Uzaktan Eğitim Uygulama ve Araştırma Merkezi
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Öğe Examining the relationship between digital obesity, digital addiction, desire for self-control, and academic achievement among university students(AVES, 2025) Özbay, ÖzkanThis study aimed to examine the interrelated roles of digital obesity, digital addiction, desire for selfcontrol, and academic achievement among university students. A cross-sectional design was employed with 500 undergraduate students recruited through convenience sampling. Data were collected using the Personal Information Form, Digital Obesity Scale, Digital Addiction Scale, and Desire for Self-Control Scale. Descriptive analyses were followed by Pearson correlation and multiple linear regression analyses. Results revealed a strong positive correlation between digital obesity and digital addiction (r = 0.81, p < .01). Moreover, digital obesity was negatively associated with grade point average (r = −0.33, p < .01) and with desire for self-control (r = −0.13, p < .01). Digital addiction also showed negative correlations with grade point average (r = −0.33, p < .01) and desire for self-control (r = −0.22, p < .01). The regression model explained 68.4% of the variance in digital addiction (R2 = 0.684, F = 178.224, p < .001), with digital obesity emerging as the strongest predictor (β = 0.765, p < .001). Daily internet usage had a significant positive effect (β = 0.057, p = .048), whereas desire for self-control negatively predicted addiction (β = −0.097, p < .001). The findings underscore digital obesity as a central risk factor fostering addictive behaviors, while self-control motivation operates as a protective mechanism. Importantly, the integration of digital obesity, self-control motivation, and academic performance highlights the broader academic and psychological implications of digital risks. Interventions for university students should therefore focus not only on reducing screen time but also on enhancing digital literacy, strengthening self-control skills, and supporting academic success.Öğe Development of the generative artificial intelligence awareness scale for secondary school students in Türkiye(Springer Science and Business Media Deutschland GmbH, 2025) Semerci Şahin, Remziye; Özbay, Özkan; Çınar Özbay, Sevil; Durmuş Sarıkahya, SelmaThe widespread adoption of generative artificial intelligence (AI) in education and daily life necessitates a deeper understanding of students’ awareness and attitudes. However, there is a lack of appropriate and psychometrically validated tools to assess these constructs reliably. This study aimed to examine the validity and reliability of a newly developed scale measuring secondary school students' awareness of generative artificial intelligence in the Turkish context. This methodological study employed a cross-sectional, descriptive, and correlational design. The research was conducted with 444 secondary school students aged 14–18. Data were collected using a Demographic Information Form and the Generative Artificial Intelligence Awareness Scale. The study followed a three-stage process in line with the STROBE checklist: (1) item development, (2) expert evaluation for content validity, and (3) construct validity and reliability testing. Construct validity was assessed using Exploratory and Confirmatory Factor Analyses. Reliability was examined through Cronbach’s alpha, corrected item-total correlations, and split-half reliability analysis. EFA revealed a three-factor structure: Basic Knowledge of Generative Artificial Intelligence, Positive Attitudes Toward Generative Artificial Intelligence, and Concerns About the Impacts of Generative Artificial Intelligence, explaining 54.29% of the total variance. CFA supported the model, yielding acceptable fit indices (χ2/df = 3.792, RMSEA = 0.056, GFI = 0.905, CFI = 0.927, TLI = 0.919), indicating good model fit. The Cronbach’s alpha for the total scale was 0.946, with subscale coefficients ranging from 0.822 to 0.925. Corrected item-total correlations ranged from 0.512 to 0.733. Split-half reliability for the first factor showed strong consistency (Spearman-Brown = 0.891, Guttman = 0.887, correlation between halves = 0.804). The findings demonstrate that the Turkish version of the generative artificial intelligenceawareness scale is a valid and reliable instrument for assessing students’ knowledge, attitudes, and concerns about generative AI.Öğe Development and psychometric analysis of the digital detox scale(Springer, 2025) Akdeniz Kudubeş, Aslı; Özbay, Özkan; Beşaltı, Metin; Çınar Özbay, Sevil; Durmuş Sarıkahya, SelmaThe widespread use of digital technologies keeps individuals constantly online, which may increase the risk of digital addiction. Digital detox, defined as the conscious limitation of technology use, has emerged as a strategy to achieve healthier balance. This study aimed to develop and validate a scale to measure university students’ digital detox levels. Designed as a cross-sectional methodological study, it was conducted with 701 students at a university in Türkiye. Scale development followed established procedures, including item generation, expert review, and psychometric evaluation. Analyses supported a multidimensional, 27-item structure with strong evidence of reliability and validity. The scale provides a practical tool for assessing digital detox levels among university students and can be applied in academic and clinical contexts to evaluate technology-use habits and support strategies for balanced digital engagement.Öğe The impact of ChatGPT on nursing education: A qualitative study based on the experiences of faculty members(Churchill Livingstone, 2025) Durmuş Sarıkahya, Selma; Özbay, Özkan; Torpuş, Kemal; Usta, Galip; Çınar Özbay, SevilBackground: Recent advancements in artificial intelligence technologies particularly ChatGPT have supported learning and fostered critical thinking in nursing education. However, integrating these tools into academic settings requires both ethical and strategic planning. Aim: This study aims to explore the perspectives of nursing faculty members regarding the integration of ChatGPT into nursing education. Methods: This descriptive phenomenological study was conducted with 14 nursing faculty members. Data were collected using a socio-demographic information form and a semi-structured interview guide and analyzed using thematic analysis methods. The COREQ checklist was followed. Results: The average age of the nursing educators was 38.46 ± 5.23 years, and their average professional experience was 14.21 ± 3.35 years. Six main themes and twelve sub-themes were identified from the interviews. The main themes included information accuracy and reliability, contributions to educational processes, ease of use and challenges, development of professional knowledge and skills, integration into nursing practices, and the long-term impacts on nursing education. Conclusion: ChatGPT has the potential to enhance nursing education by supporting theoretical learning, improving efficiency, and fostering personalized learning experiences. To successfully integrate ChatGPT into nursing curricula, educational institutions should implement specific strategies, such as faculty training programs and AI literacy initiatives, to equip educators and students with the necessary skills to use AI tools effectively. Implications for nursing and health policy: Educational institutions should develop clear policies for the ethical and strategic integration of AI tools like ChatGPT. Future research should focus on specific methodologies, such as longitudinal studies that assess the impact of ChatGPT on student learning outcomes, as well as its long-term effects on nursing practice and healthcare services.Öğe Modeling factors associated with academic procrastination in university students(Sage Journals, 2025) Özbay, Özkan; Doğan, Uğur; Adıgüzel, Ozan; Çınar Özbay, SevilIt is known that academic procrastination is a widespread problem among college students, which significantly reduces their academic performance and quality of life. This study aims to examine the relationship between the academic procrastination behavior of university students and nomophobia, netlessphobia, academic self-efficacy, self-regulation, and attentional control. This study was planned in a correlational survey model. Between October 2023 and February 2024, 528 students studying at a state university participated in the study. Structural equation modeling was used to analyze the research data. According to the results of the study, nomophobia, netlessphobia, academic self-efficacy, and attentional control of self-regulation variables together can explain 23% of the variance in academic procrastination (R2 = .23). In the model, the variable that has the greatest effect on academic procrastination is attentional control of self-regulation. As the level of academic self-efficacy increases, the level of academic procrastination decreases. As the level of nomophobia and netlessphobia increases, the level of academic procrastination also increases. It is believed that the results of this study can be used in preparing programs to reduce or prevent academic procrastination behavior for university students in the future.Öğe Development and psychometric analysis of the digital obesity scale(Taylor and Francis Ltd., 2025) Özbay, Özkan; Çınar Özbay, Sevil; Akdeniz Kudubeş, Aslı; Durmuş Sarıkahya, Selma; Beşaltı, MetinModern lifestyles have been influenced by digital technologies, which has led to the issue of “digital obesity” due to excessive and unconscious usage. In this context, this study aims to develop a valid and reliable measurement tool to assess the level of digital obesity among university students. This methodological study was conducted with 701 students enrolled at an university in Türkiye. IBM SPSS 22.0 and IBM AMOS 25.0 software were used for data analysis, with descriptive statistics employed for analyzing numerical variables. Construct validity was evaluated through exploratory factor analysis and confirmatory factor analysis. The content validity index for the Digital Obesity Scale items ranged from 0.86 to 1.00. The Kaiser-Meyer-Olkin coefficient was 0.901, and Bartlett’s test of sphericity was significant (χ2 = 4047.624, p < 0.001), supporting factor analysis. Exploratory factor analysis revealed a four-factor structure consisting of 27 items, explaining 53.02% of the variance. Confirmatory factor analysis confirmed the model fit (χ2/df = 2.993, RMSEA = 0.075, NFI = 0.90, NNFI = 0.90, CFI = 0.90, GFI = 0.90). The Cronbach’s alpha value of the scale was 0.919, while the Cronbach’s alpha values for the subscales were 0.870, 0.878, 0.784, and 0.631, respectively. The DOS is a valid and reliable tool for assessing digital obesity levels among university students. This scale contributes to the development of effective intervention strategies to combat digital addiction and promote healthy digital habits.Öğe Investigating digital addiction level of pre-service teachers(Ahi Evran Üniversitesi, 2022) Sarıca, Rabia; Özbay, ÖzkanStudies investigating the adverse effects of digital addiction on individuals have increased significantly in recent years. However, there are limited number of studies in the literature concerning pre-service teachers, who play a significant role in raising the future generation. In this study, pre-service teachers' digital addiction level was examined in terms of some relevant variables. The study was designed as a crosssectional survey model. The convenience sampling method was preferred in determining the participants. 308 pre-service teachers studying in various departments of universities constituted the participants of the study. In the study, "Personal Information Form" and "Digital Addiction Scale" were used as data collection instruments. For data analysis, ANOVA, Mann-Whitney U test, Kruskal Wallis H, and Post HOC (LSD) tests were used. It was concluded in the study that the digital addiction level of pre-service teachers obtained no statistically significant difference with respect to gender, age, academic level, and internet skills, while a statistically significant difference was found with respect to departments, duration of daily internet use, and duration of access to social networksÖğe The mediating effect of social anxiety on the relationship between internet addiction and aggression in teenagers(Sage Publications, 2022) Çınar Özbay, Sevil; Kanbay, Yalçın; Fırat, Meryem; Özbay, ÖzkanThe purpose of this study was to investigate the effect of "internet addiction level" on "aggression level" among teenagers and to examine the mediating role of "social anxiety level" on this effect. The study participants consisted of 958 students attending private teaching institutions for university preparation in Turkey. Data was collected from voluntary participants through data collection forms delivered to the management of these institutions. "Sociodemographic Characteristics Questionnaire Form", "Young's Internet Addiction Test", "Buss-Perry Aggression Questionnaire" and "Social Anxiety Scale" were used as data collection tools. A regression analysis based on the bootstrap method was implemented to test whether "social anxiety level" had a mediating role on the influence of students' "internet addiction level" on "aggression level". According to the findings, it was determined that the indirect effect of "internet addiction" on "aggression" was significant, and therefore, "social anxiety level" mediated the relationship between "internet addiction" and "aggression".Öğe Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK(Springer, 2022) Yıldız, Esma; Doğan, Uğur; Özbay, Özkan; Seferoğlu, Süleyman SadiThis study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the fipped classroom method. The experiences of the instructors related to the fipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 diferent departments determined by purposive sampling. Five instructors were interviewed, and one instructor’s lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The defnitions of the fipped classroom, the technologies used in the fipped classroom, the efects of the fipped classroom on students, the difculties encountered in the fipped classroom, and the themes and sub-themes for making the fipped classroom more efective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the fipped classroom.Öğe Effectiveness of flipped classroom teaching models in nursing education: A systematic review(Churchill Livingstone, 2021) Özbay, Özkan; Çınar, SevilObjectives: The purpose of this systematic review was to reveal the evidence of how the method of flipped classroom was applied in nursing education and examine the results associated with this teaching method. Data sources: Peer-reviewed studies published from 2013 to 2020 were selected from the PubMed, Web of Science, and Science Direct databases. Review methods: A systematic review was conducted according to the PRISMA Statement Guidelines. Electronic databases were searched using a range of keywords, and the findings were integrated into a narrative synthesis. Quality appraisal was undertaken. Results: In total, 7470 articles were retrieved including the 24 paper those were finally selected for the systematic reviews. The themes identified were: academic performance outcomes, student perceptions, activities, and structures. Conclusions: It was determined that the flipped classroom method supported learning effectively and increased the quality of teaching. Nursing courses are suggested to be structured as flipped classrooms.
