This study aims to determine the cognitive, social, physical, and affective barriers that prevent academics from publishing and the enablers suggested to overcome these barriers. The study, using the phenomenological research method, involved semi-structured interviews conducted with 41 academicians differing in gender, branch, age, and experience. The deductive analysis of the obtained data showed that the academicians had cognitive difficulties especially in writing the IMRAD sections and writing in English. Their social barriers were found to include the difficulty of journal evaluation processes, the problems experienced in carrying out collaborative studies, and educational, administrative, and family responsibilities. The physical barriers included problems about time management, data collection process, and infrastructure. Lastly, the main affective barriers were not being in the right mood for writing, thinking that studies do not contribute to real life, fear of rejection, lack of self-confidence, and perfectionism. The academicians suggested various enablers, such as finding a good research topic, improving one’s English language skills, cooperating, and insisting on acceptance.
The aim of this study is to determine the fields where the Internet of Things (IoT) technology is used in education and to investigate its effects on these fields. In this scope, the fields where IoT studies are carried out in education, the effects of these studies on education and the technologies used in these studies have been examined. In this study, which used document analysis method; the searches were conducted in the “Web of Science” and “ERIC” databases with the keywords “internet of things” and “education”. It was noted that the studies selected during the searching included an IoT application for education. In this context, 748 studies have been reached until May 2020. Since 617 of these studies did not meet the specified criteria, the remaining 131 studies were analyzed. As a result of the analysis; it has been observed that IoT is used more in ubiquitous learning, engineering education, e-learning, laboratory practices. In addition, IoT in education; It is seen that it has the potential to increase access to information from anywhere, student-content interaction, and distance interaction of students to application environments in educational environments. It is noteworthy that in the applications made, the development in sensors, modules, smart devices and network infrastructure is benefited the most.
This study aims to examine the effects of physical variables (temperature, humidity, air quality, light, and sound) and those pertaining to the monitoring these physical variables on a group of students in terms of attention, motivation, attitudes, and perceptions of academic achievement (POA). The students were provided with a chance to monitor the physical variables through the Internet of Things (IoT) technology. This study employed a causal comparative design, which is a quantitative research method. The sample chosen by convenience sampling consisted of 262 undergraduate students from five different educational environments in the faculty of education of a large state university located in the Northeast Turkey. A prototype measuring the physical variables of the educational environments and enabling to send these to the internet was developed in the context of an IoT application, and it was ensured that the students in the five different educational environments monitored the physical variables for six weeks. Data were collected by use of the prototype created in the framework of IoT and a questionnaire. Consequently, it was concluded that the physical variables did not have significant effects on attitudes, but temperature, air quality, light, and sound had significant effects on students’ attention, motivation, and perceptions of academic achievement. Furthermore, results showed that monitoring the physical variables caused a difference in the students’ motivation, attention, attitudes, and POA.
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