Background. The relationship between smartphone addiction (SPA) and loneliness is examined in several studies, however, the mediating effects of the variables related to narcissism and the family on the relationship between SPA and loneliness are not yet available in the literature. Objective. The present study investigates the role of SPA on loneliness and the moderating effects of narcissistic personality and family belonging on loneliness. Participants and Setting. Data required for research were obtained via an online survey from undergraduate students (n = 500) studying at a public university. Methods. In the study, the relationship between the variables was determined by path analysis. Results. The results of the path analysis show that there is a significant positive relationship between SPA and loneliness. According to the model, no significant relationship was found between narcissistic personality and family-belonging level. There is a negative and significant mediation effect between SPA and narcissistic personality traits. There is a positive and significant mediation effect between SPA and family belonging. The results of the research are discussed with regard to university students and future directions. Conclusions. According to these research results, SPA predicts loneliness. As the level of family belonging decreases, SPA increases. The relationship between university students and their families and environments is among the variables that should be considered when evaluating SPA.Smartphone usage rates have displayed a rapid increase around the world in the last decade. In the We Are Social Digital Report of 2020, it was revealed that the global number of mobile phone users has reached 5.19 billion; 70 percent of those are smartphone users and the daily average mobile phone usage time is 3 hours 40 minutes (We Are Social, 2020). Over time, this intense usage of smartphones may cause individuals to become overly connected to their phones (

This study aims to investigate problem-solving with dataset (PSWD) as a computational thinking learning implementation as reflected in academic publications. Specifically, the purpose is to specify the scope of PSWD, which overlaps with the data literacy, thinking with data, big data literacy, and data-based thinking concepts in the literature. Subaims of the study are to identify the conceptual structure of PSWD based on definitions in academic publications and to classify the reasons given in the literature to show the need for PSWD. For the purposes to investigate PSWD conceptually, to classify the reasons given for the need for PSWD, the obtained 54 publications were analyzed via content analysis. Moreover, this study investigates the most frequently suggested or used teaching strategies (in terms of instructional methods, instructional tools, and grade level) for PSWD in the literature. The frequencies of used words in selected publications referring instructional methods, instructional tools, and grade levels were shown in the findings of study. The importance of the study stems from its focus on a new approach to computational thinking instructional implementation.

Çalışmanın amacı, 2013 yılında Eğitim Teknolojisi alanında yapılan araştırmaların genel bir resmini ortaya koymaktır. Bu amaca ulaşmak için alanla ilgili yayın yapan ve Social Sciences Citation Index (SSCI) kapsamında taranan 6 derginin 2013 yılında yayınlanan makaleleri içerik analizi yöntemine göre incelenmiştir. Makaleler incelenirken Göktaş vd. (2012) tarafından geliştirilen "Makale Yayın Sınıflama Formu" üzerinde bazı güncellemeler yapılarak kullanılmıştır. Formun birinci bölümünde makalenin adı, yazarı vb. bilgiler yer alırken geri kalan bölümlerde makalenin yöntemi, veri toplama araçları, örneklem ve veri analiz yöntemleri yer almıştır. Araştırmada bir de konu sınıflaması formu kullanılmıştır. Araştırma sonucuna göre eğitim teknolojisi alanında 2013 yılında en fazla çalışılan konu alanı "Öğretim Tasarımı" olmuştur. Öğretim tasarımı konu alanını "Eğitimde Bilişim Teknolojileri" ve "Eğitimde Oyun Kullanımı" konu alanı takip etmiştir.

The aim of this study is to evaluate a professional development program applied to primary school teachers for unplugged algorithmic thinking activities and to improve it based on this evaluation. In this context, data were collected for the improvement of the program by consulting the opinions of the teachers. The professional development program was implemented in 3 different groups, respectively and improved in each group. Teachers' opinions were collected for each group in line with the Kirkpatrick Level 1 assessment approach. The reactions and likes of the teachers participating in the training courses towards the training program are included. In this way, it is aimed that the data obtained will guide the development of the training program. The measurement tool consists of 6 parts and includes closed-ended questions designed for the purposes of evaluating the educators, course components, implementation, physical environment, and teaching materials. The Kruskal-Wallis nonparametric test was used as an analysis method to determine whether there was a significant difference between the groups. In the study, the components in which significant differences emerged between the groups in the scores given by the participants were discovered, and the training program was improved after the first and second trainings in line with these findings.

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