Browsing by Author "Ciftci, S. Koza"

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Exploring the Potential of Virtual Reality for Motor Skills Training in Children With Special Educational Needs: Perspectives From Experts From Five Countries
(Springer, 2025) Karadag, Engin; Aydogmus, Murat; Simsek, Irfan; Ciftci, S. Koza; Karkali, Katerina; Goumas, Efthymios; Bellas, Lidia Esther Godoy
Virtual reality (VR) has emerged as a promising tool for enhancing motor skill training in children with special educational needs (SEN). This qualitative case study explored the perspectives and experiences of experts regarding the integration of VR technology into motor skill training for children with SEN. This study investigated VR's perceived benefits, challenges, and adaptability of VR in supporting motor skill development in diverse educational and therapeutic settings. Semi-structured interviews were conducted with 20 purposively sampled experts including special education teachers and occupational therapists. A thematic analysis of the interview data revealed several key themes, including the potential of VR to provide engaging, personalized, and repetitive practice opportunities; the challenges of cost, accessibility, and teacher training; and the need for adaptability to accommodate various types of SEN. The participants emphasized the importance of collaboration between educators, therapists, and technology developers in creating effective VR interventions. These findings suggest that, while VR offers unique advantages for motor skill training, its successful implementation requires careful consideration of individual needs, resource availability, and professional development.
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How Did Turkish Higher Education Respond To Emergency Distance Education in the Covid-19 Pandemic? Acceptance and Use by Turkish Academics
(Routledge Journals, Taylor & Francis Ltd, 2025) Ciftci, S. Koza; Karadag, Engin; Ergin-Kocaturk, Hatice
The COVID-19 pandemic necessitated a rapid transition to online education, presenting adaptation challenges for faculty members unfamiliar with distance education methodologies. Certain institutions have demonstrated greater efficacy owing to prior experience in this domain. This study investigates faculty acceptance and utilisation of mandatory distance education employing the UTAUT2 model, with age and gender as moderating variables, analysed through structural equation modelling. Data from 3631 participants were collected using a 25-item scale encompassing seven subdimensions: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit and price value. The research assessed the impact of these dimensions on behavioural intention and usage, with gender moderating several relationships, while age did not exhibit a significant moderating effect. The findings, consistent with the extant literature, suggest that training and experience in distance education could enhance acceptance and utilisation among faculty members.