Instructional Systems Technology

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

The new methods of communication provided by technology and the impact of the Internet have changed our economy from the" Industrial Age" into the" Information Age" and have transformed higher education. These changes call into question the traditional ways in which faculty and institutions of higher learning have functioned. The aim of this study was to examine faculty use of instructional technology in the university classroom. For the purposes of this study, instructional technology has been limited to Internet-related technologies ...

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other students. The results of the survey, interviews, and observations show that both students and teachers prefer face-to-face lessons to online lessons. They think that ASOC can be effective only if it is implemented in small groups with more interaction and sound instructional design with engaging methods and adequate feedback is structured for students and teachers' needs. This study may contribute to similar future research studies of online education in middle schools by revealing the upsides and downsides of this blended learning environment with recommendations offered.

Focused on obtaining information on the employment status of the 126 Information Technology (IT) graduates of batch 2011, this study focused on the assessment of the IT program objectives and components, and the relationship between select profile variables to their employability. Descriptive method was used to describe the profile of the respondents from the 3-part survey-questionnaire, and t-test for determining relationships. Ninety-six (96) responses were successfully recorded. Sixty-nine (69) respondents or 71.88 percent were gainfully employed by predominantly single and young females. Granted with PC Operations NCII, majority were marked Satisfactory in the three (3) IT subject categories. Areas of interest were mainly on PC Operations and multimedia. Actively involved in various extra-curricular activities, majority had more than ten (10) attendances to trainings/seminars. As contractual in the field of data entry operations in almost private companies, majority received adequate monthly salary ranging from P9,000.00 to P11,000.00. With a job relevant to their IT education, skills and knowledge were important in the exercise of their functions. IT program objectives, components and processes were very much attained, implying that the University had attainable objectives including a responsive IT curriculum and instructional systems, competent and technically knowledgeable teachers, and adequate physical facilities. The administration had been responsive to and fully aware of its duties and responsibilities involving a receptive action related to improving and providing services to students. Area of interest, involvement to extra-curricular activities and trainings/seminars attended were determinants of graduate employability. Shaping the students earlier, exposing them into extra-curricular activities and involving them to trainings/seminars, then the graduates were likely land in a job. Instructional systems, convenient classroom and school buildings were contributory to graduates’ employability, thus, CSU should continually uplift quality of instruction from faculty to facilities by maintaining a pleasing and convenient classroom atmosphere.

This paper proposes a multilevel Non-Return-to-Zero (NRZ) coding technique for the transmission of digital signals. The Multilevel Technique presented here helps in removing certain problems associated with Bipolar and Manchester coding techniques. This multilevel technique utilizes different D.C. levels for representing a ‘0’ and ‘1’ with a NRZ method. The PSD (power spectral density) of the encoded signal is analyzed and possible generation method is also shown.

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.

In this study, to present an instructional model by considering the existing models of instructional design (ARCS, ADDIE, ASSURE, Dick and Carey, Seels and Glasgow, Smith and Ragan etc.) with the nature of technology-based education and to reveal analysis, design, development, implementation, evaluation, and to revise levels with lower levels of the instructional design model were aimed. The ASSURE model is extremely learner centered. Unlike many design models, it was created using cognitive theories of learning as its foundation. The directions of Assure Model are characteristic features of learners, getting stated objectives and selecting the best media and materials for the instruction program. In this study, document analysis method were used. As a result, two example lesson plans given can be updated according to all grades and lessons. With the use of these example plans are expected to perform more effective learning.

This paper is based on a keynote talk delivered at the biennial DEANZ Conference at the University of Waikato in Hamilton, New Zealand, in April 2016. As highlighted in that talk, we have entered Education 3.0—an age of vast resource abundance and extensive opportunities for learner empowerment. During the past decade, we have seen the emergence of at least 30 different ways in which learning is changing—for instance, it is becoming increasingly collaborative, global, mobile, modifiable, open, online, blended, massive, visually based, hands-on, ubiquitous, instantaneous, and personal. These 30 learning and technology-related changes reflect three distinct " mega-trends " : (1) learner engagement, (2) the pervasive access to learning, and (3) the customisation and personalisation of learning.

The considerable changes in distance learning related technologies and Web 2.0 tools direct new immersive platforms to serve on the concept of avatar-driven interactions. In this sense, the immersive learning platforms, like Second Life (SL), embrace innovative forms of network based settings for effective community interactions. SL, as an interactive learning milieu, conducts 3D interactions and active education within the context of Instructional Systems Design (ISD) which makes learning experiences efficient for both the tutor and learners on the platform designed on social networking. The platform gives an appropriate service to its users to be part of an instructional application of virtual worlds in where learners become connected though online activities. Within the learning theories existing nowadays, instructional designers, who are working in 3D environment like SL, are using mainly cognitive theory and constructivist strategy of learning. According to cognitive learning theory, people learn in different ways that are individually contextual and new trends in Instructional Design (ID) had to address these differences. There are number of already approbated instructional models, which are used widely in the process of creation learning courses for 3D environments. The most frequently used model is ADDIE (Assess–Design–Develop–Implement– Evaluate), and the model PIE (Plan-Integrate–Evaluate), that is relatively new and become increasingly popular as it allows easy integration of technology in the classroom-oriented (virtual or real) teaching. Based on the above mentioned concerns, this paper will examine the instructional design models used to create immersive courses within SL. Further, the paper will collect ideas on the instructional tools and technologies used for designing SL courses as these new technologies used in this environment draws heavily on andragogy. The paper will also clarify the obstacles on virtual learning through SL and make suggestions for the active immersive learning within the context of Distance Education.

Keywords: Second Life (SL); avatar-driven interaction; Instructional Systems Design (ISD); immersive learning platforms; 3D; instructional models, cognitive theory; ADDIE; PIE

This study analyzes students' and teachers' perceptions of after school online courses (ASOC) undertaken by an institutional private middle school, which manages several campuses across Turkey. The aim of ASOC is to support students when they are home by helping them to revise the lessons, practice topics synchronously with hundreds of other students. The results of the survey, interviews, and observations show that both students and teachers prefer face-to-face lessons to online lessons. They think that ASOC can be effective only if it is implemented in small groups with more interaction and sound instructional design with engaging methods and adequate feedback is structured for students and teachers' needs. This study may contribute to similar future research studies of online education in middle schools by revealing the upsides and downsides of this blended learning environment with recommendations offered.

An instructional analysis for a lesson on the concept of feedback loops. The lesson would be part of a unit on systems thinking, intended for an entry-level economics class of students with little or no previous exposure to systems thinking principles.

Due to its enchanting characteristics signifying innovation and prestigious, digital technologies are sometimes observed to be integrated into education enthusiastically. However, adopting technology in teaching praxis requires a deeper understanding and examination of techno logy integration with different variables. In that sense, the purpose of this study is to examine the relationship between preservice teachers' material development competency as a proficiency in which technology is heavily integrated into teaching activities and their techno-pedagogical competency. A survey method was used in the study. Participants consist of 202 preservice teachers enrolled in Instructional Technologies and Material Design course delivered at a Faculty of Education in a Turkish state university. Two scales as application-based educational technology and material development competency scale and techno-pedagogical competency scale were employed. As a result of the data analysis process, a positive high level of relationship was found between both scales. In other words, it was evidenced that an increase in the proficiency in techno-pedagogical competency leads to an increase in preservice teachers' proficiency in technology enhanced material development skills. On the ground of the findings, issues such as how to develop preservice teachers' technology enhanced material development skills within the context of their techno-pedagogical competency are discussed. Keywords: Techno-pedagogical knowledge, material development, Application-based Educational Technology and Material Development Competency, Techno-pedagogical Education Competency, capacity building

Designing learning is oriented towards real / authentic things, to be synergized with the information structures that students already have. Everything related to information / messages to be conveyed is always associated with real experiences or events in the field which will give students more challenges to be able to find out more about what they already know and even experience. The message / information to be conveyed is of course not only done face-to-face, but also by using learning media. Communication media that are easy to use and fun and can be done at any time are the main part of this research design. Today, smartphone media is no longer a luxury item and is even a necessity for every individual. This learning design uses a smartphone as a communication tool between learners and learners, between learners and learners, and between learners and other learning sources. This research will facilitate learners' willingness to learn by considering the characteristics of the learners and the ease with which learners participate in the learning process, so that the learning process will not be boring and have fun. Other characteristics in this study will be considered such as achievement motivation and learning styles. This research is a type of development research that refers to the development research steps of Borg & Gall (2003). Meanwhile, the steps in developing a learning design model refer to the Dick & Carey (2001) development design. The results of product validation found that the attractiveness of the learning design model presentation program for students was found to be 90% said it was feasible, the relevance of the material studied said 95% said it was feasible, the benefits of smartphone application media and the material studied said 95% was feasible, the suitability of the material being studied with easy access to the material says 90% feasible, and Communications in online tutorials by learners say 95% feasible. The conclusion obtained after the implementation in the field is that authentic learning products can be used by lecturers and teachers in designing learning at schools and colleges

Games require constant interaction, which makes usability one of the fundamental elements of the game development process. A high level of usability in games developed for educational purposes is important for sustaining the user’s game experience. Orientation is crucial for freshmen at universities. Performing orientation in a three-dimensional virtual and gamified environment enables users to feel like they are in a real environment and to experience an entertaining and sustainable process. With this aim, the Hacettepe University Beytepe Campus Library Orientation Game was designed and created in a three-dimensional virtual environment. This study conducted two different usability studies of the three-dimensional library orientation game based on user participation. The first asked users to fill out a survey after their gaming experience to collect their subjective data. In the second, a usability evaluation was done to collect objective data based on the users’ eye tracking. This study presents the results of these two approaches.

Forecasting the average Length of Stay (LoS) of a patient is prime
aspect for all hospitals to effectively determine and plan services demanded at
various level. Prediction of LoS plays a vital role in strategic decision making
by health care administrators. In this paper, a dynamic computational model
based on time series, implemented using soft computing techniques is presented
to forecast average length of stay of patient. Aim of designing proposed model
is to overcome the drawbacks of the exiting approaches and derive more robust
and accurate methodology to forecast LoS of patient. Subsequently, the
performance of the proposed model is demonstrated by comparing the results of
proposed model with some of the pre-existing forecasting methods. In general,
the findings of the study are interesting and superior in terms of least Average
Forecasting Error Rate (AFER) and Mean Square Error (MSE) values.

Regulations at the universities in Germany, as well as in other European countries, require students to sit several exams within a short period of time. This approach is highly controversial as it promotes cramming. However, the temporal equalization of the examination phase would necessarily lead to a shortage of the content to be delivered. This, in turn, would confront universities with a loss of quality of their degree programs as not enough content could be delivered during classes.
The developed method addresses precisely this issue. The team of Professor Dr. Jürgen Handke, all dedicated educational technologists and linguists, developed the FLOCK model as an innovative method that allows students to individually plan, study towards, and schedule their exams while instructors, at the same time, can both maintain the quantity of content to be delivered as part of academic curricula, and assure knowledge transfer of a consistently high quality.
The paper was published as part of the conference proceedings of the 3rd annual meeting hosted by the Agency of Quality Assurance and Accreditation Austria (AQ Austria). It is therefore (yet) only available in German. A translation is currently in planning, however, more information is available at any time upon request.

The recent proliferation of technological devices with natural user interfaces (e.g., touchscreen tablets) is regenerating scholarship on the role of sensorimotor interaction in conceptual learning. Some researchers of mathematical education have adopted views from constructivism, phenomenology, enactivism, and ecological dynamics to interpret implicit sensorimotor schemes as both forming and manifesting disciplinary competence. Drawing on these views, this theoretical paper returns to the enduring question of what it means to develop a new skill by way of task-oriented interaction with objects. Beginning with sports then moving to mathematics, we focus on a subcategory of pedagogical artifacts that serve students only during training activities yet constitute proxies for developing target schemes toward normative application. We argue for the contribution of these views to conceptualizing the design of effective mathematics instruction.

The following guidelines are intended to aid in the continual improvement of educational systems. The underlying framework for these guidelines asserts that there are at least three tiers that impact student learning and development: 1) Learners, 2) Courses-Instructors, and 3) the Educational Organization in part or as a whole. As it is used herein, " organization " means either specific organizational units (e.g., programs, departments, divisions, colleges, etc.) or the organization in its entirety. In order to improve the quality of education, we must work with each of these three tiers and a series of guidelines have therefore been developed for them. These guidelines may be used for such endeavors as developing objectives for educational development interventions, conducting system-wide assessments, providing feedback to specific entities within the institution, et cetera. The more detailed explanations below are intended to provide further insights into each of the guidelines and their associated levels. A narrative description is provided along with examples that one might expect to find for each of the levels. Each guideline is separated out to have its own sheet of paper (front and back). Each sheet provides a narrative description as well as examples for each level. Overall, in addition to providing clarity, these explanations should also help to improve reliability when using the guidelines.

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers' studying at first and fourth years and their self-efficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers' TPACK competency levels and self-efficacy perceptions towards technology integration were predicted.

Bu çalışmada öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlikleri ile teknoloji entegrasyonuna yönelik öz-yeterlik algıları çeşitli değişkenlere göre incelenerek karşılaştırılmış ve teknolojik pedagojik içerik bilgisi yeterlikleri ile teknoloji entegrasyonuna yönelik öz-yeterlik algıları arasındaki ilişki belirlenmeye çalışılmıştır. Araştırmanın çalışma grubunu; 2012-2013 öğretim yılı bahar döneminde Ankara Üniversitesi Eğitim Bilimleri Fakültesinin çeşitli bölümlerinde bir ve dördüncü sınıfta öğrenim görmekte olan 713 öğretmen adayı oluşturmaktadır. Araştırmada veriler; kişisel bilgi formu, Teknopedagojik Yeterlikleri Ölçeği ve Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algısı Ölçeği ile toplanmıştır. Araştırma sonucunda bir ve dördüncü sınıftaki öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlik ve teknoloji entegrasyonuna yönelik öz-yeterlik algıları durumları ortaya konularak, bu yeterlikler cinsiyet, sınıf düzeyi, bölüm değişkenleri dikkate alınarak incelenmiştir. Ayrıca, öğretmen adaylarının teknoloji entegrasyonuna yönelik öz-yeterlik algıları ile teknopedagojik yeterlik durumları arasındaki ilişki yordanmaya çalışılmıştır.

There is a growing trend of using cloud environments for ever growing storage and data processing needs. However, adopting a cloud computing paradigm may have positive as well as negative effects on the data security of service consumers. This paper primarily aims to highlight the major security issues existing in current cloud computing environments. We carry out a survey to investigate the security mechanisms that are enforced by major cloud service providers. We also propose a risk analysis approach that can be used by a prospective cloud service for analyzing the data security risks before putting his confidential data into a cloud computing environment.

Knowledge structure is the interrelationship between the concepts within a given domain that exists in the memory associations of an individual that can be captured in external artifacts.  Assessing knowledge structure consists of eliciting approaches, representation approaches, and then comparing the structural representations.  In the pursuit to create an automated method to capture and assess knowledge structure, the Analysis of Lexical Aggregates tool (ALA-Reader) has shown promise.  Research has supported the ALA-Reader as a computer based approach for automatically scoring network graphs, measuring individual, and group knowledge from essays, and as an approach to elicit knowledge structure.  The ALA-Reader translates written text summaries into a proximity file to aggregate data at the sentence level to score essays in comparison to human raters.  In order to create proximity files, the ALA-Reader needs to have a list of terms.  Past research on the ALA approach for scoring network graphs and essays has focused primarily on how knowledge is elicited as proximity files, for example, within sentence approach verses the linear aggregate approach, but the number of terms used to create the proximity files was not a variable.  The purpose of this current non-experimental exploratory investigation is to attempt to answer the question: “does an optimal number of terms exist that can be used to create proximity files or are more terms better?"  To answer this question the current investigation plans to hold the elicitation approach for creating the proximity files constant, and focus on varying the number of terms used to create the proximity files in order to determine what effect this has on the convergent validity of essay scores relative to human rater scores.  This study found that when using the ALA-Reader to create proximity arrays, 20 terms consistently had the highest correlation of the word lists.  This result was constant when applied to all five referent expert essays.  These results suggest more terms are not necessarily needed to create valid proximity arrays, which may increase the practicality of using the ALA-Reader as a valid tool for automatically scoring essays.  This study also extends past research by considering essays that are considerably longer than those in the past; also the type of essays analyzed in this study were argumentative essays.  Future research is needed to refine these results by applying the current study’s methodologies to other types of essays i.e. persuasive, expository, or narrative, and to smaller restricted response essays, blogs, or online forums.

The recent proliferation of technological devices with natural user interfaces (e.g., touchscreen tablets) is regenerating scholarship on the role of sensorimotor interaction in conceptual learning. Some researchers of mathematical education have adopted views from constructivism, phenomenology, enactivism, and ecological dynamics to interpret implicit sensorimotor schemes as both forming and manifesting disciplinary competence. Drawing on these views, this theoretical paper returns to the enduring question of what it means to develop a new skill by way of task-oriented interaction with objects. Beginning with sports then moving to mathematics, we focus on a subcategory of pedagogical artifacts that serve students only during training activities yet constitute proxies for developing target schemes toward normative application. We argue for the contribution of these views to conceptualizing the design of effective mathematics instruction.

The following are competencies that have been extracted from the Educational System Guidelines for the Learner Tier. The underlying framework for these guidelines asserts that there are at least three tiers that impact student learning and development: 1) Learners, 2) Courses-Instructors, and 3) the Educational Organization in part or as a whole. The following are the Level 3 competencies found on these Educational System guidelines. Basically, learners at this advanced level will need to be able to demonstrate the following proficiencies. Basic (Level 1) and Intermediate (Level 2) competencies have also been created.

This article reports on an evaluation methodology development study for K-12 school and university partnerships. The method is based on Engestrom’s (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta- Konsultit Oy activity systems analysis that allows researchers to examine qualitative datasets of complex human interactions. This study was designed for participants to evaluate partnership relations and activities. We investigated how the use of activity systems analysis in K-12 school and university partnership evaluation meetings affected participant communication processes. In this study, during a 1-day retreat K-12 school staff and university staff used a modified activity systems model to identify persisting institutional tensions in their program that often trigger miscommunications and strain their relations. During the discussion sessions, study participants collaboratively examined their partnership relations and identified strategies for overcoming difficulties. Additionally, in subsequent monthly partnership meetings during the school year, participants examined findings from the evaluation to design and implement improvement strategies. The results from this methodology development and implementation study provided researchers and partnership participants a new means to (a) evaluate partnership activities, (b) identify institutional barriers, (c) plan future activities, and (d) listen to and incorporate the ideas of less vocal staff members into the planning of future activities.

Understanding human activity in real-world situations often involves complicated data collection, analysis, and presentation methods. This article discusses how Cultural-
Historical Activity Theory (CHAT) can inform design-based research practices that focus on understanding activity in real-world situations. I provide a sample data
set with activity systems analyses of a yearlong teacher professional development program designed to foster technology integration into rural Indiana schools. I present
the analytical dilemmas I faced while maintaining trustworthiness in the qualitative data analysis. Through the sample data analysis, I demonstrate how the schoolwide
technology reform initiative affected and was affected by classroom-based teacher technology implementation projects. Additionally, I introduce the theoretical
findings from the data analyses that contribute to further development in activity systems analysis.

This study took place in the United States and explored teacher perspectives on the situational factors
that influence their professional development using Engestro¨m’s (Engestro¨m, Y. (1987). Learning by
expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy) four levels of inner contradictions in activity systems analysis. In this process, we addressed the question:
what do teachers perceive as sources of conflicts in their professional development? Semi-structured
interviews with participants were the primary data source in this study. By using this analysis method,
the findings indicated that teachers perceived that their motivation and goals for participating in
professional development were not in alignment with their school district and universities that designed
and facilitated professional development activities. This misalignment contributed to various situational
challenges that became obstacles for teachers to improve their classroom practices through curricularbased
interventions.

The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in collaborative groups constructing knowledge in wiki, blog, podcast and Facebook platforms in CSCL processes were compared. The study is designed as a pretest and post-test control group study and was carried out with 97 university students. Social presence and self-regulation scales were administered as pretest in the study. At the end of process, social presence, self-regulation, transactive memory scales and semi-structured student opinion forms were administered as post-test. When the findings were examined, it was seen that interaction platforms and the TMS level of the group did not have a significant impact on social presence perception individually; yet common impact of these two variables was significant. When the impact of interaction platforms and the TMS on self-regulation skills was examined, it was found that whilst interaction platforms had a significant impact, the TMS alone and interaction platforms–TMS common impact were not significant. http://www.tandfonline.com/doi/full/10.1080/10494820.2016.1224905 İşbirlikli bilgi inşasında geçişken bellek sisteminin ve etkileşim platformunun sosyal bulunuşluk algısına ve öz düzenleme becerilerine etkisi Bu çalışmanın amacı, bilgisayar destekli işbirlikli öğrenmede (CSCL) geçişken (transaktif) bellek sisteminin (TMS) ve etkileşim platformlarının öğrencilerin sosyal bulunuşluk algıları ve öz düzenleme becerileri üzerindeki etkilerini incelemektir. Çalışma kapsamında, CSCL süreçlerinde wiki, blog, podcast ve Facebook platformlarında bilgi oluşturan işbirlikçi gruplardaki öğrencilerin sosyal varlığı algıları ve öz düzenleme becerileri karşılaştırılmıştır. Çalışma, ön test ve son test kontrol grubu çalışması olarak tasarlanmış ve 97 üniversite öğrencisiyle yürütülmüştür. Çalışmada sosyal varlığı ve kendi kendini düzenleme ölçekleri öntest olarak verildi. İşlemin sonunda, sosyal varlığı, öz düzenlenmesi, geçişken bellek ölçeği ve yarı yapılandırılmış öğrenci görüş formu, son test olarak uygulanmıştır. Bulgular incelendiğinde, etkileşim platformlarının ve grubun TMS düzeyinin sosyal bulunuşluk algısı üzerinde bireysel olarak önemli bir etkisi olmadığı; ancak bu iki değişkenin ortak etkisinin anlamlı olduğu görülmüştürı. Etkileşim platformlarının ve TMS'in öz düzenleme becerileri üzerindeki etkisi incelendiğinde, etkileşim platformlarının önemli bir etkisinin olduğu ancak tek başına TMS’nin ve etkileşim platformu-TMS ortak etkisinin anlamlı olmadığı sonucuna ulaşılmıştır.