In a minority of cases, problematic use of technology can negatively impact on adolescents and impair some aspects of their social, emotional, and psychological development. The purpose of the present study was to examine the direct and indirect effects of problematic Instagram use (PIU) on different psychopathological outcomes including loneliness, depression, anxiety, and social anxiety via body image dissatisfaction (BID). Additionally, moderating role of gender on the relationships among variables was investigated. A total of 491 adolescents (M age = 15.92 years, SD age = 1.07; range = 14 to 19 years) were recruited for the study to complete a questionnaire that included the relevant assessment tools for the aforementioned variables. Mediation and moderation analyses showed that among male adolescents, PIU was directly associated with loneliness, depression, general anxiety, and social anxiety and BID partially mediated these associations. Among females, PIU was directly associated with depression and indirectly with general anxiety and social anxiety via BID. Gender significantly moderated the direct relationships of PIU with loneliness, general anxiety, and social anxiety. PIU was directly associated with loneliness, general anxiety, and social anxiety among males only, whereas among females, PIU was indirectly associated with general and social anxiety via BID but was not related to loneliness. Results of this study indicate that PIU has different negative psychological effects on male and female adolescents and that BID appears to be one explanatory factor for these impairments especially among females.

Mobile devices, especially smart phones, are the most frequently used technological devices for daily routines. Mobile devices can be used for various purposes to meet different needs. Since education is a core requirement for human beings, smart phones are being integrated into education. However, it remains to be seen whether they have an impact on learning or not. Consequently, integration of these technologies, or “mobile learning”, has become a popular research study in the field of instructional technology. It is important to investigate the impact of smart phones in language education since students today use them frequently. This attitudinal study aims to investigate the attitude of students in higher education towards smart phone use in the context of foreign language learning. In particular, it gathers information about how smart phones are used for language learning. Participants of the study were 294 prep school students from a well-known university in Turkey. Descriptive study was selected as a research method and mixed-method was the research design for the study. The findings of the study showed that participants care about instant and easy access to information in language learning. In addition to drawing attention to the ease of information access, participants provided suggestions about future applications of smartphones in language learning.

Internet technology has facilitated the use of a wide variety of different activities and applications in online contexts. One such activity is watching mukbang (i.e., watching videos of "eating broadcasts" where someone eats a large amount of food while interacting with viewers). In the present study, the relationship of problematic mukbang watching with disordered eating and internet addiction was examined. Participants were 140 emerging adults who watched mukbang at least once in the past 30 days (66% female; M age = 21.66, SD = 1.88, range = 19-29 years). Structural equation modeling indicated that problematic mukbang watching was positively associated with both disordered eating and internet addiction. The present study is the first to explore the predictive role of problematic mukbang watching on adverse consequences, and suggests that mukbang watching may be problematic for a minority of emerging adults and that problematic mukbang watching warrants further examination of its impact on mental health and wellbeing.

Bu araştırmanın amacı görme engelli bireylerin İngilizce kelimelerin doğru yazılışını öğrenmeleri için erişilebilir web ve mobil öğrenme ortamının geliştirilmesi ve bu ortamların görme engelliler için etkililiğinin araştırılmasıdır. Çalışmada tasarım tabanlı araştırma yaklaşımı kullanılmış ve üç döngü uygulanmıştır. İlk iki döngüde web sitesinin gelişim süreci tamamlanmış ve üçüncü döngüde mobil uygulama geliştirilmiştir. Çalışmaya uygun örnekleme yöntemiyle seçilmiş 11 yetişkin görme engelli katılmıştır. Veriler demografik bilgi formu, sesli düşünme protokolleri ve gözlem formları aracılığıyla toplanmıştır. Bulgular, ortamların pratik ve erişilebilir olduğunu, erişilebilirlik problemi olmayan bir ortamda görme engellilerin öğrenmeye yönelik motivasyonlarının yüksek olduğunu ortaya koymuştur. Görme engellilere yönelik geliştirilen tasarımlar görsel hiçbir unsur içermemeli, içerik mimarisi hedef kitleye yönelik olmalı ve kullanıcılar site içerisinde gitmek istedikleri yere kolay ulaşabilmelidirler.

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