Yazar "Meylani, Rusen" seçeneğine göre listele

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    Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature
    (Tamer KUTLUCA, 2024) Meylani, Rusen
    The integration of Artificial Intelligence (AI) into teacher education has been transformative, offering personalized learning experiences, enhanced professional development, and improved teaching methodologies. AI technologies such as Intelligent Tutoring Systems (ITS), AI-driven analytics, and automated assessment tools have become central to modern educational practices, significantly improving engagement, adaptability, and effectiveness. This study employs a qualitative thematic analysis of current literature on AI in teacher education, examining peer-reviewed articles and reports using thematic coding to identify key patterns, opportunities, and challenges. The findings reveal that AI enhances teacher education by providing personalized learning pathways, fostering critical thinking, and supporting ongoing professional growth. Technologies like ITS, Virtual Reality (VR), and AI-driven analytics have proven effective in promoting motivation and engagement among teachers. However, ethical challenges such as biases in AI systems and concerns regarding data privacy require continuous attention. Furthermore, a gap in teacher preparedness, particularly in developing AI literacy and integrating AI tools into classroom practices, is evident. Despite these challenges, AI offers substantial benefits, transforming teaching practices and enabling personalized, adaptive instruction that supports both teachers and students. The study emphasizes the need for comprehensive teacher training programs focusing on digital literacy and ethical AI use, ensuring educators can navigate an AI-enhanced educational environment effectively. This research contributes to the ongoing discourse by highlighting the need for ethical guidelines and robust teacher training programs, offering actionable insights for educators, policymakers, and institutions aiming to integrate AI into teacher education
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    A CRITICAL GLANCE AT TECHNOLOGY'S ROLE IN MATHEMATICS EDUCATION FOR A SUSTAINABLE FUTURE: ADVANCING SDG 4-QUALITY EDUCATION THROUGH A SYSTEMATIC REVIEW AND QUALITATIVE SYNTHESIS
    (Editora Alumni In, 2025) Meylani, Rusen
    Objectives: This study critically examines the role of technology in fostering sustainable mathematics education. Key objectives include evaluating the effectiveness of emerging technologies in enhancing learning outcomes, investigating barriers to implementation, and aligning technology use with sustainability principles and educational equity. Theoretical Framework: The research integrates frameworks such as the SAMR model and Community of Inquiry to explore the intersection of digital pedagogy, matUhematics instruction, and sustainability. Emphasis is placed on aligning educational technology with the Sustainable Development Goals (SDGs), particularly Goal 4: Quality Education. Method: A systematic review of literature from 2010 to 2023 was conducted, utilizing databases such as ERIC, Scopus, and Web of Science. Inclusion criteria encompassed peer-reviewed studies focusing on technology's role in mathematics education and sustainability. Thematic analysis was employed to synthesize findings across diverse contexts and methodologies. Results and Discussion: Findings highlight the transformative potential of technologies like dynamic geometry software, robotics, and adaptive learning platforms in enhancing engagement, conceptual understanding, and critical thinking. Barriers identified include inequitable access, insufficient teacher training, and cultural resistance. The discussion emphasizes technology's role in advancing equity and sustainability while addressing ethical and environmental concerns. Research Implications: Recommendations include developing robust infrastructures, prioritizing professional development, and fostering interdisciplinary research to address implementation challenges. Future studies should explore long-term impacts and the integration of sustainability principles in mathematics curricula. Originality/Value: This study provides a comprehensive synthesis of the interplay between technology, pedagogy, and sustainability in mathematics education. It offers actionable insights for educators, policymakers, and researchers aiming to create equitable and future-ready learning environments. © 2025, Editora Alumni In. All rights reserved.
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    GAMIFICATION AND GAME-BASED LEARNING IN MATHEMATICS EDUCATION FOR ADVANCING SDG 4: A SYSTEMATIC REVIEW AND QUALITATIVE SYNTHESIS OF CONTEMPORARY RESEARCH LITERATURE
    (Editora Alumni In, 2025) Meylani, Rusen
    Objectives: This study investigates how gamification and game-based learning (GBL) contribute to advancing Sustainable Development Goal 4 (SDG 4) by fostering inclusive, equitable, and high-quality education in mathematics. Theoretical Framework: The research draws on constructivist theories, Self-Determination Theory, and Flow Theory to understand the mechanisms through which educational games enhance learning outcomes. Method: A systematic qualitative synthesis was conducted, analyzing studies published between 2010 and 2023 across databases like ERIC, PsycINFO, and Scopus. Key themes were identified through thematic coding, supported by the CASP qualitative checklist for rigor. Results and Discussion: Findings indicate that gamification improves student engagement, motivation, and achievement. Gamification elements such as points and badges significantly enhance learning experiences. Emerging technologies like VR and AI further amplify the effectiveness of game-based approaches. However, challenges remain in addressing equity in technology access and aligning games with curricula. Research Implications: This review underscores the potential of gamification to support SDG 4 by promoting lifelong learning skills, reducing educational disparities, and fostering inclusivity. Teacher training and policy reforms are critical to scale these approaches effectively. Originality/Value: This research synthesizes contemporary findings to highlight the transformative role of gamification in mathematics education, emphasizing its alignment with the global agenda for sustainable and equitable education. © 2025, Editora Alumni In. All rights reserved.
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    Mathematical Thinking and Learning in Early Childhood: A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature
    (Ani Publishing, 2024) Meylani, Rusen
    The primary goal of this study is to synthesize current research early childhood mathematical thinking and learning, focusing on cognitive development, instructional strategies, and environmental influences. study provides a comprehensive qualitative analysis, integrating diverse theoretical frameworks and recent empirical findings for a nuanced understanding of early math education. Methodologically, the study systematically reviews peer-reviewed studies published between 2013 2024, employing thematic synthesis to identify patterns and themes. stages included coding, developing descriptive themes, and generating analytical themes. The primary outcomes highlight the significant impact play-based learning, interdisciplinary approaches, and parental involvement on early mathematical development. Additionally, the study underscores role of technology and supportive learning environments in enhancing children's math skills. Conclusions emphasize the importance of holistic culturally responsive educational practices. The practical implications provide valuable insights for educators, policymakers, and researchers aiming improve early childhood math education.
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    Yapay Zeka Kullanılan Uyarlamalı Öğrenme Sistemlerine Eleştirel Bir Bakış: Çağdaş Araştırma Literatürünün Sistematik Olarak İncelenmesi ve Nitel Sentezi
    (Dokuz Eylül Üniversitesi, 2024) Meylani, Rusen
    Bu çalışma, yapay zeka (AI) destekli uyarlamalı (adaptive) öğrenme sistemleri hakkındaki mevcut araştırmaları eleştirel bir şekilde incelemeyi, eğilimleri, boşlukları ve zorlukları belirlemek amacıyla çalışmaları sentezleyerek ele almayı amaçlamaktadır. Aynı zamanda bu sistemlerin eğitimdeki uygulamalarını, faydalarını, zorluklarını ve gelecekteki yönelimlerini de araştırmaktadır. Araştırma tasarımı, PRISMA yönergelerini izleyerek sistematik bir inceleme ve nitel tematik sentez yöntemi kullanmaktadır. Veri toplama süreci, ERIC, JSTOR, IEEE Xplore, Google Scholar, Web of Science ve Scopus saygın veri tabanlarında kapsamlı bir literatür taramasını içerir. Dahil edilme kriterleri, son on yıldaki hakemli makaleler ve yüksek kalitedeki gri literatüre odaklanmışır. Veri analizi, bulguları kapsamlı bir anlatıya entegre etmek için kodlama ve tematik haritalama içerir. Bulgular, uyarlamalı öğrenme istemlerinde AI'nin rolüyle ilgili makine öğrenme algoritmaları, doğal dil işleme ve AI destekli veri analizi gibi önemli temaları ortaya koymaktadır. Uyarlamalı öğrenme sistemlerinin uygulamaları, kişiselleştirilmiş öğrenme yöntemleri, uyarlamalı değerlendirmeler, akıllı öğretim sistemleri ve çeşitli öğrenme ihtiyaçlarının desteklenmesi gibi alanlarda görülmektedir. Vaka çalışmaları, bu sistemlerin öğrenci katılımını ve öğrenme sonuçlarını artırmadaki etkinliğini vurgulamaktadır. Bu çalışma, AI destekli uyarlamalı öğrenme sistemlerinin eğitimi geliştirmeye yönelik potansiyeline dair kapsamlı bir genel bakış sunmaktadır. Öğrenme sonuçlarının iyileştirilmesi, artan katılım, ölçeklenebilirlik ve maliyet etkinliği gibi önemli faydaları göse çarpmaktadr. Bu çalışma ayrıca veri kalitesi, etik konular ve kurumsal direnç gibi zorluklara da değinerek mevcut duruma dengeli bir bakış açısı sunmaktadır. AI destekli uyarlamalı öğrenme sistemleri, eğitim deneyimlerini kişiselleştirme ve iyileştirme konusunda yenilikçi bir potansiyele sahiptir. Faydalar önemli olsa da, veri kalitesi, etik konular ve eğitmen desteği ile ilgili zorlukların ele alınması kritik öneme sahiptir. Gelecekteki araştırmalar, uzun vadeli etkileri ve etik sonuçları ele almalı, duygusal ve sosyal öğrenmenin entegrasyonuna odaklanarak bütüncül bir eğitim ortamı meydana getirmeyi hedeflemelidir.