Akman, E., & Bircan, M. A. (2021). Examination of students’ self-directed learning with technology and computational thinking skills. Ondokuz Mayis University Journal of Education Faculty, 40(1), 12-22. DOI: 10.7822/omuefd.860638.
Akman, E., & Çakır, R. (2020). The effect of educational virtual reality game on primary school students’ achievement and engagement in mathematics. Interactive Learning Environments. DOI: 10.1080/10494820.2020.1841800
Akman, E., & Çakır, R. (2019). Pupils’ opinions on an educational virtual reality game in terms of flow experience. International Journal of Emerging Technologies in Learning (iJET), 14(15), 121-137. DOI: 10.3991/ijet.v14i15.10576
Apaydın, Z., Akman, E., Taş, E., & Peker, E. A. (2014). Analysis of knowledge structures about light concept of first level elementary students according to conceptual change theories. Journal of Computer and Education Research, 2(3), 44–68.
Peker, E. A., Taş, E., Apaydın, Z., & Akman, E. (2014). Keeping the thinking agenda (student diary) for electricity unity in science and technology course and the effects of agendas held on at the students’ academic achievement. International Journal of New Trends in Arts, Sports &Science Education, 3(3),8–27.
Üstün, A., & Akman, E. (2015). Private school teachers’ attitudes and ideas about the utilization of technological tools in education (The example of Samsun province). Journal of Educational Science, 3(4), 94-103.
Bakioğlu, B., Alkış Küçükaydın, M., Karamustafaoğlu, O., Uluçınar Sağır, Ş., Akman, E., Ersanlı, E., & Çakır, R. (2015). Investigation of prospective teachers’ metacognitive awareness levels, problem solving skills and attitudes towards technology. Trakya University Journal of Education, 5(1),22–33.