The importance of mobile technologies in the educational process has directed the attention of many researchers to this field and has created an important body of academic research. The main purpose of this study is to determine the effect of mobile learning on students' learning performance. In this study, the meta-analysis method was employed. The literature was reviewed through different databases in order to access the relevant researches within the scope of the study. After reviewing the literature, study aspects and inclusion criteria were applied. The studies to be included in the meta-analysis were examined, and 104 studies conducted between the years of 2009 and 2019 that met the inclusion criteria were subjected to a meta-analysis. Education level, course/subject and the implementation period of the studies were determined as moderating variables. The sample of the study consists of 7,568 participants. As a result of the analysis performed according to the random effects model, the mean effect size value was calculated as 0.85 with an error of 0.07. It was determined that there was no publication bias in the meta-analysis. According to the results of the moderator analysis, it was found that the effect of mobile learning on the learning performance of the students did not change according to the education level and the implementation period, but it changed according to the course/subject. In addition to the aforementioned research results, this article also contains descriptive analysis of the results of the studies included in the meta-analysis.

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The purpose of this study is to investigate whether off-task multitasking activities with mobile technologies, specifically social networking sites and short messaging services, used during real-time lectures have an effect on grade performance in higher education students. Two experimental groups and one control group were used in this research. While participants in experimental groups 1 and 2 were allowed to navigate Facebook and to exchange short messaging service messages via mobile phones during real time in class lecturing, the control group participants were allowed to take notes using only pen and paper in the same lecturing conditions during three consecutive experimental sessions. The results showed that when students were given the opportunity of non-lecture-related multitasking using mobile phones writing/sending short messaging services and looking at Facebook profiles/reading news feed/looking at shared multimedia/reading wall messages during the lecture, their grade performance was hindered compared to traditional pen and paper note-taking. Engaging in social media use while trying to follow instruction may reduce learners' capacity for cognitive processing causing poor academic performance.

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students' achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the "flipped classroom". The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

Bu araştırmanın amacı, eğitimde robotik uygulamaların kullanımına yönelik yapılan çalışmaları farklı değişkenler açısından incelenmesidir. Araştırma kapsamında 142 çalışma incelenmiş olup verilerin toplanmasında doküman incelemesi, analizinde içerik analizi yöntemi kullanılmıştır. Çalışmada ayrıca elde edilen verileri tamamlamak amaçlı meta-tematik analizler yapılmıştır. Araştırmanın sonuçları yapılan çalışmaların genellikle ortaokul kademesinde, makale yayın türünde, Bilişim Teknolojileri alanında ve orta örneklem üzerinden gerçekleştiği belirlenmiştir. Ayrıca ilgili yayınlarda 2013 yılından bu yana istikrarlı bir artış olduğu, nicel ve karma araştırma yöntemlerinin tercih edildiği, uygulama süresinin 5-8 hafta sürecinde yoğunlaştığı ortaya çıkmıştır. Diğer yandan eğitimde robotik uygulamaları kullanımının motivasyon, tutum, üst düzey düşünme ve akademik başarıya olumlu etkileri olduğu görülmüştür. Devre kurmakta zorlanma, bağlantı problemleri, maliyetli olması, bilişsel yorgunluk eğitsel robotik uygulamaların bazı sınırlılıkları olarak tespit edilmiştir.

The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success. Artırılmış gerçeklik uygulamaları: Bir meta-analiz ve tematik analiz ÖZ Bu araştırmanın amacı artırılmış gerçeklik uygulamalarının akademik başarıya etkisini meta-analitik ve meta-tematik yöntemlerle belirlemektir. Bu bağlamda, artırılmış gerçeklik ile ilgili 2013-2019 yılları arasında yapılmış ve çeşitli veri tabanlarından tarama sonucunda ulaşılan 45 çalışmadaki 51 verinin başarı üzerindeki etki büyüklüğü ile öğretim kademesi ve uygulama süresi bağlamında da incelenmiştir. Etki büyüklüğü orta düzeyde bulunarak anlamlı ve etkili bulunmuştur. Bu bulgu artırılmış gerçekliğin akademik başarı üzerindeki etkisinin olumlu yönde etkili olduğunu göstermektedir. Diğer yandan araştırmanın meta-tematik analizi için yine ulusal ve uluslararası alanda, nitel yönlü çalışmaların ortak kod ve temalarından alıntılar yapılarak nitel bulgulara ulaşılmıştır. Artırılmış gerçekliğin öğrenme/sınıf ortamına, duyuşsal boyuta etkisi ile birtakım sınırlılıkların olduğu vurgulanmıştır. Öğrenme ortamlarının artırılmış gerçeklik ile motive eden, kalıcılık sağlayan şekilde düzenlenebileceği, somut öğrenmelerin gerçekleşebileceği ifade edilmiştir. Bu nedenle dikkatli ve planlı artırılmış gerçeklik kullanımının, beraberinde başarıyı getirebileceği belirtilebilir.

The aim of this study is to examine the studies in the literature on the use of artificial intelligence in education in terms of its bibliometric properties. The Web of Science (WoS) database was used to collect the data. Various keywords were used to search the literature, and a total of 2,686 publications on the subject published between 2001-2021 were found. The inquiry revealed that most of the studies were carried out in the USA. According to the results, it was seen that the most frequently published journals were Computers Education and International Journal of Emerging Technologies in Learning. The study showed that the institutions of the authors were in the first place as Carnegie Mellon University, University of Memphis and Arizona State University as the most productive organizations due to the number of their publications, while Vanlehn, K. and Chen, C. –M. were the most effective and productive researchers. As a result of the analysis, it was determined that the co-authorship network structure was predominantly USA, Taiwan and United Kingdom. In addition, when the keywords mentioned together were mapped, it was seen that the words artificial intelligence, intelligent tutoring systems, machine learning, deep learning and higher education were used more frequently.

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