Yazar "Kayhan, Osman" seçeneğine göre listele

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    AI-focused peer assessment in internship programs: Effects on virtual learning competencies and attitudes towards AI
    (International Society for Technology, Education, and Science, 2025) Kayhan, Osman; Tokatlı, Nazlı; Altun, Halis; Korkmaz, Özgen
    This research aims to investigate the impact of peer-evaluated internship activities centered on artificial intelligence on engineering students, specifically focusing on their virtual learning competencies, attitudes towards artificial intelligence, and ascertain student perspectives. For this purpose, mixed-methods research has been used. In this study, which used a sequential explanatory design, a preliminary experimental design was employed in the quantitative part and basic qualitative research methods were used in the qualitative part. The study group consists of 34 engineering students. Data were collected using the Project-Based Virtual Learning Competencies Scale, the General Attitude Towards Artificial Intelligence Scale, and semi-structured interview forms. The research demonstrated that internship activities centered on peer evaluation related to artificial intelligence in virtual learning environments considerably improved the virtual learning competencies of engineering students. However, these activities did not significantly influence their attitudes towards artificial intelligence, whether positive or negative. The tasks during the internship program are thought to have improved students' collaboration, problem-solving, communication, creative thinking, technical knowledge, project writing skills, and research skills. Furthermore, it has been determined that students have acquired experience and enhanced their skills in process management, leadership, and tolerance.
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    Pedagogical classification of educational robots in pre-school teaching
    (2023) Gümüş, Muhammed Murat; Kayhan, Osman; Korkmaz, Özgen; Altun, Halis; Yılmaz, Nihat
    This study aims to create a rubric based on the pedagogical properties of educational robots for pre-school students and determine the compliance level with educational robot sets. In this sense, the study is considered a first and significant step toward selecting robots based on pedagogical-driven factors. For this aim, a mixed-method research design was employed. A qualitative method was used to create the rubric items, and the rubric development was also supported through a quantitative process by including expert opinions and ensuring content validity. Furthermore, a descriptive survey model, one of the quantitative designs, was used to examine the suitability of educational robots for the pre-school education level. As an outcome of this study, a rubric of four dimensions with 28 items related to the pedagogical features of educational robots in pre-school was created. Furthermore, widely used educational robots at the pre-school level, such as Kidoboto, Lego Wedo, Mbot, Lego Spike, Lego Ev3, and Matatalab, were evaluated by experts using the created rubric.