Digital burnout occurs as a result of spending excessive amounts of time on digital devices. It causes stress, fatigue, desensitization toward the environment, loss of interest, and physical and mental problems. This study developed a scale to determine digital burnout levels. Digital natives and digital immigrants were selected as the study group. Exploratory and confirmatory factor analysis was done to determine the scale's structure validity. Cronbach's alpha reliability coefficient was used to determine the reliability. These procedures generated a scale with 24 items in three sub-factors: digital aging, digital deprivation and emotional exhaustion. The scale has a valid item content and structural validity. Its Cronbach's alpha coefficient was 0.946. It is thought that the digital burnout scale will contribute to the field.

The impact of technology on educational domains has been a subject of research for many years. Therefore, understanding how students perceive and utilize technologies for educational purposes is crucial. Especially in a critical subject like anatomy education, it is essential to employ various models to determine students' technology acceptance and usage levels. One of these models is the unified theory of acceptance and use of technology‐2 (UTAUT2). In this study, the acceptance and usage levels of metaverse technology by students in the context of anatomy education in the metaverse environment have been investigated within the framework of the UTAUT2 model. The study was conducted with students from the Department of Midwifery at the Faculty of Health Sciences during the fall semester of the 2022–2023 academic year. After 6 weeks of anatomy education in the metaverse environment, the student's acceptance and usage levels of metaverse technology were assessed using the UTAUT2 scale. The collected data were analyzed using the partial least squares structural equation modeling method. The research has revealed the technology acceptance and usage levels of students who utilized metaverse technology in anatomy education. According to the obtained results, it has been observed that social influence affects behavioral intention, facilitating conditions influence behavioral intention, and habit variable affects behavioral intention, while habit, in turn, influences usage. Other variables explain behavioral intention with a proportion of 75.30%, whereas other variables explain usage behavior with 54.90%. Upon analyzing the responses to the UTAUT2 scale, it has been concluded that there is the highest level of participation in hedonic motivation. In contrast, the habit variable has the lowest participation level. The findings of this study have enabled the identification of the impacts of metaverse technologies on anatomy and health education. These results will likely contribute to improving the utilization of metaverse technologies in anatomy and health education.

İstanbul Üniversitesi Yayın Projesi

Dijital tükenmişlik; dijital bağlanmanın amacını aşıp, dijital ortamlarda geçirilen sürelerin artması ile devamlı akışta kalma ve erişilebilirlik (erişilebilme ve erişebilme) isteği sonucu oluşan stres ve gerginliğin bireyde meydana getirdiği fiziksel ve zihinsel rahatsızlıkların (düşük verimlilik, rutin ile başa çıkamama, etrafa karşı duyarsızlaşma, ilgi azalması, sürekli yorgunluk ve duyguları kontrol etme yetersizliği) yaşanması olarak tanımlanır. Bir dijital çağ hastalığı olması sebebiyle, bu durumun tespiti ve önleminin alınması toplumların ve bireylerin sağlığı ve huzuru için önem arz etmektedir. Bu çalışmayla ergen, gençlik ve genç yetişkinlerin dijital tükenmişlik düzeyleri ve çeşitli değişkenlerle olan karşılaştırma sonuçları ortaya koyulmaya çalışılmıştır. Bireyler kendilerinin dijital tükenmişlik özelliklerini göstermedikleri ve kendilerini dijital tükenmiş olarak görmedikleri algısına sahiptirler. Ancak çalışmanın diğer değişkenleriyle bağlantılı bir dijital tükenmişlik durumunun olduğu ortaya çıkmıştır. Genç yetişkinler, dijital tükenmişlik düzeyi ve bu yöndeki değerlendirmeleri açısından diğerlerine göre daha farklı bir konumdadır. Bu durumlar, bilinçli olma, farkındalık ve kabullenememe ile açıklanabilir. Bireyler, özellikle ergen ve gençler, dijital detoksa, bilinçli ve kontrollü dijital tüketim alışkanlıklarına, fiziksel aktivitelere, gerçek yaşam deneyimlerine yönlendirilmelidir.

The purpose of this study was to determine the effects of e-portfolio implementation in an Operating Systems and Applications course on students’ motivations in an online collaborative learning setting. The differences between motivation pre-test and post-test scores of the experimental and control groups were examined. Student opinions were also analyzed. Qualitative and quantitative data were collected together. The experimental group consisted of 35 students and the control group consisted of 33 students. Only the experimental group students’ opinions were gathered for the qualitative aspect of the study. The study was conducted through the course web-site and within the virtual classroom setting. Motivation was observed to be high before the implementation on the experimental group and after the implementation on the control group. In addition, while there were no changes in the motivation levels of the experimental group before and after the implementation, according to before the implementation, a decrease in control group motivation was observed after the implementation. Also, students were observed to state motivation decreased as reported on the qualitative dimension of the study. These two results supported each other. The course settings, which can minimize or annihilate the factors stated by the students that caused motivation decreases, should be reorganized and students should be sufficiently informed. Settings that support each other should be designed through face-to-face education opportunities in virtual and online systems.