LEGO Robotik Öğretim Uygulamalarının Kabulü Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Çukurbaşi, Barış; Konokman, Gamze Yavuz; Güler, Bekir; Kartal, Seçil Eda

doi:10.14686/buefad.337738

Cited by 4 publications

(2 citation statements)

References 26 publications

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“…This study utilized the use of Croncbach's coefficients, as used by Bujang et al [128] and other researchers within the field, to get the reliability status of the data. A value of .783 was observed during this study, which was an acceptable value based on several studies [129,130]. The paper tests the hypothesis using linear regression, Hope [131], and Pearson correlation [132].…”

Section: Methodsmentioning

confidence: 60%

Taxation in the Digital Age: An Examination of the Necessity, Feasibility, and Implications of Taxing Virtual Infrastructures

Adebiyi

2023

AJEBA

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This research paper explores the feasibility, methods, and implications of taxing virtual infrastructures within the evolving digital landscape and economy; considering the proliferation of digital assets, online transactions, and virtual entities, the taxation of virtual infrastructures becomes imminent as an avenue for government to accumulate revenue for effective government administration. The paper examined the objectives of the study through primary data collected from 320 tax professionals and 297 IT experts to explore the impact of virtual infrastructure taxation on government revenues, the feasibility of taxation models, its effects on innovation and investment in the digital sector, and the challenges of cross-border tax strategies. Findings show that although taxation of virtual infrastructures significantly enhances government revenues, contributing to fiscal sustainability and the funding of public services and infrastructure projects, measures must be put in place to cushion the effect of such taxation on investment and innovation in the digital economy, as the taxation of virtual infrastructures were found to hamper investment and innovation significantly. Also, the implementation of modified traditional and emerging taxation models is shown to increase the feasibility of taxing virtual infrastructures, offering opportunities to enhance government revenues while fostering digital innovation. Data analysis, including Pearson correlation and linear regression methods, was employed to assess the relationships between the variables. Moreover, cross-border tax strategies are found to have negative implications for the taxation of virtual infrastructures, including profit shifting, transfer pricing, and competition among countries to attract digital firms. International cooperation and comprehensive tax reforms are suggested to address these challenges and ensure equitable tax contributions. The study underscores the significance of global collaboration in addressing cross-border taxation challenges and recommends the integration of modern tools and technologies to streamline tax processes while developing modified tax methodologies and policies that suit the digital economy.

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Section: Methodsmentioning

confidence: 60%

Taxation in the Digital Age: An Examination of the Necessity, Feasibility, and Implications of Taxing Virtual Infrastructures

Adebiyi

2023

AJEBA

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“…The instrument of questionnaire adopted by prior studies and modified to be compatible with this study context. The questionnaire was consist of 19 items, four items for perceived usefulness (PU), four items for perceived ease to used, three items for attitude (AT), four items for intention to use (BI), were adopted from Davis [44], and Çukurbaşı [45]. Two items for subjective Norm (SN), and two items for selfefficacy (SE), were adopted from Yuen [13], Bröhl [28], and Nadlifatin [36].…”

Section: Instrumentmentioning

confidence: 99%

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Masril¹,

Ambiyar²,

Jalinus³

et al. 2021

IJACSA

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Acceptance of robotic technology in education is a crucial issue in the revolution industry 4.0 era. This study aims to explore the acceptance of Lego Mindstorms Ev3 as one kind of robotic technology by the teachers as a learning resources that can develop teachers and student's skills. The Technology Acceptance Model (TAM) was introduced by using questionnaires. The questionnaires were responded by 22 elementary school teachers who have experiences with Lego Mindstorms ev3 kits in a workshop. The data was carried out by presenting descriptive statistics, correlation, and regression analyses. Based on the acceptance testing of Lego Mindstorms Ev3 with the TAM model, the result showed that subjective norms (SN) and self-efficacy (SE) as external variables were effective on the acceptance of Lego Mindstorms Ev3 as a learning tools by teachers. Teacher's SN have a positive correlation with perceived usefulness (PU), perceived ease to use (PE), and behavioral intention to use (BI). Teacher's self-efficacy were significant in predicting PE and BI. PU and PE had a positive effect on Attitude toward using Lego Mindstorms Ev3 by teachers, and it continued to use. Finally, most teachers have shown positive reactions to Lego Mindstorms Ev3 as educational tools.

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Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts

Fidan¹,

Debbağ

Çukurbaşi

2021

Research in Comparative and International Education

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The aim of this study is to reveal perceptions of pre-service teachers about ‘LEGO robotic instructional practices,’ ‘augmented reality’ and ‘flipped classroom’ concepts through metaphors. The study is descriptive research that was conducted as a survey model. The study group consists of 37 pre-service teachers studying the undergraduate programme of Science Teaching, Faculty of Education of a university in the Western Black Sea Region in the spring semester of the academic year 2016–2017. A form consisting of three open-ended questions was used as a data collection tool during the study. The data acquired were analyzed through content analysis method. Following the study, 15 different metaphors created in relation to the LEGO robotic instructional practices concept were categorized as ‘edutainment tool,’ ‘a technological tool’ and a ‘development tool,’ while 24 different metaphors created in relation to the augmented reality concept were categorized as ‘Perception Of Reality’, ‘A Technological Tool’, ‘Change/Transformation Tool’ and ‘Entertainment Tool’. Moreover, 25 different metaphors created in relation to the flipped classroom concept were classified in two categories as a ‘form of education’ and ‘an education shaping tool’. Moreover, almost all of the metaphors created were observed to have positive features.

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LEGO Robotik Öğretim Uygulamalarının Kabulü Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışmaları

Cited by 4 publications

References 26 publications

Taxation in the Digital Age: An Examination of the Necessity, Feasibility, and Implications of Taxing Virtual Infrastructures

Taxation in the Digital Age: An Examination of the Necessity, Feasibility, and Implications of Taxing Virtual Infrastructures

Robotic Education in 21st Century: Teacher Acceptance of Lego Mindstorms as Powerful Educational Tools

Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts

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