Articles
Published in International Journals 15
- 2026Kandemir, B., & Akman, E. (2026). Augmented and virtual reality applications in K-12 STEM education: Potentials, limitations, and future directions. Journal of Science Education and Technology.SSCI
- 2025Peker Akman, T., Akman, E., & Çıtak, Ş. (2025). The mediating role of phubbing in the relationship between self-efficacy and problematic Instagram use. BMC Psychology, 13(958), 1-12.SSCI
- 2025Akman, E. (2025). The impact of AI-based visual designs on students’ AI literacy and attitudes toward AI. Interactive Learning Environments, 33(8), 5118–5136.SSCI
- 2025Akman, E., Çıtak, Ş., & Peker Akman, T. (2025). Adolescent internet adaptability: A scale adaptation study. Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi, 15(II. International Congress of Integrated Social Research and Interdisciplinary Studies (ISRIS 2025)), 369-399.
- 2023Bakan, 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.
- 2023Akman, 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.
- 2023Bircan, 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.
- 2023Akman, 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.SSCI
- 2022Bircan, 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.
- 2022İdil, 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.
- 2022Akman, E., & Durgun, B. (2022). Examination of teachers’ professional motivation and technostress levels. Fırat University Journal of Social Sciences, 32(2), 487-500.
- 2021Akman, 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.
- 2019Akman, 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.
- 2014Apaydın, 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.
- 2014Peker, 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) 3
- 2023Çıtak, 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.
- 2015Üstün, 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.
- 2015Bakioğlu, 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.