WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
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Article A Metaverse-Based Fully Immersive Training for Temporomandibular Joint: A Pilot Study(Wiley, 2026) Ozcelik, Erol; Ekici, Saliha Zerdali; Basmaci, Fulya; Cagiltay, Nergiz Ercil; Kilicarslan, Mehmet AliObjective Understanding the temporomandibular joint (TMJ) can be challenging with conventional methods, as its complex anatomy, comprising the articular disc, mandibular condyle, and temporal bone, requires detailed visualisation. Traditional approaches like textbooks and static images often fall short, whereas modern tools such as 3D modelling and virtual reality (VR) offer more effective alternatives. Metaverse technology further enhances this by creating interactive, immersive and collaborative learning environments that simulate real-world experiences. While VR is increasingly used in dental education, research on fully immersive metaverse-based learning remains limited.Methods In this pilot study, a custom metaverse environment was developed to teach TMJ concepts. Then, the effectiveness of conventional and metaverse-based teaching methods in improving dental students' understanding of the TMJ was evaluated experimentally. A randomised trial was conducted with 120 first-year dental students, divided into three groups: classical lecturing, metaverse-based training and a combination of both.Results Findings indicate that students in the metaverse and combined groups outperformed those in the classical lecturing group, with no significant difference between the two metaverse-involved groups.Conclusions This suggests that for highly complex anatomical structures like the TMJ, metaverse-based training alone may be sufficient, eliminating the need for additional traditional instruction. The study highlights the metaverse's potential to enhance dental education by providing a fully 3D, interactive learning experience.Article Citation - WoS: 1Citation - Scopus: 1The Neural Correlates of Cognitive Load in Learning: an Fmri Study on Graph Comprehension(Pergamon-Elsevier Science Ltd, 2025) Ozcelik, ErolBackground: Cognitive load theory suggests that excessive demands on the human cognitive system can lead to cognitive overload and impaired learning. However, whilst the neural correlates of cognitive load are unclear, neuroimaging techniques such as functional magnetic resonance imaging (fMRI) may help provide answers to these questions. Aims: Considering this potential, this study aims to investigate which brain structures are associated with cognitive load through conducting an fMRI study on graph comprehension. Sample: The study's sample consists of 15 undergraduate students. Methods: Based on a within-subjects design, participants answered comprehension questions using split (i.e., high cognitive load) and integrated (i.e., low cognitive load) graphs whilst undergoing a magnetic resonance imaging (MRI) scan. Results: Participants exhibited lower levels of accuracy and slower reaction times with split graphs compared to integrated graphs. The fMRI data showed that cognitive load was associated with the frontoparietal network. More specifically, the multiple demand network revealed greater activation in graphs with higher cognitive load than those of lower cognitive load. Conclusions: These findings may indicate that a domain-general attentional brain network is responsible for cognitive load.Article The Effects of Physiological Stress on Learning Instructional Materials(Editura Univ Oradea, 2022) Tuncol, Aleyna Su; Cengil, Betul Beyza; Aydin, Oyku; Kaynak, Hande; Ozcelik, ErolPsychophysiological studies have shown that stress can both enhance and impair learning. However, there is not enough research on the effects of stress on learning ecologically valid materials. Considering this need, the goal of the current study is to examine the effects of physiological stress on learning instructional materials. Thirty-eight healthy participants held their hands in either ice-cold water (cold pressor stress group) or warm water (control group) for three minutes after studying the instructional material. Learning was assessed by recall and recognition tests given on the following day. The results showed that physiological stress impaired recall but did not affect recognition, suggesting that extreme stress levels had a detrimental effect on learning tests that rely on self-initiated cues.Conference Object Do "cold" Cognitive or "hot" Emotional Factors Explain Consolidation in Post-Learning Stress(John Wiley & Sons Ltd, 2023) Ozcelik, Erol; Aydin, Oyku; Cengil, Betul B.; Tuncol, Aleyna S.Article Citation - WoS: 3Citation - Scopus: 2Evaluation of the Effects of Avatar on Learning Temporomandibular Joint in a Metaverse-Based Training(John Wiley and Sons Inc, 2024) Basmaci, Fulya; Bulut, Ali Can; Ozcelik, Erol; Ekici, Saliha Zerdali; Kilicarslan, Mehmet Ali; Cagiltay, Nergiz Ercil; Zerdali Ekici, SalihaPurposeAvatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar.MethodsParticipants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training.ResultsThere were no significant differences in pretraining scores for prior knowledge (p = 0.67), trait anxiety (p = 0.28), state anxiety (p = 0.92), or shyness (p = 0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median = 80) compared to the control group (median = 60) (p = 0.03).ConclusionsMetaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.Article Citation - WoS: 4Citation - Scopus: 3The Effect of Integrative Prequestions on Learning From Text: an Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2024) Bostan, Esra; Ozcelik, ErolAsking questions before studying (i.e., prequestions) is an effective strategy for learning, but there is not enough evidence demonstrating how integrative prequestions lead to a general benefit of learning. Considering this need, this study aimed to reveal the underlying cognitive processes contributing to this learning benefit using eye movement measurements. This study included 24 adults aged 18-35. Half of the participants were randomly selected to answer integrative questions before reading the passage (Prequestion Group). The other half did not receive prequestions before reading (Control Group). The results show that answering integrative questions before reading enhances the learning of both prequestioned and non-prequestioned sentences. Eye movement data demonstrates that the Prequestion Group exhibited increased attention, with a greater fixation number and longer complete fixation time on prequestioned sentences than the Control Group, and they also displayed more gaze transitions between these sentences during reading due to combining information related to prequestions. Interestingly, the Prequestion Group achieved higher post-test scores on non-prequestioned sentences, even though they paid less attention to these items than the Control Group. These findings suggest that integrative prequestioning can be used as an active learning strategy for students to foster deeper cognitive processes through the integration of information.Article Citation - WoS: 3Citation - Scopus: 4Attention Mediates the Effect of Emotional Arousal on Learning Outcomes in Multimedia Learning: an Eye-Tracking Study(Routledge Journals, Taylor & Francis Ltd, 2023) Ozcelik, Erol; Aksaray, Sevgi Genc; Genc Aksaray, SevgiRecent 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.Article Citation - WoS: 3Citation - Scopus: 5Enhancing Multimedia Learning by Emotional Arousal(Routledge Journals, Taylor & Francis Ltd, 2024) Arslan-Ari, Ismahan; Ozcelik, ErolSeveral studies in multimedia learning have examined the effect of emotional design. Recent findings from cognitive psychology provide opportunities for educators to use more direct ways of manipulating emotion to enhance learning. These studies have shown that emotionally arousing words and pictures are remembered better than neutral ones. Building upon these findings, this experimental study investigates the effect of arousal of instructional materials on learning. A total of 154 participants were randomly divided into a "high-emotional arousal" and a "low-emotional arousal" group in a between-subjects design. These results suggest that emotional arousal enhanced learning. Mediation analyses show that the effect of arousal on learning was partially mediated by interest. Accordingly, emotional arousal increased interest, which in turn improved transfer scores. The findings imply that motivational factors such as situational interest encouraged elaborative processing and deeper levels of learning. The direct effect of emotional arousal on learning was also significant.Conference Object Citation - WoS: 6Citation - Scopus: 8Simulation-Based Environments for Surgical Practice(Ieee, 2017) Cagiltay, Nergiz Ercil; Ozcelik, Erol; Maras, Hakan; Dalveren, Gonca Gokce MenekseModeling and simulation environments provide several insights about the real situations such as endoscopic surgery. Endoscopic surgery requires both hand skills, so, understanding the effect of using dominant or non dominant hand on mental workload is important to better design, develop and implement modeling and simulation environments to support real-life implementations of surgical procedures. This experimental study presents a simulation application of eye-tracking approach to understand mental workload in different hand conditions: dominant hand, non-dominant hand and both hand. The results of the study show that, performing simulated surgical tasks by both hands compared to dominant hand, increases mental workload which is evident by higher pupil size. Accordingly, to manage the mental-load problems of surgeons while performing complex tasks that require both hand usage simulation-based environments can be used. Consequently, collection of detailed information such as eye-data, can give several insights about the behaviors of the surgeons. Also, their required skills can be improved by development of simulation and training environments.Article Citation - WoS: 23Citation - Scopus: 27Insights From Pupil Size To Mental Workload of Surgical Residents: Feasibility of an Educational Computer-Based Surgical Simulation Environment (Ece) Considering the Hand Condition(Sage Publications inc, 2018) Cagiltay, Nergiz Ercil; Ozcelik, Erol; Maras, Hakan; Dalveren, Gonca Gokce Menekse; Menekse Dalveren, Gonca GokceThe advantage of simulation environments is that they present various insights into real situations, where experimental research opportunities are very limited-for example, in endoscopic surgery. These operations require simultaneous use of both hands. For this reason, surgical residents need to develop several motor skills, such as eye-hand coordination and left-right hand coordination. While performing these tasks, the hand condition (dominant, nondominant, both hands) creates different degrees of mental workload, which can be assessed through mental physiological measures-namely, pupil size. Studies show that pupil size grows in direct proportion to mental workload. However, in the literature, there are very limited studies exploring this workload through the pupil sizes of the surgical residents under different hand conditions. Therefore, in this study, we present a computer-based simulation of a surgical task using eye-tracking technology to better understand the influence of the hand condition on the performance of skill-based surgical tasks in a computer-based simulated environment. The results show that under the both-hand condition, the pupil size of the surgical residents is larger than the one under the dominant and nondominant hand conditions. This indicates that when the computer-simulated surgical task is performed with both hands, it is considered more difficult than in the dominant and nondominant hand conditions. In conclusion, this study shows that pupil size measurements are sufficiently feasible to estimate the mental workload of the participants while performing surgical tasks. The results of this study can be used as a guide by instructional system designers of skill-based training programs.