Browsing by Author "Dogan, Ezgi"

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Emotional Outcomes of E-Learning Adoption During Compulsory Online Education
(Springer, 2022) Sahin, Ferhan; Dogan, Ezgi; Okur, Muhammet Recep; Sahin, Yusuf Levent
Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students' intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intention. The core constructs of the Technology Acceptance Model formed the basis of the proposed model, and the model was extended with a framework of emotions (challenge, achievement, deterrence, loss) and external variables. Data were collected online from 19,530 university students of a state university. For the analysis, Partial Least Squares-Structural Equation Modeling was employed. The proposed model explained 73.5% of continuance intention, 50.3% of achievement, and 52.2% of challenge emotions. In addition, 23 of the 25 tested hypotheses were supported. The findings indicate that perceived usefulness is a decisive factor in creating user experiences that generate emotions such as enjoyment, playfulness and satisfaction. In addition, the results showed that personal innovativeness strongly influenced the core constructs of technology acceptance model and the positive aspects of emotions (achievement and challenge). Accordingly, it can be stated that these findings lead us to the fact that students' value perceptions regarding e-learning systems have a critical role in terms of emotional outcomes. In addition, the findings suggest that both intrinsic-extrinsic motivators, innovativeness characteristics and emotional outcomes should be taken into account in design and development process in order to improve the quality of the user experience. In this direction, implications for research and practice are discussed.
Enhancing Clinical Law Education Through Immersive Virtual Reality: a Flow Experience Perspective
(Pergamon-elsevier Science Ltd, 2024) Dogan, Ezgi; Sahin, Ferhan; Sahin, Yusuf Levent; Kobak, Kadriye; Okur, Muhammet Recep
Background: The existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education. Aims: This study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience. Sample: Eighty-three law students participated in case practices. Method: The study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA). Results: The results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area. Conclusions: This study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.
Exploring the Role of Individual Differences on Instructors Technology Acceptance in Online Education Through a Motivational Perspective
(Mehmet Akif Ocak, 2024) Ilic, Ulan; Sahin, Ferhan; Dogan, Ezgi
The present study aims to investigate the potential variables that influence the faculty members' intention to continue using online learning systems during and after the pandemic based on extended Technology Acceptance Model (TAM) and Self Determination Theory (SDT), and to study individual differences between these variables. The methodology of the study was based on survey research and causal comparative methods. Convenience sampling method was used to identify the participants of the study, who are 302 faculty members working at twelve different state universities. Explanatory and confirmatory factor analysis (EFA-CFA) were used to test the factor structure of the data collection tool and to validate the tool through examining the model fit. Descriptive statistics were used to examine the distribution of the dependent variable scores of the participants, and one-way MANOVA was used to compare the variables based on individual differences. The findings indicated that CMP had the highest mean score, followed by the constructs of SDT (competence, autonomy, relatedness). A significant difference for male participants was observed in perceived ease of use and competence variables based on gender. No significant difference was found between the variables based on academic title. The present study established that all variables except relatedness indicated a significant difference that favors instructors with high and medium level online learning experience. It was concluded that the comparison of the motivational variables based on the individual differences of the instructors, which have critical importance in online education as well as in higher education, can contribute to the establishment of effective and sustainable quality learning environments (distance or hybrid) and to the existing literature.
Instructors' Continuance Intention To Use Technology in Online and Hybrid Settings: Integrating Psychological Needs and Emotions
(Taylor & Francis inc, 2025) Sahin, Ferhan; Dogan, Ezgi; Ilic, Ulas
Although research on online education has skyrocketed in recent years due to the pandemic, hybrid education, which is the transition period, has been relatively ignored. In the context of hybrid education, studies focusing on instructors from a motivational perspective are also quite rare. This study deals with the influential variables in the intention to continue online education with a motivational approach. The technology acceptance model is extended with the self-determination theory (competence, autonomy, relatedness), a framework for emotions (positive, negative), and constructs for system quality (system compatibility, system satisfaction). The participants consisted of 308 instructors from 12 different universities. The analyses of the study were carried out with PLS-SEM technique. The results showed that none of the constructs other than perceived usefulness and relatedness had an effect on continuance intention. On the other hand, two of the three strongest relationships in the model were between continuance intention and emotional outcomes. Path modeling results indicate that continuance intention has a crucial role in triggering both positive and negative experience. In addition, the results suggest that the findings for motivation-based variables differ clearly from those obtained in normal settings when it comes to a unique setting such as hybrid education.
University Students With Special Needs: Investigating Factors Influencing E-Learning Adoption
(Australasian Soc Computers Learning Tertiary Education-ascilite, 2022) Sahin, Ferhan; Dogan, Ezgi; Yildiz, Gizem; Okur, Muhammet Recep
Empirical evidence on the e-learning adoption in the field of special education is quite limited. Path modelling in particular draws attention as an important methodological gap. Therefore, a model that can provide a theoretical basis for practice in special education has the potential to make significant contributions. Accordingly, this study aimed to identify the factors influencing the intention to use e-learning systems by proposing an extended technology acceptance model for special education. The participant group consisted of 1713 university students with special needs receiving education through the e-learning systems of a state university. For analysing the data, partial least squares-structural equation modelling was used. The results showed that the model explained 76.9% of intention to use e-learning systems. Perceived ease of use and perceived usefulness had the strongest relationship in the model while that between perceived enjoyment and behavioural intention represented the strongest relationship in terms of influence on intention. In addition, hypothesis tests revealed that both social and individual-emotional factors affected intention to use e-learning, and constructs that provide intrinsic motivation and constructs of extrinsic motivation associated with performance improvement play a critical role in e-learning adoption. Accordingly, implications for research and practice are discussed.