Because of their traditional programming structures that have user-hostile interfaces and complicated syntax, programming languages education doesn’t catch students’ attention and most of them find programming difficult and consider it as a job that only professionals can do. In order to minimalize the difficulty and drawback and help students acquire programming skills, programming education must be supported with visual and tangible tools. In this study, effect of robotics assisted programming education on students’ academic success, problem solving skills and motivation was analyzed. In the study, in which quasi-experimental design with pretest-posttest control group, one of the quantitative methods of research was used and the study was carried out on 50 students split into experimental and control groups. Robotics assisted ROBOTC programming education with LEGO® Mindstorms EV3 was carried out with the students of experimental group and for the control group basic C programming education was given. As a result of the data obtained within the scope of the study that lasted for 8 weeks, it was found that academic success, problem solving skills and motivation of students who received robotics assisted programming education were higher than who received robotics unassisted programming education.

In this research, it is aimed to determine the ideas of primary school teachers about the concept of gamification, the elements of gamification they use, the criteria they take into consideration while using the elements of gamification, the reasons for using them in gamification, the problems they face when using gamification and solutions to these problems. Phenomenology design, a qualitative research design is referred to in the research. The participants of the research consist of twelve primary school teachers who work at different schools and who teach different grades. In this research, semi-structured interview form, which was prepared by the researchers as a data collecting tool was used. The data acquired from the interviews done with the participants, was analyzed through content analysis. According to the results of the research, it was determined that majority of the primary school teachers perceive the concept of gamification as an educational game. Badges and leader boards were determined as the mostly used elements of gamification by primary school teachers. It was observed that the foremost criteria that primary school teachers consider while using the elements of gamification were reading books, starting reading at the first grade and success level in the lessons. Improving the success of the students and increasing their motivation in lessons were determined as the reason for using gamification elements. The foremost problem that primary school teachers face while the using gamification elements is the over-competitive behavior occurring amongst the students. As the second, the problem of regression in the students whose levels are low is stated. As for solving the problems faced, using the gamification elements taking into consideration some other actions- not success in lessons- is determined to be the most effective solution.

This literature review aimed to examine the status, trends and tendencies in publications about virtual classrooms, instructional design in the virtual classroom and instructional effectiveness in the virtual classroom, as indexed in the ERIC database. For this review, we examined 2680 publications indexed in ERIC between 1994 and 2018. We collected data with data mining and utilised several Python libraries as resources for developing the analysis plan. The results of the analysis are presented in visual form. For each of the three subject matter areas examined in this study, we present the themes in the publications by years, titles, abstracts and ERIC descriptors. We report in detail the trends and challenges that emerged from the analysis. The results show that the words “learning”, “online”, and “environment” were prominent in each of the three subject matter areas. The primary topics addressed were literacy and curriculum development, and researchers examined the roles of instructors, learners and managers. Implications for practice or policy: This review will be a useful resource for scientists, researchers and policymakers who conduct studies on the virtual classroom. Instruction should be planned according to differences in instructor, learner and manager roles, as revealed by the studies. Practitioners who want to teach in virtual classrooms can also use it as a guide.

In Turkey, various ICT tools were integrated into the educational environments through the FATIH Project introduced by the Ministry of National Education while studies concerned with the effective use of ICT in the educational processes began to increase in number and tablet computers were given to students and teachers within the framework of the project. Despite the effort put into the technological infrastructure, in-service training for the teachers and fulfilling other components of the project in order to help the FATIH Project reach its aim, the distribution of the tablet computers was the only action taken in terms of the services intended for the students. The attitudes of the students regarding the project need to be determined in order to ensure sustainability and help the project reach its aims. In this regard, the Technology Acceptance Model (TAM) becomes prominent. According to TAM, the students’ beliefs will affect the behavior of the students positively as a result of thinking that using the tablet computers is easy and beneficial while this effect will cause the students to adopt the use of the tablet computers. The study was carried out with 2023 secondary school students who were enrolled in FATIH Project pilot schools in the central province of Bartın province in the spring semester of 2014-2015 academic year. In the end of this study, the secondary education students’ acceptance levels of the educational use of the tablet computers used in the FATIH Project were examined in accordance with TAM and the scale for the acceptance of the tablet computers used in the FATIH Project in terms of educational use was developed. In addition, it has been achieved that giving tablet computers to students, training with FATIH Project technologies and increasing class level negatively affects students' acceptance of educational use of tablet PC in the FATIH Project.

In this study, the effects of individuals’ digital obesity and phubbing behaviors on their life satisfaction were investigated by latent profile analysis (LPA) method. LPA is a statistical technique used to identify unobserved subgroups within a population based on individuals’ responses to various observed variables. The present study was conducted in a correlational cross-sectional descriptive design between November 2023- January 2024. Digital obesity scale, phubbing scale, life satisfaction scale were used in this study. As a result of LPA, Class 1 (Low Digital Addicts) has the lowest arithmetic mean in all indicators. When life satisfaction was analyzed on the basis of the classes, it was found out that Class 2 (High Digital Addicts), which was collected in the group with high levels of digital obesity and phubbing, had lower life satisfaction. Considering the demographic levels of individuals according to class level, it was concluded that high digital addiction was more common among individuals with secondary and postgraduate education. In the present study, two classes were found as a result of LPA. In the analysis, Class 1(Low Digital Addicts) was found to have the lowest arithmetic mean in all indicators. On the other hand, when life satisfaction was analyzed according to the classes, it was detected that Class 2 (High Digital Addicts) life satisfaction was lower in the group with high levels of digital obesity and phubbing. In the study, the life satisfaction of class 1, which is characterized as low digital addicts, was found to be higher. Longitudinal studies on digital addictions affecting life satisfaction are recommended.