Browsing by Author "Özçelik, Erol"

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Attention mediates the effect of emotional arousal on learning outcomes in multimedia learning: an eye-tracking study
(2023) Genc Aksaray, Sevgi; Özçelik, Erol; 115500; 02.04. Psikoloji; 02. Fen-Edebiyat Fakültesi; 01. Çankaya Üniversitesi
Recent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants were presented with instructional materials with either high- or low-arousing words and pictures in an experimental study. The eye movements of participants were recorded while they studied the instructional materials to examine the online processes during learning. The results suggest that emotional arousal enhanced recall and transfer scores. The eye-tracking results demonstrate that emotional arousal attracted attention. The results of the mediation analysis suggest that fixation time on emotional pictures as an indicator of attention mediated the relationship between emotional arousal and learning outcomes. The findings show the importance of the guidance of attention by emotional multimedia elements for learning.
Attention mediates the effect of emotional arousal on learning outcomes in multimedia learning: an eye-tracking study
(2023) Genç Aksaray, Sevgi; Özçelik, Erol; 115500; 02.04. Psikoloji; 02. Fen-Edebiyat Fakültesi; 01. Çankaya Üniversitesi
Recent findings from psychological studies have shown that emotional arousal improves human memory. However, more evidence is necessary if these results are generalisable to multimedia learning environments. Considering these needs, the study has the goal to examine the effect of emotional arousal on multimedia learning. Fifty-seven participants were presented with instructional materials with either high- or low-arousing words and pictures in an experimental study. The eye movements of participants were recorded while they studied the instructional materials to examine the online processes during learning. The results suggest that emotional arousal enhanced recall and transfer scores. The eye-tracking results demonstrate that emotional arousal attracted attention. The results of the mediation analysis suggest that fixation time on emotional pictures as an indicator of attention mediated the relationship between emotional arousal and learning outcomes. The findings show the importance of the guidance of attention by emotional multimedia elements for learning.
Psychometric Properties Of The Turkish Version Of The Questionnaire Of Group Responsibility Of Cooperation in Learning Teams
(2021) Koçak, Hatice Nur; Sayınta, Senanur; Karabacak, Şeyma Nur; Bıçakçı, Ozan; Özçelik, Erol; 115500; 02.04. Psikoloji; 02. Fen-Edebiyat Fakültesi; 01. Çankaya Üniversitesi
The Questionnaire of Group Responsibility of Cooperation in Learning Teams (CRCG) was developed to assess university students' responsibility and cooperation skills in learning teams. The presented study aims to develop a Turkish version of the CRCG and to analyze its psychometric properties. The original scale was translated into Turkish and back-translated into English. Participants consisted of 231 (152 women, 79 men) university students. Cronbach's alpha of this questionnaire was high, indicating excellent internal consistency. The temporal reliability of the Turkish version of the CRCG and its convergent validity with the Dimensions of the Learning Organization Questionnaire was acceptable. The confirmatory factor analysis results pointed out that the two-factor structure of the test provided valid results. Taken together, all these results indicate that the questionnaire has good psychometric characteristics. As a result, the Turkish version of CRCG enables researchers and professors to measure students' responsibility and cooperation skills in learning teams
Tatmin Olmayan Merakın Bilişsel Kontrol Süreciyle İlişkisi
(2025) Özdemir, Hüseyin Arda; Özçelik, Erol; 02.04. Psikoloji; 02. Fen-Edebiyat Fakültesi; 01. Çankaya Üniversitesi
Mevcut araştırmanın temel amacı tatmin olmayan merakın bilişsel kontrol süreçleriyle ilişkisini incelemektir. Bu amaç doğrultusunda yaşları 18-26 arasında olan üç farklı katılımcı grubunun bulunduğu üç farklı deneysel araştırma yürütülmüştür. Deney 1 ve deney 2'de merak-oluşturucu uyaran olarak bulanık görseller, deney 3'te ise neden-soruları kullanılmıştır. Deney 1 ve deney 3'te, tatmin olan merak ve tatmin olmayan merak koşulları ayrı bloklarda uygulanmıştır. Deney 2'de tatmin olan merak ve tatmin olmayan merak koşullarının rastgele uygulandığı tek bir blok bulunmaktadır. Her bir deney bloğunda, önce bir merak koşulu ardından bir bilişsel kontrol görevinin geldiği alt-bloklar bulunmaktadır. Tatmin olan merak koşulunda, merak-oluşturucu uyarana dair bilgi sunulurken; tatmin olmayan merak koşulunda ise merak-oluşturucu uyaranın tekrarı veya boş ekran sunulmuştur. Her deneyde bilişsel kontrol görevi olarak modifiye edilmiş Eriksen flanker görevi yer almıştır. Bilişsel kontrol performansı için tepki süresi, doğru tepki yüzdesi, ve ihmal hatası oranı ölçülmüştür. Sonuçlar, deney 2 ve deney 3'deki istisnalar dışında, bilişsel kontrol performansına ilişkin ölçümlerin merakın tatmin olma/olmama koşullarından etkilenmediğini göstermektedir. Genel olarak, bilişsel kontrol performanslarında uyumluluk etkisi gözlemlenmiştir. Yani katılımcılar, uyumsuz uyaranlara kıyasla, uyumlu flanker uyaranlarına daha kısa sürede, daha doğru ve daha az hatalı tepkiler vermişlerdir. Yalnızca deney 2'de, tatmin olmayan merak vii koşulunda, tatmin olan merak koşuluna kıyasla, katılımcıların tepki sürelerinin daha düşük olduğu gözlemlenmiştir. Ayrıca yine yalnızca deney 2'de, merakın tatmin olma/olmama koşulundan bağımsız olarak, katılımcıların ihmal hatası oranlarında bir uyumluluk etkisinin ortaya çıkmadığı gözlemlenmiştir. Tatmin olmayan merak ve bilişsel kontrol süreçleri arasındaki ilişki, semantik bellek ve dikkat süreçleri çerçevesinde tartışılmıştır.
The Effect of Listening Enjoyable Music Before Study on Learning
(2020) Eser, Cansu; Akbaba, Sevcan; Ergül, Mehmet; Özçelik, Erol; 115500; 02.04. Psikoloji; 02. Fen-Edebiyat Fakültesi; 01. Çankaya Üniversitesi
Research studies have suggested that increasing dopamine in a natural way by listening to a short piece of enjoyable music has the potential to improve human performance. However, there is not enough empirical evidence on whether listening to music before studying instructional material enhances learning. Considering this need, the goal of this study is to investigate the effect of listening to enjoyable music before study on learning outcomes. A total of 80 students participated in this experimental study having a between-subjects design. Half of the participants were randomly assigned to the experimental group in which they listened to enjoyable music, whereas the other half were assigned to the control group in which they listened to no music. Afterwards, all the participants studied the instructional materials. The results demonstrate that learning gains were higher in the experimental group than in the control group. Particularly, the results of the current study suggest that when people listen to enjoyable music before they study the instructional materials, they learn better.