Özçelik, Erol
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Ozcelik, Erol
Ozcelik, E.
Ozcelik, E.
Job Title
Prof. Dr.
Email Address
ozcelik@cankaya.edu.tr
Main Affiliation
Psikoloji
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Files
Sustainable Development Goals
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
3
GOOD HEALTH AND WELL-BEING
1
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
14
LIFE BELOW WATER
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
1
NO POVERTY
0
Research Products
4
QUALITY EDUCATION
6
Research Products
5
GENDER EQUALITY
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
15
LIFE ON LAND
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
13
CLIMATE ACTION
0
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
2
ZERO HUNGER
0
Research Products
Documents
30
Citations
1058
h-index
12
Documents
31
Citations
892
Scholarly Output
26
Articles
21
Views / Downloads
1314/2828
Supervised MSc Theses
1
Supervised PhD Theses
0
WoS Citation Count
112
Scopus Citation Count
111
WoS h-index
6
Scopus h-index
6
Patents
0
Projects
0
WoS Citations per Publication
4.31
Scopus Citations per Publication
4.27
Open Access Source
9
Supervised Theses
1
| Journal | Count |
|---|---|
| Educational Psychology | 3 |
| Surgical Innovation | 2 |
| The Journal of Experimental Education | 2 |
| Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi | 1 |
| International Journal of Assessment Tools in Education | 1 |
Current Page: 1 / 4
Scopus Quartile Distribution
Competency Cloud
26 results
Scholarly Output Search Results
Now showing 1 - 10 of 26
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 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 samplesConference 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: 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 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.Book Part Citation - Scopus: 1Implications of Cognitive Theories for Optimizing Higher Education Learning(IGI Global, 2020) Ozcelik, E.Cognitive theories have the potential to provide suggestions to design more effective learning environments for higher education. The goal of this chapter is to review cognitive theories and principles based on empirical findings and suggest implications for practice. Working memory theory, distributed cognition theory, dual-process theory, modulatory emotional consolidation theory, mental model theory, metacognitive theory, transfer appropriate processing principle, generation effect, testing effect, and spacing effect are presented in the current study. Based on these theoretical frameworks, novel recommendations for educational practice are suggested. © 2021, IGI Global. All rights reserved.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 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 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.
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