1,720,988 research outputs found
User Study of a New Smart Toy for Children's Storytelling
No full textEkin, cansu çiğdem/0000-0003-4838-9708; Cagiltay, Kursat/0000-0003-1973-7056; Kara, Nuri/0000-0002-0115-383XThis article introduces StoryTech, a smart storytelling toy that offers children a mixed reality environment in which to tell imaginative stories. During usability testing, an empirical study was carried out with 90 child participants. The findings indicated that StoryTech creates a rich storytelling experience, especially for ages five and six
Exploring Mooc Learners' Behavioural Patterns Considering Age, Gender and Number of Course Enrolments: Insights for Improving Educational Opportunities
No full textCagiltay, Nergiz Ercil/0000-0003-0875-9276; cagiltay, kursat/0000-0003-1973-7056; Toker, Sacip/0000-0003-1437-6642Massive Open Online Courses (MOOCs) now offer a variety of options for everyone to obtain a high -quality education. The purpose of this study is to better understand the behaviours of MOOC learners and provide some insights for taking actions that benefit larger learner groups. Accordingly, 2,288,559 learners' behaviours on 174 MITx courses were analysed. The results show that MOOCs are more attractive to the elderly, male, and highly educated groups of learners. Learners' performance improves as they register for more courses and improve their skills and experiences on MOOCs. The findings suggest that, in the long run, learners' adaptation to MOOCs will significantly improve the potential benefits of the MOOCs. Hence, MOOCs should continue by better understanding their learners and providing alternative instructional designs by considering different learner groups. MOOC providers' decision -makers may take these findings into account when making operational decisions
Investigating the Activities of Children Toward a Smart Storytelling Toy
No full textcagiltay, kursat/0000-0003-1973-7056; Ekin, Cansu Cigdem/0000-0003-4838-9708; Kara, Nuri/0000-0002-0115-383XThis paper introduces StoryTech, a smart storytelling toy that features a virtual space, which includes computer-based graphics and characters, and a real space, which includes plush toys, background cards, and a communication interface. When children put real objects on the receiver panel, the computer program shows related backgrounds and characters on the screen. StoryTech encourages children to produce their own stories. Empirical research with a total of 90 children indicated that StoryTech contributed to narrative activities of children and made a positive impact on their creativity. The paper also focuses on the attributes, design, and development process of StoryTech.Social Science Citation Inde
Why Does Signaling Enhance Multimedia Learning? Evidence From Eye Movements
No full textCagiltay, Kursat/0000-0003-1973-7056; Ozcelik, Erol/0000-0003-0370-8517Previous studies have suggested that signaling enhances multimedia learning. However, there is not enough evidence showing why signaling leads to better performance. The goal of this study was to examine the effects of signaling on learning outcomes and to reveal the underlying reasons for this effect by using eye movement measures. The participants were 40 undergraduate students who were presented with either signaled or nonsignaled multimedia materials. Labels in the illustration were signaled by temporarily changing the color of the items. The results suggest that the signaled group outperformed the nonsignaled group on transfer and matching tests. Eye movement data shows that signaling guided attention to relevant information and improved the efficiency and effectiveness of finding necessary information. (C) 2009 Elsevier Ltd. All rights reserved
Effectiveness of Smart Toy Applications in Teaching Children With Intellectual Disability
No full textEkin, cansu çiğdem/0000-0003-4838-9708; Karasu, Necdet/0000-0001-7507-4109; Cagiltay, Kursat/0000-0003-1973-7056Play is an important element in a child's social and intellectual development and toys are indispensable play tools. This study investigates the effectiveness of smart toys in teaching social studies concepts to children with intellectual disability (ID). A single-subject design is used to identify such effects on teaching social studies concepts to children with ID with the help of smart toys developed within this study. The smart toys are also developed within the scope of present work. Three special education teachers and three children with moderate ID participated in the study, which was carried out in two schools in Turkey. According to the results, smart toys have a positive effect in teaching social studies concepts to children with moderate ID which is significant in development of academic and social skills for individuals with ID
Design and Development of a Smart Storytelling Toy
No full textEkin, cansu çiğdem/0000-0003-4838-9708; Cagiltay, Kursat/0000-0003-1973-7056; Kara, Nuri/0000-0002-0115-383XBecause computers generally make children passive listeners, new technological devices need to support children's storytelling activities. This article introduces the StoryTech, a smart toy that includes a virtual space comprised of computer-based graphics and characters as well as a real space that involves stuffed animals, background cards and a receiver panel. When children put real objects on the receiver panel, the computer displays related backgrounds and characters. Through this flexible context, children are expected to tell a story about what they see on the screen. The aim of this article is to present the development period of the StoryTech and to provide design principles for smart toy technologies based on the usability study. The article focuses on attributes of new technology and the significance of supporting storytelling activities to find the best combination of and moderation between real and virtual spaces
Usability Study of a Smart Toy on Students With Intellectual Disabilities
No full textKarasu, Necdet/0000-0001-7507-4109; Ekin, cansu çiğdem/0000-0003-4838-9708; Cagiltay, Kursat/0000-0003-1973-7056This paper introduces a smart toy (SmartAnimals) which provides a mixed reality environment for children with intellectual disabilities. SmartAnimals includes a virtual space including computer based animations, sounds and characters, and a real space including plastic toys, and a receiver panel. SmartAnimals with a flexible context leads children to learn daily life concepts easily. To test usability of SmartAnimals, an empirical study was carried out with 6 children having intellectual disability (ID) and four special education teachers. The findings indicated that smart toys could be beneficial for children with ID especially who have limited concentration. It enables children with easy and fast learning. Smart toys also affect children's performance in a positive way while learning cognitive concepts.Scientific and Technological Research Council of Turkey (TUBITAK) [SOBAG 111K394]The authors would like to thank the The Scientific and Technological Research Council of Turkey (TUBITAK), for financially supporting project SOBAG 111K394
Mapping Human-Computer Interaction Research Themes and Trends From Its Existence To Today: a Topic Modeling-Based Review of Past 60 Years
No full textCagiltay, Nergiz/0000-0003-0875-9276; GURCAN, Fatih/0000-0001-9915-6686; Cagiltay, Kursat/0000-0003-1973-7056As it covers a wide spectrum, the research literature of human-computer interaction (HCI) studies has a rich and multi-disciplinary content where there are limited studies demonstrating the big picture of the field. Such an analysis provides researchers with a better understanding of the field, revealing current issues, challenges, and potential research gaps. This study aims to explore the research trends in the developmental stages of the HCI studies over the past 60 years. Automated text mining with probabilistic topic modeling has been used to analyze 41,720 journal articles that are indexed by the SCOPUS database between 1957 and 2018. The results of this study reveal 21 major topics mapping the research landscape of HCI. By extending the discovered topics beyond a snapshot, the topics were analyzed considering their developmental stages, volume, and accelerations to provide a panoramic view that shows the increase and decrease of trends over time. In this context, the transition of HCI studies from machine-oriented systems to human-oriented systems indicates its future direction toward context-aware adaptive systems
Social Interactions and Games
Full text linkDigital games have been gradually transformed from single, co-located experiences into endless, socially oriented, multi-played configurations, due to greater technological affordances (Herodotou, 2009). Multi-User Online Games provide the opportunity to create a social environment for friendships and strengthen the relationships. However, some researchers support the idea that players seeking meaningful relationships within a game might have trouble forming meaningful relationships in the real life (Fang & Zhu, 2011; Peters & Malesky, 2008). This study was conducted with the sample of 168 university students to explore the social interactions in and out of game environment in terms of personality type, gender and game preferences. As a result of the study, it was found that participants mostly prefer playing multi-player games with their real life friends and family members. While they tend to make friends in game environments, they do not prefer sharing sensitive issues with their gaming friends. Moreover; students who reported themselves more extraverted, spend more hours in games. This paper contributes to the debates on the impact of games on social interactions of gamers in and out of the game environment
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