Ahmet Durgungoz
Biographic Data
| ID | 8894530 |
|---|---|
| NAME | Ahmet Durgungoz |
| GIVEN NAMES | Ahmet |
| FAMILY NAME | Durgungoz |
| SIGNATURE | DURGUNGOZ A |
| AFFILIATIONS | University of Warwick |
| ORCID | 0000-0001-6666-2232 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“ChatGPT is like a study buddy, a teacher and sometimes just a friend”
This longitudinal study investigates the integration of Large Language Models (LLMs), particularly ChatGPT, into students’ self-directed learning strategies, focusing on those studying English. By examining students’ use of ChatGPT over a year, this research aims to uncover how AI-powered tools can enhance learning experiences. Our findings indicate that ChatGPT functions effectively as both a source of academic support and a conversational partn…
“Interactive lessons are great, but too much is too much”
This study investigates the role of neurodivergent (ND) students’ voices in shaping educational experiences and engagement in higher education (HE). There is a significant gap in the literature on incorporating ND students’ voices in curriculum design in HE. By integrating Universal Design for Learning (UDL) elements, this study aimed to enhance cognitive and emotional engagement among ND and neurotypical (NT) students. This study utilised a comb…
Rethinking assessment and teaching in response to generative artificial intelligence
Background and Purpose: This study explores the implementation of Team-Based Learning (TBL) within a clinical reasoning module at a medical school. The objective is to assess the impact of TBL on student learning experiences and address the potential to mitigate assessment challenges heightened by Generative Artificial Intelligence (GAI) advancements. Methodology: The study employed a mixed-methods approach, combining qualitative and quantitative…
No prominent works on this page.
“Interactive lessons are great, but too much is too much”
This study investigates the role of neurodivergent (ND) students’ voices in shaping educational experiences and engagement in higher education (HE). There is a significant gap in the literature on incorporating ND students’ voices in curriculum design in HE. By integrating Universal Design for Learning (UDL) elements, this study aimed to enhance cognitive and emotional engagement among ND and neurotypical (NT) students. This study utilised a comb…
Rethinking assessment and teaching in response to generative artificial intelligence
Background and Purpose: This study explores the implementation of Team-Based Learning (TBL) within a clinical reasoning module at a medical school. The objective is to assess the impact of TBL on student learning experiences and address the potential to mitigate assessment challenges heightened by Generative Artificial Intelligence (GAI) advancements. Methodology: The study employed a mixed-methods approach, combining qualitative and quantitative…
“ChatGPT is like a study buddy, a teacher and sometimes just a friend”
This longitudinal study investigates the integration of Large Language Models (LLMs), particularly ChatGPT, into students’ self-directed learning strategies, focusing on those studying English. By examining students’ use of ChatGPT over a year, this research aims to uncover how AI-powered tools can enhance learning experiences. Our findings indicate that ChatGPT functions effectively as both a source of academic support and a conversational partn…
Psychology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Analog and Mixed-Signal Circuit Design (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · Cognition (1 work) · COVID-19 diagnosis using AI (1 work) · Curriculum (1 work)