Özçelik, Erol
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Ozcelik, Erol & Ozcelik, E.
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Prof. Dr.
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ozcelik@cankaya.edu.tr
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Psikoloji
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Sustainable Development Goals
1NO POVERTY
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2ZERO HUNGER
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3GOOD HEALTH AND WELL-BEING
1
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4QUALITY EDUCATION
6
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5GENDER EQUALITY
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6CLEAN WATER AND SANITATION
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7AFFORDABLE AND CLEAN ENERGY
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8DECENT WORK AND ECONOMIC GROWTH
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
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10REDUCED INEQUALITIES
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11SUSTAINABLE CITIES AND COMMUNITIES
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
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17PARTNERSHIPS FOR THE GOALS
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Documents
30
Citations
1058
h-index
12
Documents
31
Citations
892
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Scholarly Output
28
Articles
22
Views / Downloads
1314/2828
Supervised MSc Theses
2
Supervised PhD Theses
0
WoS Citation Count
112
Scopus Citation Count
111
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0
WoS Citations per Publication
4.00
Scopus Citations per Publication
3.96
Open Access Source
9
Supervised Theses
2
| Journal | Count |
|---|---|
| Educational Psychology | 3 |
| Surgical Innovation | 2 |
| The Journal of Experimental Education | 2 |
| European Journal of Dental Education | 1 |
| Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi | 1 |
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28 results
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Now showing 1 - 10 of 28
Article Attention mediates the effect of emotional arousal on learning outcomes in multimedia learning: an eye-tracking study(2023) Genc Aksaray, Sevgi; Özçelik, ErolRecent 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: 13Reliability, Validity and Turkish Adaptation of Self-Directed Learning Scale (Sdls)(2018) Fuçular, Emine Ezgi; Nazlıgül, Merve Denizci; Demircioğlu, Zeynep Işıl; Çevik, Tuğçe; Öge, Burak; Ozcelik, ErolSelf-Directed Learning Scale (SDLS) developed by Lounsbury, Levy, Park, Gibson, and Smith (2009) was used for determining individuals’ self-directed learning. The purpose of this study was to translate the SDLS into Turkish and to investigate its reliability and validity with a sample of 272 university students. The SDLS, the Modified Schutte Emotional Intelligence Scale (MSEIS), Self-Directed Learning Inventory (SDLI), and the Causal Uncertainty Scale (CUS) for determining convergent validity was applied to the participants. Factor analyses results verified the uni-dimensionality of the scale. The test–retest correlation of SDLS was 0.82, whereas Cronbach alpha coefficient of the scale was founded as 0.85 in the reliability analyses. Correlation coefficients representing for convergent validities varied from 0.30 to 0.72 (p < .01) and criterion validity of the scale was determined as 0.236 when cumulative GPA was used as criterion in the assessment of concurrent validity. The findings suggest that the Turkish adaptation of SDLS is a valid and reliable tool to measure self-directed learning in Turkish samplesArticle Citation - WoS: 16Citation - Scopus: 15Construct and Face Validity of the Educational Computer-Based Environment (Ece) Assessment Scenarios for Basic Endoneurosurgery Skills(Springer, 2017) Ozcelik, Erol; Sengul, Gokhan; Berker, Mustafa; Cagiltay, Nergiz ErcilBackground In neurosurgery education, there is a paradigm shift from time-based training to criterion-based model for which competency and assessment becomes very critical. Even virtual reality simulators provide alternatives to improve education and assessment in neurosurgery programs and allow for several objective assessment measures, there are not many tools for assessing the overall performance of trainees. This study aims to develop and validate a tool for assessing the overall performance of participants in a simulation-based endoneurosurgery training environment. Methods A training program was developed in two levels: endoscopy practice and beginning surgical practice based on four scenarios. Then, three experiments were conducted with three corresponding groups of participants (Experiment 1, 45 (32 beginners, 13 experienced), Experiment 2, 53 (40 beginners, 13 experienced), and Experiment 3, 26 (14 novices, 12 intermediate) participants). The results analyzed to understand the common factors among the performance measurements of these experiments. Then, a factor capable of assessing the overall skill levels of surgical residents was extracted. Afterwards, the proposed measure was tested to estimate the experience levels of the participants. Finally, the level of realism of these educational scenarios was assessed. Results The factor formed by time, distance, and accuracy on simulated tasks provided an overall performance indicator. The prediction correctness was very high for the beginners than the one for experienced surgeons in Experiments 1 and 2. When non-dominant hand is used in a surgical procedure-based scenario, skill levels of surgeons can be better predicted. The results indicate that the scenarios in Experiments 1 and 2 can be used as an assessment tool for the beginners, and scenario-2 in Experiment 3 can be used as an assessment tool for intermediate and novice levels. It can be concluded that forming the balance between perceived action capacities and skills is critical for better designing and developing skill assessment surgical simulation tools.Article Citation - WoS: 13Citation - Scopus: 14The Effect of Training, Used-Hand, and Experience on Endoscopic Surgery Skills in an Educational Computer-Based Simulation Environment (Ece) for Endoneurosurgery Training(Sage Publications inc, 2019) Ozcelik, Erol; Isikay, Ilkay; Hanalioglu, Sahin; Suslu, Ahmet E.; Yucel, Taskin; Berker, Mustafa; Cagiltay, Nergiz ErcilToday, virtual simulation environments create alternative hands-on practice opportunities for surgical training. In order to increase the potential benefits of such environments, it is critical to understand the factors that influence them. This study was conducted to determine the effects of training, used-hand, and experience, as well as the interactions between these variables, on endoscopic surgery skills in an educational computer-based surgical simulation environment. A 2-hour computer-based endoneurosurgery simulation training module was developed for this study. Thirty-one novice- and intermediate-level resident surgeons from the departments of neurosurgery and ear, nose, and throat participated in this experimental study. The results suggest that a 2-hour training during a 2-month period through computer-based simulation environment improves the surgical skills of the residents in both-hand tasks, which is necessary for endoscopic surgical procedures but not in dominant hand tasks. Based on the results of this study, it can be concluded that computer-based simulation environments potentially improve surgical skills; however, the scenarios for such training modules need to consider especially the bimanual coordination of hands and should be regularly adapted to the individual skill levels and progresses.Conference Object Guis With Haptic Interfaces(Springer Verlag, 2015) Ozcelik, E.; Tuner, E.; Sahin, H.; Tokdemir, G.; Arda Aydin, M.; Cagiltay, N.E.While there are many studies regarding utilization of Haptic feedback to enhance desktop GUIs and utilizing Haptic devices as additional interfaces to improve performance in current interaction techniques, there are not many studies that uses Haptic device as a primary input device. In this study, we present an experimentation conducted with 30 students, comparing performance of a Haptic device with mouse to use a GUI elements commonly used with mouse gestures. This study is inspired by a system that utilizes both mouse and a Haptic device, thus also taking task switching into consideration. We conclude that it is possible to achieve an acceptable performance with a Haptic device in a desktop-like GUI but further study and experimentation is necessary. © Springer International Publishing Switzerland 2015.Article Citation - WoS: 9Citation - Scopus: 7The Underlying Reasons of the Navigation Control Effect on Performance in a Virtual Reality Endoscopic Surgery Training Simulator(Taylor & Francis inc, 2019) Ozcelik, Erol; Berker, Mustafa; Dalveren, Gonca Gokce Menekse; Cagiltay, Nergiz Ercil; Menekse Dalveren, Gonca GokceNavigation control skills of surgeons become very critical for surgical procedures. Strategies improving these skills are important for developing higher-quality surgical training programs. In this study, the underlying reasons of the navigation control effect on performance in a virtual reality-based navigation environment are evaluated. The participants' performance is measured in conditions: navigation control display and paper-map display. Performance measures were collected from 45 beginners and experienced residents. The results suggest that navigation display significantly improved performance of the participants. Also, navigation was more beneficial for beginners than experienced participants. The underlying reason of the better performance in the navigation condition was due to lower number of looks to the map, which causes attention shifts between information sources. Accordingly, specific training scenarios and user interfaces can be developed to improve the navigation skills of the beginners considering some strategies to lower their number of references to the information sources.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 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.Article Remembered or Forgotten Stimuli: a Functional Magnetic Resonance Imaging Study on the Effects of Emotion(Kare Publ, 2020) Kilic, Betul; Ozcelik, ErolObjective: The first aim of this study is to examine why emotional events enhance memory for preceding stimuli. The second goal is to identify brain regions associated with remembering and forgetting by finding brain activation differences during encoding of remembered and forgotten stimuli. The third goal is to examine which brain areas are activated when studying emotional pictures compared to neutral ones. Method: In each trial, a picture of an object followed by an emotional or neutral picture from the Turkish culture were presented to 15 volunteers. The effect of the succeeding pictures on the remembering of preceding stimuli was examined. The participants studied the stimuli in the magnetic resonance scanner and, meanwhile, brain images were taken. The memory performances of the participants were measured with the recognition test administered one week later. Results: Behavioral results suggest that emotion has no effect on memory for preceding stimuli. Functional magnetic resonance imaging results indicate that remembered stimuli compared to forgotten ones caused more activation in left inferior frontal gyrus and left superior medial gyrus. Emotional pictures create more activation in the - mid-temporal gyrus and supramarginal gyrus compared to neutral images. Conclusion: Brain structures in which activations are observed in remembered stimuli compared to forgotten ones (left inferior frontal gyrus and left superior medial gyrus) are responsible for the semantic elaboration and associative memory formation. Thus, it can be concluded that object pictures are remembered because they are processed more deeply. Besides, activations are observed in the areas known to be related to the processing of emotional face expressions when emotional and neutral pictures are compared.Master Thesis Tatmin Olmayan Merakın Bilişsel Kontrol Süreciyle İlişkisi(2025) Özdemir, Hüseyin Arda; Özçelik, ErolMevcut 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.
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