Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016(Johnson et al., , 2015. Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12 education (Johnson et al., 2016(Johnson et al., , 2012. If this is the current state of the art for the use of AR in education, it is important to investigate how educators and researchers integrate AR into teaching-learning processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O'Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term 'augmented reality.' Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students' engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.

The purpose of this study is to experiment an assessment method using eye tracking technology in simulator based electronic navigation training of ship officers who play a critical role in maritime accidents. The maritime industry focuses on human factor developing and improving regulations, training requirements and technology to prevent marine casualties. The mandatory use of simulations in maritime training as per international regulations includes competency assessment as a vital process. The study involves capturing and analyzing eye movement data from ship officers with sea experience in simulation exercises for assessing competency.  A system including an eye tracking analysis software and eye tracking glasses is used for the study. Inferential and descriptive analysis were both used to validate the results. Significant differences were found between electronic navigation competencies of expert and novice ship officers. The results show that the eye tracking technology is a valuable tool for assessment of electronic navigation competency. Comparing novice and expert ship officers’ data proves that eye tracking provides in-depth data which is not obtainable by the available observation methods used in simulation training. The findings show that eye tracking provides the assessor novel data, such as focus of attention, which enables evaluation of the cognitive process and competency. The study, therefore, contributes to maritime education aiming to improve the effectiveness of simulator based maritime training which is vital for maritime safety. It also contributes to scientific research on eye movement in maritime field by proposing the integration of eye tracking in competency assessment in electronic navigation training as a part of simulation based maritime education.

The purpose of this study is to investigate how scholars use academic social networking services (ASNSs). The study was designed in a qualitative research methodology. The data of the study were collected by a questionnaire developed by the researchers and inductive content analysis was applied to the data. The final version of the questionnaire consisted of open-ended questions, multiple response items along with demographics. The participants of the study were 95 scholars from 34 different universities and 29 different departments in Turkey. According to the findings, although ASNSs are widely used, the majority of the participants do not acquire them as a way of collaborative knowledge building with other researchers. The findings of the study were discussed with respect to socio-cultural aspects and scientific convention, as well as how ASNSs might have a role in the process of collaboration and information development with researchers across the globe.

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