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    Advantages and challenges associated with augmented reality crossMark for education: A systematic review of the literature
    (Elsevier Sci Ltd, 2017) Akcayir, Murat; Akcayir, Gokce
    This study presents a systematic review of the literature on augmented reality (AR) used in educational settings. We consider factors such as publication year, learner type (e.g., K-12, higher education, and adult), technologies in AR, and the advantages and challenges of using AR in educational settings. The full range of SSCI journals was surveyed and a total of 68 research articles were selected for analysis. The findings reveal an increase in the number of AR studies during the last four years. The most reported advantage of AR is that it promotes enhanced learning achievement. Some noted challenges imposed by AR are usability issues and frequent technical problems. We found several other challenges and numerous advantages of AR usage, which are discussed in detail. In addition, current gaps in AR research and needs in the field are identified, and suggestions are offered for future research. (C) 2016 Elsevier Ltd. All rights reserved.
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    Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories
    (Pergamon-Elsevier Science Ltd, 2016) Akcayir, Murat; Akcayir, Gokce; Pektas, Huseyin Mirac; Ocak, Mehmet Akif
    This study investigated the effects of the use of augmented reality (AR) technologies in science laboratories on university students' laboratory skills and attitudes towards laboratories. A quasi-experimental pre-test/post-test control group design was employed. The participants were 76 first-year university students, aged 18-20 years old. They were assigned to either an experimental or a control group. Qualitative and quantitative data collection tools were used. The experimental results obtained following the 5-week application revealed that the AR technology significantly enhanced the development of the university students' laboratory skills. AR technology both improved the students' laboratory skills and helped them to build positive attitudes towards physics laboratories. The statements of the students and the instructor regarding other effects of AR technology on science laboratories, both negative and positive, are also discussed. (C) 2015 Elsevier Ltd. All rights reserved.
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    The flipped classroom: A review of its advantages and challenges
    (Pergamon-Elsevier Science Ltd, 2018) Akcayir, Gokce; Akcayir, Murat
    This study presents a large-scale systematic review of the literature on the flipped classroom, with the goals of examining its reported advantages and challenges for both students and instructors, and to note potentially useful areas of future research on the flipped model's in and out-of-class activities. The full range of Social Sciences Citation Indexed journals was surveyed through the Web of Science site, and a total of 71 research articles were selected for the review. The findings reveal that the most frequently reported advantage of the flipped classroom is the improvement of student learning performance. We also found a number of challenges in this model. The majority of these are related to out-of-class activities, such as much reported inadequate student preparation prior to class. Several other challenges and the numerous advantages of the flipped classroom are discussed in detail. We then offer suggestions for future research on flipped model activities.
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    Research trends in social network sites' educational use: a review of publications in all SSCI journals to 2015
    (Wiley, 2016) Akcayir, Gokce; Akcayir, Murat
    In the current study, 247 articles dealing with the use of SNSs (social network sites) in education and published in Social Sciences Citation Index (SSCI) journals up to 2015 were analysed. The articles' demographic (year, learner type, used SNS, major contributing countries, and academic discipline) and topic trends were determined. As a result of the analyses that were conducted, the research topics were classified into nine groups (learner outcomes, instructional approaches, contributions to education, dispositions, demographics, interaction, comparison, support and others). These nine topics were subsequently divided into relevant sub-topics. The findings demonstrate that the number of studies dealing with the educational use of SNSs is increasing each year. Significant numbers of research studies have investigated higher education. The topic of learner outcomes has also become a trend topic. Other findings obtained are discussed in detail, the existing gaps in the literature are determined and several suggestions are made regarding future research.
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    What makes you a digital native? Is it enough to be born after 1980?
    (Pergamon-Elsevier Science Ltd, 2016) Akcayir, Murat; Dundar, Hakan; Akcayir, Gokce
    The purpose of this study is to determine levels of technological proficiency among university students to see if they should be characterized as "digital natives." For this purpose, rather than using types and frequency of technology use to characterize a digital native, the Digital Native Assessment Scale (DNAS) developed by Teo (2013) was employed. This scale has an established reliability and validity measure. It measures several factors (e.g., grew up with technology, comfortable with multi-tasking, reliant on graphics for communication, thrive on instant gratifications and rewards, etc.) relating to accepted characteristics of a digital native. The participants in the study were 560 university students, 278 of whom were from Turkey and 282 from Kyrgyzstan. The findings indicate that these university students actively used computers and the Internet. The statistical results show that digital natives can be characterized by including their academic year (Freshman, Sophomore, etc.), national culture, and experiences with technology (computers, tablet PCs, and the Internet). The results also indicate that there are no significant differences in the participants' perceptions of themselves as digital natives due to their gender or academic disciplines. (C) 2016 Elsevier Ltd. All rights reserved.