Published in International Journals

Çıtak, Ş., & Akman, E. (2023). Investigation of the relationship between university students’ mobile learning attitudes and self-directed learning skills. SDU International Journal of Educational Studies, 10(2), 47-55. DOI: 10.33710/sduijes.1342568

Bakan, G., Bircan, M. A., & Akman, E., (2023). The investigation of the relationship between classroom teachers’ views on distance education and beliefs about computer use in mathematics education. Journal of Ahmet Kelesoglu Education Faculty, 5(2), 565-578. DOI: 10.38151/akef.2023.71

Akman, E., İdil, Ö., & Çakır, R. (2023). An investigation into the levels of digital parenting, digital literacy, and digital data security awareness among parents and teachers in early childhood education. Participatory Educational Research, 10(5), 248-263. DOI: 10.17275/per.

Bircan, M. A., & Akman, E. (2023). The relationship between students’ 21st-century skills and academic performance in science and mathematics. Educational Policy Analysis and Strategic Research, 18(1), 273-291. DOI: 10.29329/epasr.2023.525.13

Akman, E., & Çakır, R. (2023). The effect of educational virtual reality game on primary school students’ achievement and engagement in mathematics. Interactive Learning Environments, 31(3), 1467-1484. DOI: 10.1080/10494820.2020.1841800

Bircan, M. A., Arpaci, I., & Akman, E. (2022). Validity and reliability study for the Turkish adaptation of the e-learning readiness scale. Pedagogical Perspective, 1(2), 89-97. DOI: 10.29329/pedper.2022.493.2

İdil, Ö., Çakır, R., & Akman, E. (2022). An examination of the relation between in-service preschool teachers and preschool teacher candidates’ levels of nomophobia and FoMO. Participatory Educational Research, 9(5), 59-75. DOI: 10.17275/per.

Akman, E., & Durgun, B. (2022). Examination of teachers’ professional motivation and technostress levels. Fırat University Journal of Social Sciences, 32(2), 487-500. DOI: 10.18069/firatsbed.1025152

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. (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.

Published in National Journals (Turkish)

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.