Browsing by Author "Şahin, Y.L."

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The Role of Media Literacy in Online Information: Searching Strategies
(University of Barcelona, 2022) Tatar, İ.; Şahin, Y.L.; Doğan, E.
Along with the spread of Web 2.0 technologies, individuals' habits such as learning, socializing, and getting information have changed rapidly. A lot of information, the accuracy of which cannot be trusted, is available in the web, and it becomes difficult to choose useful, relevant, and accurate information. This pollution is also present in the media. The abilities to choose messages in the media, to look at these messages critically, and to produce your own messages are considered among the 21st-century skills. These reasons bring media literacy (ML) and online information searching strategies (OISS) to the agenda. The processes of ML and OISS have interrelated features. Therefore, it is important and necessary to examine these concepts together. Based on this necessity, the aim of the study was to determine the role of ML in OISS. To this end, the data were collected from 1809 pre-service teachers using the OISS inventory and the ML level determination scale. Data were analyzed by descriptive statistics, MANOVA, and multiple regression analysis. According to the results, pre-service teachers' ML and OISS levels were above the moderate level. ML and OISS vary significantly according to the type of websites. In conclusion, ML was revealed as a predictor variable that could explain OISS at a rate of 33.2%. © 2022 Research Group Education and Virtual Learning (GREAV). All rights reserved.
Understanding Problematic Social Media Use: Insights Into Telepressure, FMO, Engagement, and Motives
(SAGE Publications Inc., 2025) Sahin, F.; Dogan, E.; Okur, M.R.; Şahin, Y.L.
The objective of this investigation is to assess the impact of telepressure, fear of missing out, social media engagement, and social media use motives on problematic social media use through the examination of a proposed model, while also scrutinizing the moderating effects of individual differences on the interrelations between these constructs. Utilizing online data collection methods, responses were gathered from a sample comprising 14,153 social media users. Analysis was conducted employing the partial least squares structural equation modeling technique alongside multi-group analysis. Findings indicate that the model accounts for 73.2% of problematic social media use variance. Notably, fear of missing out, telepressure, and the motive of image presentation emerged as the most influential constructs pertaining to problematic social media use. Furthermore, nearly all hypotheses related to social media use motives garnered support. In terms of moderators, gender demonstrated significant moderation effects in eight relationships, while age and usage exhibited moderation effects in six and three relationships, respectively. These outcomes underscore the potential pivotal role of social media motives and individual differences. This study contributes valuable knowledge to the growing body of literature and informs interventions targeting problematic social media use. © The Author(s) 2025
Virtual Reality Environment in Pharmacy Education: a Cyclical Study on Instructional Design Principles
(John Wiley and Sons Inc, 2024) Doğan, E.; Şahin, Y.L.
Background: It is crucial to use innovative tools to gain clinical reasoning skills through experiential learning in pharmacy education, and one of the most effective tools used in this is virtual reality. However, the lack of research that empirically demonstrates the instructional principles of virtual environment design, especially in the clinical setting, has resulted in a significant gap in the current literature. Aim: In this study, it was aimed to determine the instructional design principles of a virtual environment for the clinical pharmacy. Method: The study was conducted as a design-based research. The data of the study related to three components of the developed virtual reality environment in pharmacy education (VRPE). These components, scenario development interface-scenario development interface, virtual environment, and scenario, were collected through interviews, observation, document review, and a system usability scale. Instructional design principles for the VRPE were determined through analysis of the collected data. Results: The prominent instructional design principles of the VRPE were revealed as immersion, interaction, diversity, flow, aesthetics-ergonomic-universal design, informing, and retest availability. The significance of the study was the adoption of a holistic perspective in the design of a virtual reality environment for pharmacy education. In addition, one of the most critical features of the study was eliminating the expertise barrier in virtual environment design. Thus, it was concluded that the VRPE is an extraordinary tool that can be used for pharmacy education to promote experiential learning. © 2023 John Wiley & Sons Ltd.