Bilgisayar Programcılığı Bölümü Koleksiyonu
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- ItemUsing web 3.0 in education: a systematic review(ISRES Publishing, 2022-12) Aydın, Sevim; Duman, Emel; Baltacı, Şehnaz; 385249; Hebebci, Mustafa Tevfik; Yılmaz, OğuzThe internet, which has become an indispensable part of our lives, is rapidly developing and changing with each passing day. In parallel with the development of the Internet, the expected development in the Web is also observed. The first web technologies that entered our lives along with the emergence of the Internet consist of simple, plain, read-only content and are called Web 1.0 (Parsa, 2009; Dominic, Francis & Pilomenraj, 2014). In Web 1.0 technologies, there are websites where the flow of information is unidirectional, the content is limited and created by a content provider, and users can only access the provided subject (Park, 2013; Thomas & Li, 2008). Due to the limited use of Web 1.0, Odabaşı et al. (2012) named Web 1.0 users as content-dependent passive readers.
- ItemInvestigation of the effect of computer-aided animations on conceptual understanding through metaphors: an example of artificial intelligence(ICETOL, 2022-06) Aydın, Sevim; Duman, Emel; Bertiz, Yasemin; Birişçi, Salih; 385249In this research, Information Technology and Software (IT) course the differences between the conceptual understanding of fifth grade students regarding the concept of artificial intelligence before and after computer-aided animation monitoring were tried to be determined through metaphors. In the 2021-2022 academic year, 39 teachers working in the field of Information Technologies and 101 fifth-grade students studying at a secondary school in the Nilufer District of Bursa participated in the study. The purposeful sampling method was used to select the sample of the study. At the first stage of the study, the “Information Technology and Software Course Concept Teaching Questionnaire” prepared by the researchers was applied to the teachers online in order to identify the concepts that had difficulty in teaching within the scope of the BTY course. As a result of the survey dec, many concepts that are difficult to teach have been revealed, and among them, the concept of “artificial intelligence” has been included in the study due to its current and open to development. In the second stage of the study, in order to determine the metaphorical perceptions of students about the concept of artificial intelligence, students were asked to “Artificial intelligence is like ... because …”. In the light of the themes obtained from the metaphor results, computer-aided animation was developed by the researchers, which takes the concept of artificial intelligence as a subject. After the animation was shown to the students, the metaphor study was repeated and the change in the students' understanding of the concept of artificial intelligence was tried to determine. As a result of the study, although the conceptual categories related to artificial intelligence had similar characteristics in general, it was found that the justifications in the conceptual perceptions after animation were more meaningful
- ItemGame-based teaching in teacher education: a systematic review(ICETOL, 2022-06) Aydın, Sevim; Bertiz, Yasemin; Parlak Yılmaz, Nuray; 385249Today, technological tools have entered almost all fields and have been used extensively. Games have inevitably been affected by this process and games have become played in virtual environments with digital tools. Today, people of all ages interact with games and children can spend long hours playing games without getting bored, and the results of the research have paved the way for the use of games in education. The research, it is aimed to systematically deal with the studies on game-based teaching used in teacher education. The distribution of these studies by years, the distribution of their methods, data collection tools, data analysis methods, keywords, citations and country distribution of citations were revealed. Advanced search modules ERIC, EBSCO, Web of Science and TR Index are used. Keywords in the search are “game-based teaching” or “digital game-based learning”. Among the research articles, articles used as teaching methods and educational studies in higher education were taken. In this context, the PRISMA statement was used in research and report creation. The obtained data and results were analyzed by discussing with other findings obtained from the literature.
- ItemTeoriden uygulamaya yapay zekânın temelleri: geçmiş, gelecek ve güçlü promptlar(Serüven Yayınevi, 2024-12) Pilavcı, Sevim; 385249; Şengel, ErhanGünümüzün en popüler kavramı haline gelen yapay zeka; aslında 1936 yılında Alan Turing tarafından ortaya atılmıştır. “Makineler düşünebilir mi?” sorusuna cevap vermek isteyen Turing, çalışmasında makineleri ve düşünebilme durumlarını karşıt görüşlere de cevap vererek ayrıntılı olarak açıklamıştır. Yapay zekanın oluşturucusu olarak anılmaktadır (Yılmaz, 2022). Yapay zeka kavramını tam olarak anlamak için öncelikle temel kavramlar olan zeka, akıl ve düşünme üzerine odaklanmak gerekmektedir. Bu kavramlar, hem insan zihninin işleyişini anlamak hem de makinelerin bu işleyişi taklit etme kapasitesini değerlendirmek açısından önemlidir. Zeka, Türk Dil Kurumu’na (TDK) göre “insanın düşünme, akıl yürütme, öğrenme, kavramları ve nesneleri zihinde canlandırabilme, objektif gerçekleri algılama, yargılama, sonuç çıkarma, bedeni kontrol edebilme, duyguları doğru algılayabilme, değerlendirebilme, icat edebilme vb. yeteneklerinin ve becerilerinin tamamını” kapsayan bir beceri seti olarak tanımlanmaktadır (TDK, 2024). Yani, zeka insanın çevresiyle etkileşim kurma ve yeni bilgilere uyum sağlama kabiliyetidir. Akıl ise, düşünme ve kavrama gücü olarak tarif edilir; yani, bir durumu analiz etme, karar verme ve doğru yolu bulma yetisidir (TDK, 2024). Her iki kavram da düşünme eylemiyle yakından ilişkilidir; düşünme ise aklın bağımsız olarak kavramları, bağlantıları ve biçimleri ayırt etme yetisi olarak tanımlanır (TDK, 2024).
