No abstract

The purpose of this study was to determine the effectiveness of blended learning environments enriched with the use of gamification elements. The study was carried out using the convergent parallel mixed design, in which the qualitative and quantitative data were integrated. The study was conducted with 63 participants who were randomly divided into control and experimental groups. In the experimental group, the activities were enriched in the environment by using the gamification elements but not in the control group. The data were collected by Community of Inquiry data collection tool, academic achievement test, Instructional Materials Motivation Survey, experience activity, and interviews. According to the results, no difference was observed between the groups in terms of community of inquiry model, academic achivement, motivation. These findings are supported by qualitative data. According the findings, it could be stated that learning occurred in the form of latent learning in the experimental group. His academic interest areas are multimedia design, learning communities, social network usage, e-learning and cyber behaviors. He has over than 5 journal articles published in international indexes, over than 15 book chapters and other national and international articles, over than 40 papers submitted to international meetings.

No abstract

The current mixed-method study investigated the extent of involvement in cyberloafing within classroom settings among preservice information technology teachers. Thirteen state universities were picked randomly from hierarchical clusters, which were determined according to the national university rankings. Then, a recent five-factor cyberloafing scale was administered to 1856 participants in these universities to collect the quantitative data. An open-ended survey was also administered to two volunteers from each university (n: 26) to address their rationale for cyberloafing. Parametric analyses on cyberloafing scores were conducted through considering background variables including gender, university, grade level, grade point average, socioeconomic status, ownership of mobile devices and online social networking habits. The qualitative data were processed through descriptive content analysis, which was confirmed by an independent scholar. Findings revealed that males surpassed females in terms of three cyberloafing types (i.e., shopping, accessing online content, and gaming). Significant differences were observed in terms of university and grade level. The relationship between the grade point average and cyberloafing was negative and statistically significant. Socioeconomic status, ownership of mobile devices and social network use predicted cyberloafing behavior. Finally, qualitative data from openended questions revealed student-and instructor-related rationales for cyberloafing.