An Examination of Undergraduates' Metacognitive Strategies in Pre-Class Asynchronous Activity in a Flipped Classroom

Rabia M. Yilmaz; Ozlem Baydas

Educational Technology Research and Development Vol. 65, No. 6 (2017) pp. 1547–1567

The aim of the study is to examine undergraduate students' awareness of metacognition, the metacognitive strategies they use in their learning and their learning performance in pre-class asynchronous activity in a flipped classroom. The sample...

Pre-service teachers’ intention to adopt mobile learning: A motivational model

Ozlem Baydas; Rabia M. Yilmaz

British Journal of Educational Technology Vol. 49, No. 1 (January 2018) pp. 137–152

This study proposes a model for determining preservice teachers’ intentions to adopt mobile learning from a motivational perspective. Data were collected from 276 preservice teachers and analyzed by structural equation modeling. A model capable of...

Are augmented reality picture books magic or real for preschool children aged five to six?

Rabia M. Yilmaz; Sevda Kucuk; Yuksel Goktas

British Journal of Educational Technology Vol. 48, No. 3 (May 2017) pp. 824–841

The aim of this study is to determine preschool children's attitudes towards augmented reality picture books (ARPB), their story comprehension performance (SCP) and the relationships between these variables. The sample consisted of 92 five- and six...

An examination of interactions in a three-dimensional virtual world

Rabia M. Yilmaz; Ozlem Baydas; Turkan Karakus; Yuksel Goktas

Computers & Education Vol. 88, No. 1 (October 2015) pp. 256–267

Three-dimensional (3D) virtual worlds hold the users' attention by providing rich interaction in an environment similar to the real world. User engagement duration is known to increase in environments with intense interaction. However, information...

Language: English

Social Presence and Motivation in a Three-Dimensional Virtual World: An Explanatory Study

Rabia M. Yilmaz; F Burcu Topu; Yuksel Goktas; Murat Coban

Australasian Journal of Educational Technology Vol. 29, No. 6 (2013) pp. 823–839

Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable...

Topics: Virtual Environments