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The purpose of this study was to examine a gamified mobile application’s effect on students’ achievement, and whether the player types of the students predicted their achievement scores. A “pretest-posttest control group design” research was conducted with 65 undergraduate students taking a compulsory online course. In the study, a gamified mobile app was developed by the researchers and then applied within an online History I course. The results of the study showed no significant difference between the achievement scores of the Experimental Group and Control Group students. However, multiple linear regression analysis results showed that the Experimental Group’s students’ achievement scores were significantly predicted by the player types they used and their mobile app performance. It is argued, therefore, that this result underlines the importance of player type in designing effective mobile gamification apps for the purpose of learning. Suggestions for further studies are also provided.

One of the reflections of technology to education is the flipped classroom model. In The Flipped Classroom model, the lecture process on a subject is delivered at home, while the application process that is related to the subject is in the class. The purpose of this study is to examine the trends in recent years via bibliometric results of articles on the use of flipped classrooms in education. For this aim, we investigated a total of 2955 publications on the flipped classroom obtained from the Web of Science database. Then, a bibliometric analysis of the publications was carried out in this study of qualitative research method. The publications have been examined in terms of some bibliometric variables and are presented descriptively. We performed a content analysis using tables and the VOSviewer program. According to the results, the most commonly used keywords in the research are the “flipped classroom learning” and “active learning”, and the publication language is generally English.  The most common types of documents are papers and articles. Valencia Polytechnic University is the most contributing institution in its field of study.  The most active countries in terms of the number of studies are the USA and China.

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The purpose of the study is to determine the relationships between teachers' ICT acceptance levels, ICT attitudes and individual innovation levels and to investigate their opinions. Mixed method research study including qualitative and quantitative data collection and analysis techniques is used. In this study, an interview form was used to get the opinions of the teachers with the help of Teachers ICT Attitudes Scale (TICTAS) developed by Aydın and Semerci (2017), Teacher Candidates IT Acceptance Scale developed by Baydaş (2015) and Individual Innovation Scale adapted to Turkish by Kılıçer and Odabaşı (2010). 201 special education teachers (35.8% male and 64.2% female) participated in the study. In line with the findings obtained in the study, there is no difference in the attitudes of gender, age, professional seniority and branch variables towards special education teachers' information and communication technologies. Moreover, there is positive relationship was found between ICT attitudes and IT acceptance levels. In addition, teachers expressed their opinions on the fact that information and communication technologies extend the special education students' attention span. Therefore, it is thought that the relationships between teachers 'ICT attitudes, ICT acceptance levels, and innovation levels affect the attention and focus times of special education students and will have a greater impact on students' academic success. On the other hand, it is suggested to carry out more comprehensive studies such as this study to improve the ICT attitudes, ICT acceptance and innovation levels of special education teachers. In addition, it is thought that providing in-service courses that are structured and better equipped to improve the ICT attitudes, ICT acceptance levels and innovation levels of special education teachers will be more effective for the special education field.

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