ISSN: 2979-9279 Journal of Computer Education publishes research employing a variety of qualitative and/or quantitative methods and/or mixed approaches which take account of how participants can become involved in research processes in all areas of the computer education field amongst curriculum issues of computer education, teaching programming, new teaching approach for programming as educational robots, cognitive issue in computer education, thinking skills in computer education. The aim of the journal is to increase understanding of computer education to learning and teaching in pre-primary, primary, secondary, higher, and adult education, Journal of Computer Education is an open-access journal that publishes high-quality articles, in English. All articles published in the Journal of Computer Education will be peer-reviewed. Journal of Computer Education will be published two times a year (one volume per year), in June and December starting from 2022.
A Systematic review of published academic articles in the field of cyberbullying
This systematic review examines 33 academic articles published between 2015 and 2024 to explore contemporary trends in cyberbullying research. Guided by the PRISMA framework, the study systematically analyzes methodological approaches, behavioral typologies, and core findings. The literature reveals a significant proliferation of cyberbullying studies from 2020 onwards, directly coinciding with the surge in digital interactions during the pandemic. Typological analysis highlights threats, rumor dissemination, identity theft, privacy violations, ethno-religious cyberhate, and sexting as the most prevalent behaviors, which precipitate severe psychological consequences for victims, including anger, depression, social withdrawal, and conflict avoidance. Furthermore, distinct gender dynamics emerged: male students demonstrated a higher propensity for perpetration, while female students were more likely to report incidents—a divergence attributable to societal gender norms. In addressing this phenomenon, active parental mediation was found to be significantly more effective than restrictive strategies, which can occasionally prove counterproductive. Ultimately, the review underscores the critical need for proactive interventions, recommending specialized educator training, early digital citizenship education, public awareness initiatives, and the integration of game-based learning applications.
cyberbullying, cyber victim, cyberstalking, cyberbullying sensitivity
Copyright (c) 2026 Journal of Computer Education
Beyond the Hype: A Scoping Review of Artificial Intelligence Integration in Learning
The present study aims to systematically and comprehensively examine recent research on the use of artificial intelligence in the field of education. The primary objective of this study is to identify the main thematic focuses of artificial intelligence research in education, to determine the advantages and limitations reported in the literature, and to evaluate current trends from a holistic perspective. To this end, a search was conducted in the Web of Science database to identify studies including "Artificial Intelligence" as a primary keyword, along with either "Educational Technology" or "Instructional Technology" among the associated keywords. This search yielded 432 studies published between 2021 and 2025. The selection of studies was guided by the PRISMA (2009) flow diagram, and 44 articles that met the predefined inclusion criteria were included in the review. The research was conducted within the framework of a Scoping Review, following the stages proposed by Arksey and O'Malley (2005). The selected studies were analysed in terms of publication year, research methods, sample groups, artificial intelligence tools used, and research purposes. The findings indicate that research on artificial intelligence in education predominantly focuses on themes such as student achievement, attitudes, perceptions, adoption, and language learning. The results of the study are presented in tables and figures, thus providing an overview of current trends and highlighting research gaps to guide future studies and educational practice.
scoping review, artificial intelligence, artificial intelligence in education, educational technologies, instructional technologies
Inclusive Design in undergraduate computing education: a systematic review of the Literature
This review of the literature describes how Inclusive Design is taught in undergraduate computing education programs. Computing education is a field where inclusivity as a design principle remains fragmented despite increasing legal, ethical, and pedagogical demands. This study systematically analyzes peer-reviewed literature to identify both the competences required and the teaching approaches employed. The findings are interpreted through a conceptual Framework for Design Competence, comprising six interconnected domains of student competence: Social and Behavioural, Technical, Problem-Solving, Interdisciplinary collaboration, User-Inclusivity, Holistically merging. Results show that impactful teaching approaches are typically hybrid and experiential, integrating methods such as project-based learning, critical reflection, participatory design, and community engagement. These approaches help students to develop empathy, ethical awareness, and user-centered thinking. However, gaps remain in curriculum integration, interdisciplinary collaboration, and long-term impact assessment. This review contributes a synthesized foundation for advancing Inclusive Design in computing education by clarifying competences, mapping teaching approaches, and suggesting future research directions.
High School STEM Teachers Understanding of Computational Thinking
In this first paper of a two-part series, this portion of the study examined high school STEM teachers understanding of computational thinking (CT) core concepts of a) decomposition, b) pattern recognition, c) abstraction, and d) algorithm design. A qualitative instrumental case study research design was employed as a lens to explore teachers’ understanding of CT. Five STEM high school teachers with specific knowledge and experience about our topic of interest were recruited through purposeful sampling. Data was collected through in-depth semi-structured interviews and analyzed through thematic analysis. Findings in the study revealed teachers’ understandings of CT were informed by their perspectives that anchored around engineering and societal underpinnings. Findings of these study provide insights to the varying definitions of computational thinking in scholarly literature. Based on these findings of CT core concepts, the second portion of this study will describe how these teachers integrated these core elements into their instructional practices.
Computational Thinking, STEM, abstraction, decomposition, algorithm design, pattern recognition
Mind And Intelligence Games in Algorithm Teaching: Effects on Secondary School Students
This study investigated the impact of using mind and intelligence games in algorithm teaching on 6th graders’ computational thinking skills and programming self-efficacy. The research was carried out with 106 students in a public middle school in Kırıkkale during the 2022–2023 academic year, using a quasi-experimental design with experimental and control groups. The experimental group received two hours of mind and intelligence games per week for five weeks alongside the regular ITS course, while the control group followed the standard curriculum. A sequential explanatory mixed-methods design was used. Quantitative data were analyzed with t-tests, ANOVA, and Pearson Correlation, and qualitative data were obtained through interviews with 12 students. Results showed significant improvements in the experimental group’s computational thinking and programming self-efficacy scores, whereas no significant change was observed in the control group. Post-test comparisons also favored the experimental group. A positive correlation was found between programming self-efficacy and computational thinking. Interview findings indicated that mind and intelligence games enhanced students’ concentration, reasoning, decision-making, and logical thinking. Overall, the study suggests that incorporating such games into algorithm teaching supports cognitive development and strengthens programming skills.
Intelligence and Mind Games, Educational Function, Algorithm and Programming.
Beyond Recommendation: A Critical Review of Generative AI in Educational Recommender Systems
The emergence of Generative AI (GenAI) promises to shift educational recommender systems from static content curation to dynamic experience creation. But is this technical promise translating into demonstrable educational value? This paper presents a critical review, grounded in a comprehensive search of 1,223 articles across four major databases (ACM, IEEE, ScienceDirect, MDPI), which yielded only 16 foundational studies meeting our specific criteria, to argue that a significant “evaluation gap” is hindering the field’s progress. This scarcity itself is a key finding, confirming the field’s nascent state. Our analysis of this core literature reveals a field focused on technical innovation. Applications are dominated by Learning Path Recommendation (63%) and Content Generation (31%), driven by accessible techniques like Prompt Engineering (44%) and Fine-tuning (38%). These systems are successfully being reframed as generative co-pilots. However, we expose a critical misalignment: the methods used to evaluate these systems have not evolved with the technology. The literature is overwhelmingly reliant on technical and user-perception metrics (found in 82% of studies), with a near-total absence of research measuring direct improvements in student learning outcomes. This evaluation gap is the single most significant barrier to creating truly effective systems. This review’s primary contribution is the evidence-based critique of this gap. We conclude by proposing a concrete research agenda focused on validating educational efficacy, ensuring pedagogical integrity, and building trustworthy systems to guide the field from its current state of technical potential toward a future of proven learning impact.
Examining the Views of Pre-Service Primary School Mathematics Teacher on Programming Education with Gamification
The purpose of this study is to examine the views of pre-service primary school mathematics teachers on programming education supported by gamification. For this reason, a fourteen-week instructional process was designed in which gamification elements were integrated into programming education. Badges, leaderboards, and tasks were employed as gamification components. The study group consisted of 38 pre-service teachers enrolled in the Algorithm and Programming course during the spring semester of the 2022–2023 academic year. The research was conducted as a case study. Data were collected using a self-efficacy scale for block-based programming, a programming attitude scale, and an interview form. While content analysis was applied to the interview data, mean and standard deviation (SD) values were calculated for the scale items. Data analysis and storage were carried out using MS Office Excel and MAXQDA Analytics Pro 2020 software. The findings revealed that pre-service teachers demonstrated high levels of self-efficacy in block-based programming and positive attitudes toward programming. Moreover, results from the interview data indicated that gamified programming lessons enhanced students’ motivation, created an enjoyable classroom environment, fostered competition and collaborative learning, and contributed to permanent learning and active participation. It was also observed that the teaching process became more engaging, and that badges awarded for completing tasks effectively motivated the pre-service teachers. In conclusion, the study emphasizes the potential of gamification to enrich programming education and make it more effective and appealing within teacher training programs.
Mobile Learning Experiences of Gifted Students: A Systematic Literature Review
The rapid advancement of mobile technologies has enabled a shift from traditional education toward more personalized learning, especially beneficial for gifted students. Mobile learning offers flexible, student-centered environments that align with the unique needs of these students, and has gained increasing attention from educators and researchers. This study explores the mobile learning experiences of gifted students through a systematic literature review. Relevant studies were identified via keyword searches in databases such as Web of Science and Scopus and analyzed using qualitative methods. The review process followed PRISMA guidelines to ensure a structured and transparent methodology. Findings show that mobile learning enhances academic achievement, self-regulation, and problem-solving skills in gifted students. The flexibility to learn at their own pace and explore topics of interest supports their cognitive and personal growth. However, challenges such as limited funding, insufficient infrastructure, and lack of teacher training hinder wider adoption. Despite its benefits, mobile learning may lead to reduced motivation due to limited social interaction. To address this, educational policies should promote balanced integration—supporting both digital learning opportunities and social engagement. Investing in infrastructure and professional development is essential to maximize the impact of mobile learning in gifted education. Further research is needed to strengthen its implementation and long-term effectiveness.
mobile learning; gifted students; personalized education; qualitative analysis; academic achievement; problem-solving; educational technologies
Copyright (c) 2025 Journal of Computer Education
Use of AI in Education: AI Competency Framework for Teachers
Artificial Intelligence (AI) is significantly transforming education across K-12, higher education, and lifelong learning through three key dimensions: Learning with AI, Learning from AI, and Learning AI. Learning with AI involves utilizing AI-powered tools such as adaptive learning platforms, AI tutors (like Khanmigo and Jill Watson), and automated grading systems to personalize learning, provide real-time feedback, enhance efficiency, and improve accessibility for students with special needs. Learning from AI focuses on cultivating critical perspectives on AI's role in society, including its ethical implications, biases, and the urgent need for media literacy to navigate AI-generated misinformation. Educational initiatives are emerging to teach students how to critically evaluate AI systems and content. Learning AI entails acquiring AI-related skills like coding, machine learning, and data science to prepare students for future career opportunities and empower them to shape AI's development. The integration of AI into curricula, from K-12 to higher education and professional training, alongside extracurricular activities and policy support, reflects a growing recognition of AI literacy as a fundamental skill for navigating an AI-driven world. While AI offers considerable potential to enhance learning and teaching, its responsible integration requires careful consideration of ethical implications, equitable access, and adequate teacher training. Ultimately, a balanced approach encompassing learning with, from, and about AI is crucial for empowering students to become informed consumers, critical thinkers, and capable creators in the age of artificial intelligence.
AI in Education, Learning with AI, Learning from AI, Learning AI, AI Literacy
Evaluating the Impact of Student-Created Digital Libraries Versus Teacher-Selected Resources on Enhancing L2 Learners’ Reading Skills
The current study inspected the effect of student-generated digital library versus teacher-selected material on Iranian EFL learners’ reading skills. To this end, 50 Iranian high schoolers, aged between 15 and 18 years old, studying in Tehran, were nominated via convenience sampling. Before the study, the Oxford Placement Test (OPT) and a reading pretest were conducted to ensure that the participants were homogeneous before the treatment. The participants then assigned to the Student-generated Digital Libraries Group (SDLG n=25) and the Teacher-selected Materials Group (TMG n=25). The two intact classes met two sessions a week with a 90-minute over a period of 16 weeks. The students in experimental cluster were instructed reading skills via Student-generated Digital Libraries. In the control cluster, they were instructed reading skills via Teacher-selected Materials. After completing the treatment stage, the participants were given a reading posttest. The overall result indicated that the SDLG significantly outperformed the TMG in reading ability. The study has implications for English language instructors and EFL/ESL students. In terms of theoretical implications, this study can offer insights for researchers looking to develop a comprehensive model for the reading process. Considering the practical implications, all high school and language school teachers could employ digital libraries and student-selected materials in their reading classes. These strategies could effectively enhance self-regulation and decision-making skills among EFL students.
Factors Contribute to Innovative Leadership Practices in Integrating Technology to Enhance Quality of Education at a College of Teacher Education in Oromia Regional State, Ethiopia
The purpose of this study was to identify factors that contribute to leadership practice in integrating technology to improve the quality of education at the college of teacher education in Oromia regional state, Ethiopia. The integration of technology is important for enhancing the quality of education as well as preparing students for the digital age. This study fills the research gap in the specific factors that contributed to technology integration to improve the quality of education. The study employed mixed research methods with concurrent nested design. In this study, structured questionnaires and interviews were the main data collection tools from college leadership and academic staff from 4 government colleges of teacher education, using systematic random sampling, stratified sampling, and the Yamane formula for sample size determination to ensure a representative and comprehensive data collection process, contributing to the validity and reliability of the study findings. The findings from factor analysis, correlation, and regression indicate that technology infrastructure, technology potential, and technology policy and strategy are the major factors contributing to leadership practice to integrate technology to improve education quality. Similarly, the finding indicated a strong positive correlation between the independent variable and the dependent variable. Furthermore, the model summary indicates the adjusted r2 (54.1%) explains the significance portion of variance in education quality. In conclusion, focusing on factors that contribute to leadership practice, such as technology infrastructure, technology potential, and technology policy and strategy, is crucial for improving education quality. Education leaders should invest in technology integration and develop comprehensive policy and strategy to facilitate successful integration of technology in education. It also recommended that further study assess specific competence of leadership in integrating technology within the context of college teacher education.
Factor, Integration, Leadership, Quality, Technology , Teacher Education
Transforming Educational Operations Exploring the Impact of Cloud Computing Adoption in Two Pakistan Institutions
This research aimed to investigate the impact of cloud computing on operations in the education sector in Pakistan. The study focused on the adoption of cloud computing applications as the dependent variable and assessed cost-effectiveness, data security, flexibility, availability, student outcomes, institutional outcomes, communication, and collaboration as independent variables. A quantitative approach was adopted for the research, and data was collected using a survey questionnaire. The sample size for this study was capped at 173 participants. This choice was made based on the practical and technical issues that arise during the data collection process. Participants were selected for this study based on the designations. The population targeted included teachers, students, and IT professionals of an education institution in Lahore, Pakistan. The findings revealed that cloud computing adoption was positively associated with all independent variables except data security, which was found to have a negative relationship. The study recommended that educational institutions should have focused on addressing data security concerns while adopting cloud computing applications to leverage the benefits it offered. This study contributed to the limited research in the field of cloud computing in the education sector and provided insights for educational institutions to make informed decisions when adopting cloud computing applications.
Investigation of Students' Cyberbullying Threat Levels in Terms of Various Variables: The Case of a Vocational High School
The aim of this research is to determine the risk levels of cyberbullying according to the basic dimensions of exhibiting, exposing and witnessing within the scope of cyberbullying behavior among vocational high school students and to examine these levels in terms of various variables. The relational survey which is one of the quantitative research methods was used. The sample of the study consists of 361 vocational high school students. In this study, the Cyberbullying Threat Level Scale High School Form and the personal information form were used as data collection tools. Vocational high school students’ basic dimension of cyberbullying witnessing threat level is higher than the basic dimensions of being exposed to cyberbullying behaviors and exhibiting cyberbullying behaviors. The dimension of exhibiting cyberbullying behaviors of vocational high school students had a positive, medium-level significant correlation with the dimension of being exposed to cyberbullying behaviors. Also, the dimension of being a witness had a positive, medium-level significant relationship with the dimension of being exposed to cyberbullying behaviors. According to gender variable, there was a significant difference in the dimension of exhibiting and witnessing cyberbullying behaviors among vocational high school students. By department variable, the exposure and witnessing dimensions differed significantly. Students' opening an account on social media with any other name had a significant difference than students’ using their own name in the dimensions of exhibiting cyberbullying behaviors.
Self-Esteem, Loneliness & Facebook: Do Loneliness and Self Esteem Change in Relation to Facebook Use and its Applications
This study aims to compare high school students' self-esteem and loneliness levels based on their use of Facebook and its applications. Quantitative research was utilized and 764 high school students participated in the current study. Data were collected through a Facebook Usage & Personal Information Form prepared by the researchers, the UCLA Loneliness scale, and the Coopersmith SelfEsteem inventory. Data were analyzed using descriptive statistics and non-parametric tests. The results of this study show that the selfesteem levels of students who spend less time on Facebook are higher than those of students who spend more time on Facebook. The level of loneliness among students with fewer friends on Facebook is higher than that of students with more friends on Facebook. The selfesteem level of students who added new people to their Facebook friend lists was found to be low, while the self-esteem level of students who did not add new people was found to be high There was no relationship between purpose of Facebook use with self-esteem and loneliness. The highest level of loneliness is observed in the group that rarely receives comments or likes on their status updates, photos, and music videos shared on Facebook. In general, it can be seen that students' levels of loneliness and self-esteem have changed about the use of Facebook and its applications.
Effects of Coding and Robotics Activities on Computational Thinking and Problem-Solving Skills: A Meta Analysis Study
The importance of coding and robotics education in the field of computer sciences has recently been a widely discussed and studied topic in research dealing with educational issues. It is acknowledged that the development of these skills plays a significant role in children’s future careers. Therefore, the present study uses the metaanalysis method to examine the studies dealing with whether coding and robotics activities targeting pre-school, primary school, secondary school, and high school students have the potential to improve their computational thinking and problem-solving skills. To achieve this purpose, the study focuses on how coding and robotics activities implemented in experimental studies conducted with K–12 students between 2011 and 2021 affect the computational thinking and problem-solving skills of students. The meta-analysis includes data from 55 studies, consisting of 64 independent effect sizes. The participant pool for this analysis consists of 5158 individuals from different nations, with 3074 in experimental groups and 2084 in control groups. The study utilized the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols checklist. We used the courses that implemented coding and robotics activities, as well as the age ranges of the participants, as moderator variables. The moderator analysis revealed that the effect of coding and robotics activities on computational thinking and problem-solving skills differs according to age group. In conclusion, the present study found that coding and robotics activities contributed to the development of K–12 level students’ computational thinking and problem-solving skills.
Comparative Analysis of the Studies of Countries on AI Teaching
Today, artificial intelligence technologies, which are making their impact more felt in almost every field, have also increased the interest in teaching this field. Anticipating that artificial intelligence will have a much more effective role in the coming years, countries have started to make preparations for teaching artificial intelligence in schools in order to prepare trained human resources in this field. Countries such as China, India, Canada, and the USA, which see artificial intelligence teaching as a strategic priority rather than just a curriculum, have started teaching artificial intelligence in schools by making investments in artificial intelligence teaching with important technology companies and scientists. Analysing the studies carried out by countries around the world on teaching artificial intelligence can be guiding for educators, researchers and decision-makers working in this field. For this reason, in this study, it is aimed to comparatively examine the studies carried out by countries in terms of policy, strategy and curriculum on Artificial Intelligence (AI) teaching. Document analysis method was used in the study. In this context, the reports of international organizations and the documents on the websites of relevant institutions of 21 countries around the world, especially the ministries of national education, were examined according to the determined themes. In addition, the preferences of the countries for AI teaching were compared according to the themes, and suggestions were made for AI teaching in schools.
A Systematic Review of AI-Based Mobile Learning Environments: Unveiling Trends and Future Directions
The diversity of mobile devices and the increasing availability of technology solutions support the growth and popularity of mobile learning environments. The ubiquitous nature of mobile devices has revolutionized learning, fostering the rise of mobile learning (mlearning). In combination with AI applications, m- learning environments further increase the potential for providing individualized solutions. This literature review delves into the current landscape of AI-based m-learning research. The findings are expected to unveil the immense potential of AI in transforming mlearning. Artificial intelligence's capabilities to personalize the learning experience, optimize the assessment process, and automate content adaptation and creation provide the opportunity to make mlearning more engaging and interactive with the potential offered by learning anytime, anywhere. The aim of this systematic review is to assess the current situation regarding the coordinated use of mobile learning and artificial intelligence applications. Recent studies in the last five years (2019-2023) were analyzed in Web of Science and Scopus databases. The systematic review was conducted in accordance with the PRISMA guidelines, and the relevant studies were analyzed with MAXQDA 24. The results include trends in research on applications used, personalized learning experience, independent learning, performance assessment and feedback, interaction, theoretical frameworks. Suggestions for future research are discussed based on the research results
An Investigation of Digital Literacy Levels of Middle School Students in Terms of Various Variables: The Case of Mersin Province
With the rapid evolution of technology, digital literacy skills are becoming increasingly critical. Digital literacy involves individuals' abilities to access, analyze, evaluate and creatively use information. These abilities include the capacity to use, understand and critically evaluate traditional information technologies as well as the capacity to use digital tools such as digital media, internet resources and social media platforms. This study aims to determine the digital literacy levels of secondary school students and to evaluate the factors that may affect these levels. The effects of important variables such as gender, daily social media usage time, social media tool used on students' digital literacy levels were examined. The sample of the study consisted of 80 students (40 female and 40 male) between the ages of 10 and 12 studying in a middle school in Mersin, Türkiye. Digital literacy level was assessed using personal information form and Digital Literacy Scale. According to the results of the study, it was determined that the digital literacy levels of female students were generally higher than male students. A significant relationship was found between the frequency of social media use and information processing skills, and it was observed that students using YouTube and Pinterest had higher digital literacy levels in communication and security skills. These findings suggest that factors such as gender, frequency of social media use, and the social media tool used should be taken into consideration when planning digital literacy education.
Agile Development of Educational Games: A Hyper Casual Game Design Model Approach
Hyper casual (HC) games are a sub-genre of mobile games. Such games are quick to learn, easy to play, require little attention and are played in short sessions. The development time of such games is agile, short and less costly. The development and revision of educational games takes a long time and is costly. The aim of this study is to examine the design processes of a company that develops HC games, to evaluate them from an educational game perspective and to reveal a game development model. Formative in-vivo naturalistic research method, one of the qualitative research methods, was used in the study. Data were collected through interviews. A Hyper Casual Game Design Model (HCGDM) is proposed based on insights from the game development experiences of the company. The HCGDM consists of core components, including the Team, Game Idea, Development Process, Publishing Process, and Optimization, which are carried out in sequential steps. Test, Target Audience, Stakeholders, and Corporate Culture also play a role with the core components in the development process and are related to how each step of development should be approached. It is thought that educational games can be developed faster by considering the model components.
Views of parents with preschool children on computational thinking and educational robotics
During the pandemic period, all levels of education, including pre-school, partially or completely moved to online education as a means of emergency remote teaching. With the transition to online education, teachers, students, and parents became more aware of the use of technological tools in education. With this awareness, parents have been introduced not only to technological tools but also to new concepts related to children’s cognitive processes. These concepts include computational thinking (CT), which has been frequently encountered in different levels of education in recent years, and educational robotics (ER) as one of the methods applied in the development of CT. Several studies have been conducted to determine and improve the CT skills of students at different educational levels, such as primary, secondary, and higher education. At the preschool level, there are fewer studies on CT, which is mostly addressed through unplugged activities and educational robotics. As a part of 21st century skills, the relationship between CT and pre-school education is an issue that has been investigated to a limited extent. This descriptive quantitative survey model study explored the opinions of parents of preschool children about computational thinking and educational robotics applications. The participants of the study consisted of 84 parents in Kocaeli province. The participants were accessed through convenience sampling, and the data were collected using an online questionnaire. According to the results of the study, the majority of the parents stated that they believed that children in preschool education should have experience in CT and ER. Parents stated that they would like to learn more about the benefits of CT and ER for children and their learning. In this direction, it is suggested to organize seminars focusing on the importance and content of CT and ER for pre-school.
Ethical Frameworks for AI-Integrated Education: Issues and Prospects
The primary objective of this study is to examine the shaping and implementation of ethical principles and frameworks in light of the increasingly prominent role of Artificial Intelligence (AI) integration in the education sector. Contemplating the innovations, potential benefits, and challenges introduced by AI integration, this work aims to explore how this technology can be utilized ethically, fairly, and efficiently in the realm of education. The study is structured to address the impacts of AI's application in education on students, teachers, and educational institutions, while also delving into issues such as data privacy, algorithmic bias, and equality in learning. Furthermore, it seeks to discuss the potential ethical dilemmas posed by this new technological era in education and possible solutions to these challenges. This study aspires to shed light on the future development of AI-integrated educational systems and contribute to the formation of an ethical framework in this field.
Professions and competencies of computer education and instructional technologies department's graduates in non-teaching fields
Even though the main purpose of Computer Education and Instructional Technology (CEIT) department is to educate and train computer teachers for K12 level schools in Turkey, the graduates from the department have diverse competencies in different fields like instructional designer, content creator, software developer, etc. However, neither the graduates nor the companies in educational technology or other fields have fully awareness of that competencies essential mostly in non-teaching fields. A small number of studies have worked with CEIT graduates, but more studies are needed to explore those competencies and current job requirements in the companies. In this way the graduates would create better career plans and the companies would hire correct employee. Moreover, the CEIT curriculum would be reconsidered with respect to the experiences or expectations of the graduates or the companies. This study was conducted to investigate the opportunities of CEIT graduates in non-teacher positions in any business sector in Turkey. For this purpose, four research questions were asked: 1) What are the job opportunities of CEIT graduates in non-teaching fields? 2) What are the competencies of CEIT graduates that enable them to work in non-teaching areas? 3) What competencies do CEIT graduates need to have more in order to work in non-teaching areas? 4) What are the changes that CEIT graduates in non-teaching fields suggest in the undergraduate program? To answer the questions a survey research design was used, and data were collected from 41 CEIT graduates who were working in non-teaching jobs, by means of a questionnaire. The questions were analyzed with descriptive statistics and content analysis. The results show that CEIT graduates do and can have professions in many different fields, both due to the courses in their own degree programs and the competencies that can be acquired after graduation. In addition, improvements in CEIT undergraduate curriculum have been discussed and suggested to support certain specializations in different fields.
The effect of using concept maps in writing education on the development of writing skills
Concept maps, developed by Novak, Gowin and Kahle (1984), are important tools that enables information to be organized and learnt in a concrete and visual way in the mind and has been used frequently in education recently. Using concept maps in education has many advantages. Among these advantages of concept maps, it can be mentioned that the students are able to understand the concepts better, to restructure the knowledge and to make it more permanent. The aim of this study is to examine the effectiveness of concept maps on writing skills which is one of the four basic language skills in Turkish education. Quasi-experimental method was used in the study within the framework of quantitative research approach. The study was conducted on 50 students in two classes randomly selected from the 5th grade level of a secondary school in Develi district. One of the groups was randomly selected as the experimental group and the other as the control group. While the experimental group was made to work on writing with concept map, the control group was made to work on writing with traditional methods. ANCOVA (Analysis of Covariance) was used to observe the change between the pre-test and post-test scores of the experimental and control group students. In addition, descriptive data analysis techniques such as mean, standard deviation, percentage and frequency were also used. According to the results of the data analysis, it was determined that there was a significant difference between the group in which concept map was implemented and the group in which writing activities were carried out according to traditional methods. Accordingly, it was concluded that the use of concept map in Turkish writing education is useful and should be preferred as an alternative tool in writing education.
Examining Teachers' Self-Efficacy and Technological Formation Levels Related to Educational Technology Standards
The aim of this study is to examine teachers' self-efficacy and technological formation levels regarding to ETS. Within the scope of the study, the general survey model, one of the quantitative research methods, was used. Working group consisted 414 teachers working in the province of Amasya, at different school levels under the Ministry of National Education, in the 2022-2023 academic year. In this study, the study group was determined by the convenience sampling method. "Teachers' Self-Efficacy Scale for Educational Technology Standards" and "Technological Formation Scale for Teachers" were used as data collection tools. The analysis of the data in the study was carried out using the (Statistical Package for the Social Sciences) SPSS 26 program. Relationships between the variables were calculated with independent sample t-test, one-way analysis of variance (ANOVA), correlation and multiple regression analysis from parametric tests. According to the t-test findings, while teachers' self-efficacy regarding educational technology standards shows a significant difference in terms of gender, their technological formation levels do not show a significant difference in terms of gender. According to ANOVA results, self-efficacy and technological formation levels show a significant difference in terms of seniority. Correlation analysis findings showed a positive and significant relationship between self-efficacy and technological formation levels. According to the correlation analysis findings; a positive and significant relationship was found between self-efficacy and technological formation levels. According to multiple regression analysis findings, self-efficacy is a significant predictor of teachers' technological formation level.
Investigation of the Relationship Between Digital Game Addiction Levels and Math Exam Anxiety of Middle School Students
The aim of this study is to determine the the relationship between the digital game addiction levels of middle school students and their math test anxiety as well as to esatablish whether their math test anxiety and digital game addiction levels differ according to various variables. The research has been carried out with the descriptive study model. The sample of the study consists of 276 5th-8th grade students in the 2020-2021 academic year. The digital game addiction scale and the mathematics test anxiety scale was used for data gathering. The scores obtained within this framework have been analyzed using descriptive statistic, t and Pearson r correlation analyses. As a result of the research, we have reached that students’ digital game addictions are at a low level and are in the low-risk group, and students sometimes experience math test anxiety. Examining the anxiety sub-factors revealed that while tension is more prevalent among students, test anxiety, effectiveness, and illusion are occasionally experienced by them. While the digital game addiction levels of the boys were higher than the girls, it was seen that there was no difference between the genders in terms of math test anxiety, but the tension dimension was higher in girls. There is a weak positive relationship between digital game addiction and math test anxiety (r=0.272).
The Effect of Robotics Education on Teachers’ Tendencies to Critical Thinking and to Support Critical Thinking
The purpose of this study is to investigate the effect of educational robotics practices on teachers' tendency to critical thinking and to support critical thinking and to identify public school teachers’ views on this topic. This is an embedded design study. In the quantitative part of the research, a quasi-experimental research was conducted, and qualitative data was collected to support quantitative data. The study group consisted of 64 teachers who work in public schools affiliated to the Ministry of National Education (MoNE) in Amasya in the spring term of 2018-2019 and have not received educational robotics practices before. The data collection tools were the "Critical Thinking Disposition (CTD)" and "Critical Thinking Supportive Teacher Behaviors Inventory (CTSTBI)" scales prepared according to the 5-point Likert type. In addition, a semistructured interview form has been prepared to collect qualitative data. According to the results, educational robotics practices did not have a significant effect on teachers' critical thinking dispositions and their critical thinking supportive behaviors. However, they thought that it had positive effects on their critical thinking dispositions and their critical thinking supportive behaviors. In addition, it has been revealed that teachers consider it important for students' critical thinking disposition to avoid raising monotonous individuals in schools, not to hinder children's imaginations, and to produce solutions by looking at existing problems from different perspectives. Finally, they stated that for effective educational robotics practices of teachers, the environment to be trained should be in a large environment and the materials to be used in education should be in sufficient number.