Article Per Year (5 Year)
p-Index From 2021 - 2026
1.066
P-Index
This Author published in this journals
All Journal Al-Hijr: Journal of Adulearn World Journal International Inspire Education Technology (JIIET) World Psychology
Kara, Sevda
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Evaluation of the Effectiveness of Virtual Teaching Assistant in Online Collaborative Learning Erdogan, Aylin; Kara, Sevda; Y?lmaz, Hale
Al-Hijr: Journal of Adulearn World Vol. 3 No. 4 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/alhijr.v3i4.859

Abstract

The rise of online learning has introduced various tools and technologies aimed at enhancing the learning experience, with virtual teaching assistants (VTAs) being one of the most prominent innovations. VTAs can support both students and instructors by providing real-time feedback, answering questions, and facilitating collaboration in online environments. However, the effectiveness of VTAs in fostering successful online collaborative learning experiences remains underexplored. This study evaluates the effectiveness of VTAs in online collaborative learning environments, focusing on their impact on student engagement, collaboration, and academic performance. A mixed-methods research design was employed, combining quantitative data from student performance assessments with qualitative feedback from surveys and interviews. The study involved 200 students across multiple online courses that integrated a VTA to support collaborative activities. Data was collected over the course of a semester. The results indicate that the use of VTAs significantly enhanced student engagement and collaboration, leading to improved academic performance. Students in the experimental group showed a 15% increase in collaboration scores and a 20% improvement in academic performance compared to the control group. This study concludes that VTAs can play a crucial role in improving the effectiveness of online collaborative learning by fostering greater student interaction, providing timely support, and enhancing learning outcomes.
The Impact of Collaboration Tools on Student Learning Outcomes Busnawir, Busnawir; Kaya, Cemil; Kara, Sevda
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.785

Abstract

The integration of digital collaboration tools in education has transformed the way students engage with learning materials and interact with peers and instructors. Traditional learning environments often limit real-time collaboration, critical thinking, and engagement, leading to challenges in student comprehension and retention. The increasing reliance on online learning platforms necessitates an evaluation of the effectiveness of collaboration tools in improving student learning outcomes. This study aims to examine the impact of digital collaboration tools on student performance, engagement, and knowledge retention in various educational settings. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews with educators and students. Findings indicate that the use of collaboration tools significantly enhances student engagement, promotes active learning, and improves academic performance. Tools such as shared documents, discussion forums, and real-time collaboration platforms foster interactive learning experiences, leading to increased knowledge retention. The study concludes that implementing well-designed collaboration tools within instructional frameworks positively influences student learning outcomes. Future research should explore the long-term effects of collaboration tools across diverse disciplines and assess their role in fostering higher-order thinking skills and problem-solving abilities.
The Impact of Using Learning Applications on the Cognitive Abilities of School-Age Children Putri, Agustin Andhika; Kaya, Cemil; Kara, Sevda; Nampira, Ardi Azhar
World Psychology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i1.812

Abstract

The use of digital learning applications has become increasingly prevalent in educational settings, offering a range of interactive tools designed to enhance student engagement and learning outcomes. As technology continues to influence education, it is essential to explore its impact on children’s cognitive abilities, particularly in school-age children. Learning applications are believed to improve cognitive functions such as memory, attention, problem-solving, and critical thinking. However, empirical evidence regarding the effects of these applications on children’s cognitive development remains limited. This study aims to investigate the impact of using learning applications on the cognitive abilities of school-age children. A quasi-experimental design was employed, involving 200 school-age children aged 6-12 years. The children were divided into an experimental group, using learning applications for 12 weeks, and a control group, which continued with traditional learning methods. Cognitive abilities were assessed before and after the intervention using standardized tests measuring attention, memory, and problem-solving skills. The results indicated that children in the experimental group showed significant improvements in cognitive abilities compared to the control group, particularly in memory and problem-solving skills. The study concludes that the use of learning applications positively influences cognitive development in school-age children, providing evidence for the integration of digital tools in educational practices to support cognitive growth.
Co-Authors Al-Shammari, Abdullah Arslan, Murat Busnawir Busnawir Erdogan, Aylin Hariri, Ahmad Kaya, Cemil Nampira, Ardi Azhar Prasetio, Rachmat Putri, Agustin Andhika Toprak, Zeynep Y?lmaz, Hale