Browsing by Author "Atas, A.H."

Now showing 1 - 2 of 2

Enhancing Educational Assessment Through Genai: Leveraging Revised Bloom's Taxonomy for Question Generation With Chatgpt
(Peter Lang AG, 2025) Atas, A.H.; Celik, B.; Aldemir, T.
With advancing technology, effective evaluation methods are increasingly crucial. This chapter examines how well ChatGPT can generate educational assessment questions on the cognitive process dimension of the Revised Bloom's Taxonomy (RBT), consisting of six levels: remember, understand, apply, analyze, evaluate, and create. The chapter begins with emphasizing the significance of AI-driven technology in educational assessment and discusses related studies. Then Bloom Taxonomy's original and revised versions were explained. To illustrate the practice of generating different types of questions, multiple-choice and open-ended questions were generated with ChatGPT. We offered a preliminary prompt structure with determined variables: the role, number of questions, type of questions, and cognitive process level of RBT. To check the efficiency of the prompt, questions were generated across six cognitive process levels of RBT. Additionally, the pitfalls of generating assessment questions by ChatGPT and suggestions for further research were addressed. Consequently, by providing a structured framework for various cognitive levels, RBT significantly facilitates the use of prompt engineering in generating questions with ChatGPT. Although it may not yield successful results to the desired extent regarding learning outcomes, ChatGPT appears to have high potential as a valuable resource for educators in the initial stages of question generation. Lastly, it is worth emphasizing that repeating the process of generating questions with ChatGPT in different domains and using ChatGPT-generated questions without being filtered through the cognitive verification of the teacher for validity and meaningfulness should be avoided at this stage. Further research is recommended to explore the effectiveness and comprehensibility of the ChatGPT-generated questions. © 2024 Peter Lang Group AG, Lausanne.
A Systematic Design Model for Gamified Learning Environments: Geld Model
(IGI Global, 2021) Aldemir, T.; Atas, A.H.; Celik, B.
This formative research study is an attempt to develop a design model for gamified learning experiences situated in real-life educational contexts. This chapter reports on the overall gamification model with the emphasis on the contexts and their interactions. With this focus, this chapter aims to posit an alternative perspective to existing gamification design praxis in education which mainly focuses on separate game elements, by arguing that designing a gamified learning experience needs a systematic approach with considerations of the interrelated dimensions and their interplays. The study was conducted throughout the 2014-15 academic year, and the data were collected from two separate groups of pre-service teachers through observations and document collections (n=118) and four sets of interviews (n=42). The results showed that gamification design has intertwined components that form a fuzzy design model: GELD. The findings also support the complex and the dynamic nature of gamified learning design, and the need for a more systematic approach to design and development of such experiences. © 2022, IGI Global.