of the 2013-2014 academic year with the participation of 59 students from the Department of Computer and Instructional Technologies Education of the Kazım Karabekir Faculty of Education. The students were provided with a questionnaire consisting of 29 items that inquired their opinions on infographics. The collected data were assessed using Principal Component Analysis. Based on the analysis results, a second questionnaire consisting of 23 items and six factors (Learnability, Selection Preferences, Sharing, Basic Presentation Structure, Memorability, and Role in the Learning Process) was developed. According to the study results, the students considered infographics as highly instructive, and described that they help ensure a more lasting learning experience.

Technological developments and changes in how learning is understood have not only changed learning environments, but also how educational materials are developed. Infographics, one of the materials that are becoming increasingly more popular in learning environments, have nowadays become quite commonplace. Demonstrating the understanding of those who design such instructional materials is important with respect to the organisation of learning processes. In this study, we devised a questionnaire that aims to demonstrate the understanding infographic designers have of infographic design. A total of 94 students from the Department of Computer and Instructional Technologies Education of the Kazım Karabekir Faculty of Education took part in this study conducted during the fall semester of the 2013–2014 academic year. The participants were given a questionnaire consisting of 41 items that enquired about the readers’ views regarding infographic design. The collected data were assessed using Principal Component Analysis. Based on the analysis results, a questionnaire form consisting of 27 items and 8 factors (Understanding of Design, Design Process, Copyrights, Introduction, Readability, Sharing, References, Development) was developed.

AbstractThis study examines the impacts of educational videos with human or humanoid animated pedagogical avatars (APAs) on cognitive, affective, and social learning outcomes in declarative and procedural knowledge contexts. A 2 × 2 factorial design was used, considering instructor type (human vs. humanoid APA) and knowledge type (declarative vs. procedural). The study involved 139 university students with no prior knowledge of the video content and was conducted in a human-computer interaction lab using an eye-tracking device. There were no significant differences in learning achievement, perceived lecture engagement, emotion, satisfaction, and social presence between the human and humanoid APA. However, learners showed greater visual interest in the human instructor, which influenced their interest in the learning content. Viewers of declarative knowledge videos showed more visual interest and achieved higher learning scores, while procedural videos increased lecture engagement, emotion, satisfaction, and social presence. The study suggests that humanoid APAs can effectively replace human instructors in educational videos and emphasizes the importance of considering knowledge types in video design to impact learning outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Mehmet Akif Ersoy University Social Science Institute is the property of Mehmet Akif Ersoy University, Social Science Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)