Muhterem Dindar
Biographic Data
| ID | 6604431 |
|---|---|
| NAME | Muhterem Dindar |
| GIVEN NAMES | Muhterem |
| FAMILY NAME | Dindar |
| SIGNATURE | DINDAR M |
| AFFILIATIONS | University of Oulu |
| ORCID | 0000-0002-4094-5274 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A balance between stability and flexibility
To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this paper, we explore SRL as a complex system by analysing patterns and interactions among CAMM processes du…
The Promises and Challenges of Artificial Intelligence for Teachers
This study provides an overview of research on teachers’ use of artificial intelligence (AI) applications and machine learning methods to analyze teachers’ data. Our analysis showed that AI offers teachers several opportunities for improved planning (e.g., by defining students’ needs and familiarizing teachers with such needs), implementation (e.g., through immediate feedback and teacher intervention), and assessment (e.g., through automated essa…
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems
Covid‐19 pandemic has caused a massive transformation in K‐12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K‐12 teachers who have been using a specific LMS as part of their regular teaching before the Covid‐19 pandemic (experienced group) and t…
An experimental study on the effects of gamified cooperation and competition on English vocabulary learning
Gamification has become a popular approach to blending learning with fun and enjoyable experiences. However, gamification research has been criticized for mostly focusing on game mechanics and related outcomes while paying little attention to the psychological processes that mediate the relationship between these mechanics and outcomes. Furthermore, the majority of existing gamification studies have focused on competitive game features. Thus, the…
Interplay of metacognitive experiences and performance in collaborative problem solving
What does physiological synchrony reveal about metacognitive experiences and group performance
There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metacognitive experiences (ie, judgement of confidence, task interest, task difficulty, mental effort and …
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Interplay of metacognitive experiences and performance in collaborative problem solving
What does physiological synchrony reveal about metacognitive experiences and group performance
There is a growing body of research on physiological synchrony (PS) in Collaborative Problem Solving (CPS). However, the current literature presents inconclusive findings about the way in which PS is reflected in cognitive and affective group processes and performance. In light of this, this study investigates the relationship between PS and metacognitive experiences (ie, judgement of confidence, task interest, task difficulty, mental effort and …
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems
Covid‐19 pandemic has caused a massive transformation in K‐12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K‐12 teachers who have been using a specific LMS as part of their regular teaching before the Covid‐19 pandemic (experienced group) and t…
An experimental study on the effects of gamified cooperation and competition on English vocabulary learning
Gamification has become a popular approach to blending learning with fun and enjoyable experiences. However, gamification research has been criticized for mostly focusing on game mechanics and related outcomes while paying little attention to the psychological processes that mediate the relationship between these mechanics and outcomes. Furthermore, the majority of existing gamification studies have focused on competitive game features. Thus, the…
The Promises and Challenges of Artificial Intelligence for Teachers
This study provides an overview of research on teachers’ use of artificial intelligence (AI) applications and machine learning methods to analyze teachers’ data. Our analysis showed that AI offers teachers several opportunities for improved planning (e.g., by defining students’ needs and familiarizing teachers with such needs), implementation (e.g., through immediate feedback and teacher intervention), and assessment (e.g., through automated essa…
A balance between stability and flexibility
To ensure learning efficiency in game‐based learning (GBL), learners must regulate cognitive, affective, metacognitive and motivational (CAMM) processes, collectively known as self‐regulated learning (SRL). SRL is dynamic and non‐linear, characterized by regulatory patterns and CAMM interactions that lead to macro‐level SRL behaviours. In this paper, we explore SRL as a complex system by analysing patterns and interactions among CAMM processes du…
Psychology (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Innovative Teaching and Learning Methods (3 works) · Metacognition (3 works) · Social Psychology (3 works) · Educational Games and Gamification (2 works) · Mathematics education (2 works) · Self-efficacy (2 works) · Task (project management) (2 works)