Özarslan, Yasin

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https://gcris.yasar.edu.tr/handle/123456789/11907
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Job Title
Prof.Dr.
Email Address
Main Affiliation
01.01.02.01. Bilim Kültürü Bölümü
Status
Current Staff
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ORCID ID
0000-0003-0831-6985
Scopus Author ID
37161863700
Turkish CoHE Profile ID
Google Scholar ID
M-SC_wMAAAAJ
WoS Researcher ID
ABI-4442-2020
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Sustainable Development Goals

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
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GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
0
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QUALITY EDUCATION4
QUALITY EDUCATION
3
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GENDER EQUALITY5
GENDER EQUALITY
1
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
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AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
2
Research Products
INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
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REDUCED INEQUALITIES10
REDUCED INEQUALITIES
1
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SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
1
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CLIMATE ACTION13
CLIMATE ACTION
0
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LIFE BELOW WATER14
LIFE BELOW WATER
0
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LIFE ON LAND15
LIFE ON LAND
0
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
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PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
1
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Documents

12

Citations

90

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3

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Documents

17

Citations

279

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Scholarly Output

15

Articles

10

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0/1

Supervised MSc Theses

1

Supervised PhD Theses

2

WoS Citation Count

68

Scopus Citation Count

88

Patents

0

Projects

1

WoS Citations per Publication

4.53

Scopus Citations per Publication

5.87

Open Access Source

5

Supervised Theses

3

JournalCount
2023 Innovations in Intelligent Systems and Applications Conference ASYU 20231
5th World Conference on Information Systems and Technologies (WorldCIST)1
Current Issues in Tourism1
Educational Media International1
Ege Eğitim Dergisi1
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Now showing 1 - 10 of 15
  • Thumbnail Image
    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    TOWARDS AN ADAPTIVE LANGUAGE MOOC: EXAMINING DIFFERENCES OF LANGUAGE ERROR PATTERNS ACROSS CULTURAL DOMAINS
    (Anadolu Universitesi, 2025) Ozlem Ozan; Yasin Ozarslan; Sevgi Calisir Zenci; Calisir Zenci, Sevgi; Ozan, Ozlem; Ozarslan, Yasin
    This study analyzed linguistic errors as part of the Differentiated Distance Education of Turkish as a Foreign Language Project which pursues the development of an adaptive MOOC for Turkish as a second language. Therefore the Turkish CEFR (Common European Framework of Reference for Languages) A1-level writing exam papers of 177 learners were analyzed. Linguistic error analysis techniques were used. A Chi-square test of independence a Kruskal-Wallis H test and a Mann-Whitney U test were conducted to examine the data. The results show a relationship between error frequency and learner group (Arabic–Farsi Turkic Balkan and Other). Similarly the error density varied as a function of the learner group. There is also a relationship between error frequency and the language family of the learner’s mother language. On the other hand there is no significant difference in error density by language family. The number of languages the learner knows has no significant effect on error frequency and density. The findings suggest that there are gender-based differences in error density among learners but that these differences are not reflected in the frequency of errors. The topics for differentiation were identified based on the error distribution of learner groups. The topic that requires the most differentiation is noun phrases. The learner groups that need the most differentiation are the Arabic and Farsi Nations while the Turkic Nations require the least differentiation. © 2025 Elsevier B.V. All rights reserved.
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    Article
    Citation - WoS: 6
    Citation - Scopus: 8
    Gen Z travel intentions and museum visits in the metaverse: case of Egypt- Scotland- and Turkey
    (ROUTLEDGE JOURNALS TAYLOR & FRANCIS LTD, 2025) Murat Nazli; Cagri Bulut; Yasin Ozarslan; Nazli, Murat; Bulut, Cagri; Ozarslan, Yasin
    This early-stage study explores Gen Z's travel intentions and virtual museum visits in the metaverse by experiencing Egypt Scotland and Turkey. The subjective perception and judgment of Gen Z users are investigated in the immersive environment. Semi-structured interviews and laboratory sessions took place with 20 volunteers in three studies. Study 1 and Study 2 reveal different views of Gen Z concerning their travel intentions as two open-air experiences in the metaverse. Study 3 shows Gen Z perspectives of a virtual museum visit as an indoor experience. Through this study we could form a link between the metaverse and Gen Z travel intentions using two travel applications for Egypt and Scotland and a museum application for Turkey which has rarely been discussed before. The study also guides an experience interaction interface design for VR 360 video and future-related tourism products and services for Gen Z users. The study illuminates the travel and metaverse relationship for future studies for practitioners and researchers.
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    Conference Object
    Citation - WoS: 1
    Citation - Scopus: 1
    A Feature Selection Application Using Particle Swarm Optimization for Learning Concept Detection
    (SPRINGER-VERLAG BERLIN, 2017) Korhan Gunel; Kazim Erdogdu; Refet Polat; Yasin Ozarslan; Polat, Refet; Erdogdu, Kazim; Ozarslan, Yasin; Gunel, Korhan; A Rocha; AM Correia; H Adeli; LP Reis; S Costanzo
    Recent developments of computational intelligence on educational technology yield concept map mining as a new research area. Concept map mining covers the extraction of learning concepts specifying relations among them and generating a concept map from educational contents. In this study we focused on determining the features that characterize a learning concept extracted from an educational text as raw data. The first three features are detected by using a hybrid system of Multi Layer Perceptron (MLP) and Particle Swarm Optimization (PSO) and the performance of the applied method is gauged in the viewpoint of a typical classification problem.
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    Article
    Citation - Scopus: 1
    YABANCI DİL OLARAK UZAKTAN TÜRKÇE ÖĞRENEN SURİYELİ YETİŞKİNLERİN ANALİZİ
    (T.C. Milli Egitim Bakanligi, 2021) ÖZLEM OZAN ÖZARSLAN; YASİN ÖZARSLAN; Özarslan, Özlem Ozan; Özarslan, Yasin; Ozan, Özlem
    Ev sahibi ülkenin dilini bilmemek göç edenlerin yaşadığı önemli sorunların başında yer almaktadır. Son 10 yıllık süreçte yoğun bir şekilde Türkiye’ye göç etmiş Suriyeliler için Türkçe öğrenmek, yabancı zorunlu göçmen olgusu ile yüzleşen Türkiye için de Türkçe öğretmek öncelikli bir konu hâline gelmiştir. Türkçenin yabancı dil olarak öğretimi çoğunlukla yüz yüze yöntemlerle gerçekleştirilmektedir. Türkçe öğrenmeye yönelik artan ve farklılaşan talebi yüz yüze çözümler karşılayabilecek düzeyde olmadığından yenilikçi çözümlere ihtiyaç duyulmaktadır. Yüz yüze eğitim-öğretimde gerek kapasite gerek mesafe gerekse eğitmen ve materyal sorunlarının yaşandığı durumlarda eğitimde fırsat ve imkân eşitliğini artırmak amacıyla açık ve uzaktan öğrenme yaklaşımı başvurulabilecek bir çözüm olarak karşımıza çıkmaktadır. Bu çalışmada Suriye’den ayrılmak durumunda kalıp farklı ülkelerde yaşayan ve yabancı dil olarak uzaktan Türkçe öğrenmek için “Türkçe Öğreniyorum” kitlesel çevrim içi açık ders ortamına kayıtlanan yetişkinlerin analizi sunulmaktadır. Araştırma kesitsel tarama modelinden yararlanılarak gerçekleştirilen betimsel bir çalışmadır. Çalışmada elde edilen bulgular yabancı dil olarak uzaktan Türkçe öğrenen Suriyeli yetişkinlerin analizini ortaya koymak amacıyla Türkçe öğrenme nedenleri cinsiyet yaş eğitim ve çalışma durumları dijital yetkinlikleri çevrim içi ders deneyimleri bildikleri yabancı diller yaşadıkları ülke ve ilgi alanları başlıkları altında ele alınmıştır. Veri analizinde betimsel istatistik yöntemlerinin yanı sıra istatistiksel olarak anlamlı farklılıkların olup olmadığı incelenmiştir. Çalışmanın yabancı dil olarak uzaktan Türkçe öğretimi alan uygulayıcılarına içerik ve politika geliştiricilere öğretim tasarımcılarına yol gösterici olması ve karar verme süreçlerine katkı sağlaması hedeflenmiştir. Yabancı dil olarak uzaktan Türkçe öğrenenlerin özellikleri yaş eğitim ve çalışma durumları yetkinlikleri Türkçe öğrenme nedenleri ve ilgi alanları bağlamında incelendiğinde gruplar arasında anlamlı farklılıkların olduğu görülmüştür
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    Article
    Kitlesel Açık Çevrimiçi Ders Yoluyla Yabancı Dil Olarak Türkçe Öğrenenlerin Profili
    (2019) ÖZLEM OZAN ÖZARSLAN; YASİN ÖZARSLAN; Özarslan, Özlem Ozan; Özarslan, Yasin
    Bu çalışmada Türkçe Öğreniyorum kitlesel açık çevrimiçi dersine (Massive Open Online Course: MOOC) kayıtlı yabancı dil olarak Türkçe öğrenmek isteyen 104 ülkeden ve 136 milliyetten 6254 öğrenenin, Türkçe öğrenme nedenleri anadilleri milliyetleri ve yaşadıkları ülkeler eğitim seviyeleri çalışma durumları bildikleri yabancı diller internet kullanım alışkanlıkları ve ilgi alanlarına dair dağılımların ve bunlar aralarındaki ilişkinin incelenmesi amaçlanmıştır. Yabancılara Türkçe öğretimi alanyazınında hem yurtiçindeki ve yurtdışındaki yabancıları hem de böyle büyük ve çeşitlilik arz eden bir örneklemi kapsayan başka bir yayın henüz yer almamaktadır. Bu nedenle çalışma Türkçe öğrenmek isteyen yabancıların demografik özelliklerini ortaya koyarak genel bir bakış açısı sunması ve program geliştiricilere politika oluşturma süreçlerinde yol gösterici bilgi sağlaması bakımından önemlidir. Araştırmada kesitsel tarama modeli kullanılmıştır. Veriler öğrenme yönetim sistemi için özelleştirilen Kayıt Formu üzerinden toplanmıştır. Analiz sonuçlarına göre yabancı dil öğrenmek isteyenlerin çoğunluğu Türkiye’de yaşamaktadır (n = 4158 % 66.49). Yarıdan fazlası ikinci bir dil deneyimine sahip değildir (n = 3796 % 60.70). Büyük çoğunluğunun anadili Arapçadır (n = 5100 % 81.55). Yarıya yakını önlisans veya lisans eğitim seviyesine sahiptir (n = 2782 % 44.48) yine yarıya yakını çalışmaktadır (n = 2769 % 44.28). Öğrenenlerin yaklaşık dörtte üçünün çevrimiçi bir ders deneyimi bulunmadığı (n = 4617 % 73.82)ve yarıdan fazlasının (n = 4253 % 68.00) sosyal ağları kullandığı belirlenmiştir.
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    Article
    Citation - WoS: 2
    Citation - Scopus: 2
    Investigating Factors Influencing Faculty Members’ Digital Competence for Capacity Building on Open and Distance Education in HEIs
    (International Council for Open and Distance Education, 2025) Ozlem Ozan; Yasin Ozarslan; Ozan, Özlem; Özarslan, Yasin
    In order to create successful strategies for building adequate capacity by enhancing skills we examined the impact of faculty members’ access to technology and support perception of distance education self-efficacy and error management on their digital competence using a quantitative descriptive and correlational design. Data were collected through the DigiCompEdu (2021) survey demographic questions and measures of access to technology perceptions of distance education self-efficacy and error management culture. The study was conducted at a foundation university on the Anatolian coast at the end of the 2022 Fall semester. Two hundred and seventytwo voluntary faculty members (53.3% female and 46.7% male) participated in the research. Descriptive statistics and inferential analyses were conducted to explore the relationships between digital competence and factors such as institutional support prior experience and personal characteristics (age gender teaching experience digital experience). Findings provide insights into how these variables influence and predict digital competence offering implications for professional development and institutional strategies to enhance digital skills among faculty. Self-efficacy was a significant factor affecting digital competence development with a moderate positive relationship between access to technology and support and perception of distance education. The availability of technology and support can facilitate the adoption and use of distance education enhancing faculty members’ confidence and efficacy in delivering distance education. The study also found that female faculty members have higher digital competence scores than males. The study also found that those with less than three years of digital experience tended to have lower scores. Furthermore an error management culture which focuses on learning and improvement might facilitate a discussion of errors emerging by adapting new technologies instead of avoiding mistakes. © 2025 Elsevier B.V. All rights reserved.
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    Article
    Automatic Short-Answer Grading in Sustainability Education: AI-Human Agreement
    (Wiley, 2026) Emirtekin, Emrah; Ozarslan, Yasin
    Background Sustainability education emphasises critical thinking and interdisciplinary understanding, making the assessment of students' learning outcomes complex. While Large Language Models (LLMs) have shown promise in educational assessment, their reliability in domains requiring contextual reasoning-such as sustainability-remains unclear. Objectives This study aims to evaluate the agreement between human raters and several LLMs (GPT-4o, Gemini 2.0 Flash, DeepSeek V3, LLaMA 3.3) in assessing short-answer responses from a university-level Sustainability course. It also investigates how this agreement varies across cognitive skill levels. Methods A total of 232 short-answer responses were evaluated using a rubric aligned with Bloom's Revised Taxonomy. Consensus scores from human raters were compared to LLM-generated scores using multiple statistical measures, including Quadratic Weighted Kappa (QWK), Intraclass Correlation Coefficient (ICC), Pearson correlation, and distributional overlap. Results Moderate agreement was found between LLMs and human raters in total scores (QWK: 0.585-0.640; r: 0.660-0.668; eta: 0.681-0.803). Inter-rater reliability among humans was good to excellent (ICC: 0.667-0.800). Criterion-level agreement declined as cognitive complexity increased, with notably low agreement on evaluating higher-order skills. Conclusions Overall, LLM-human agreement was moderate on total scores but declined at higher cognitive levels, indicating that LLMs are suitable for basic comprehension checks while human oversight remains necessary for complex reasoning.
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    Conference Object
    Citation - Scopus: 2
    Factors Influencing the Learner's Cognitive Engagement in a Language MOOC: Feature Selection Approach
    (Institute of Electrical and Electronics Engineers Inc., 2023) Murat Kılınç; Orkun Teke; Ozlem Ozan; Yasin Ozarslan; Kilinc, Murat; Teke, Orkun; Ozan, Ozlem; Ozarslan, Yasin
    This study aims to predict the cognitive engagement rate in a Language MOOC (Massive Open Online Course) based on the features extracted from learners' engagement behaviors within the content and activities. The features were extracted from the data of the Language MOOC 'Türkçe Öǧreniyorum (I learn Turkish)' which aims to provide self-paced learning materials for those interested in developing their skills in Turkish as a foreign language. After the data preprocessing processes were carried out with the data set obtained for cognitive engagement classification feature selection processes were performed using filtering and wrapper methods. Afterward the machine learning model trained using the Logistic Regression (LR) algorithm performed the classification with 94% accuracy. The model evaluation metrics also support the classification result obtained. Based on the extracted features and the classification results obtained the model will be able to capture learners' interaction behaviors with the content and activities in a Language MOOC and detect changes in learner behavior over time. Prediction accuracy is essential to offer dynamic content and activities in a Language MOOC for adjusting the individual needs of each learner providing personalized learning experiences that are tailored to their skills knowledge and preferences. © 2023 Elsevier B.V. All rights reserved.
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    Article
    Citation - WoS: 50
    Citation - Scopus: 63
    Video lecture watching behaviors of learners in online courses
    (Routledge info@tandf.co.uk, 2016) Ozlem Ozan; Yasin Ozarslan; Ozan, Ozlem; Ozarslan, Yasin
    This paper examines learners’ behaviors while watching online video lectures to understand learner preferences. 2927 students’ 18144 video events across 13 courses on Sakai CLE LMS which were integrated with Kaltura Video Platform and Google Analytics were analyzed. For the analysis of the quantitative data one-way ANOVA Chi-square test of independence and descriptive statistics were utilized. The main results revealed that there was a tendency toward watching interview-style video lectures completely. In addition the percentage rate of Watching Completely behavior was higher in shorter videos and a tendency toward watching long video lectures by seeking was found. According to our results watching patterns was also affected by lecturers’ characteristics. Watching Completely rate of female lecturers was significantly different than those of male lectures in favor of females as well as watching in FullScreen mode. Furthermore learners who watched online video lectures completely had higher scores on the final exam than others. Our analysis could help those who plan to optimize online video lectures in e-learning programs. © 2016 Elsevier B.V. All rights reserved.
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    Article
    Development of a Scoring Rubric to Assess Training in an Immersive Experience Environment
    (HACETTEPE UNIV, 2025) Esma Cukurbasi Calisir; Eralp Altun; Yasin Ozarslan; Çalışır, Esma Çukurbaşı; Cukurbasi Calisir, Esma; Altun, Eralp; Özarslan, Yasin
    This research focuses on the development of a scoring rubric (SR) designed to assess occupational health and safety (OHS) training delivered through immersive experience environments. To this end an immersive training module was implemented in the field of electrical safety supported by immersive technologies. The participants were 30 students enrolled in the electrical program of a public university located in the Aegean region. The primary goal was to enhance participants' awareness of occupational safety and to improve their practical skills in managing potentially hazardous situations. For performance assessment each participant was independently evaluated by three raters using the developed rubric. The collected data were analyzed through Intraclass Correlation Coefficient (ICC) and Generalizability Theory (G-Theory). The ICC analysis yielded a coefficient of 0.936 indicating a strong level of inter-rater consistency. G-Theory results supported the high reliability of the evaluations. Additionally expert evaluations contributed to the validation process of the rubric. Overall the findings indicate that the SR is a valid and reliable tool for evaluating learning performance in immersive OHS training contexts.