Bildiri Özetleri Kitabı (Book of Abstracts & Flipbook)

Bildiri #1 🏛️ Yüz Yüze Sunum

AI-Supported Serious Game Design For Teaching Dental Treatment Protocols İn Higher Education

Cumali Yaşar¹

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • cumali.yasar@gmail.com

ÖZET / ABSTRACT

Dental education requires students to acquire not only theoretical knowledge but also procedural, clinical, and decision-making skills. However, traditional teaching methods may be insufficient for helping learners internalize complex dental treatment protocols, especially in pre-clinical education where repeated practice, feedback, and safe error-making environments are essential. In this context, serious games and AI-supported interactive learning environments offer a promising pedagogical approach for improving students’ protocol-based clinical reasoning and procedural awareness.

This study proposes a conceptual framework for designing AI-supported serious games aimed at teaching dental treatment protocols in higher education. The framework is structured around four core components: protocol-based scenario design, learner interaction and decision pathways, AI-driven feedback mechanisms, and performance analytics. Within the proposed model, dental students interact with simulated clinical cases, make step-by-step treatment decisions, receive instant formative feedback, and reflect on their performance through visual learning analytics. The AI layer supports adaptive feedback, error pattern recognition, and personalized learning recommendations according to the learner’s decisions during the game-based process.

The proposed framework is particularly aligned with the objectives of digital interactive dental education, where harmonized treatment protocols can be transformed into engaging, repeatable, and measurable learning experiences. Rather than replacing clinical practice, the model aims to strengthen students’ readiness before face-to-face practical training by enabling them to experience decision-making sequences in a safe virtual environment. The study also discusses the potential educational benefits of serious games, including increased motivation, active participation, procedural memory development, and improved understanding of clinical workflows.

The expected contribution of this work is to provide a design-oriented foundation for future serious game implementations in dentistry. The framework may guide educators, instructional designers, and software developers in creating digital learning tools that combine dental protocols, gamification principles, artificial intelligence, and learning analytics. In this respect, the study supports a forward-looking vision for dental education by positioning serious games as a bridge between theoretical instruction and clinical competence development.

Anahtar Kelimeler: Serious Games Dental Education Artificial Intelligence Treatment Protocols Interactive Learning Gamification Learning Analytics

Bildiri #2 🌐 Çevrim İçi Canlı Sunum

Contemporary Recompositions of Social Bonds: Religion, Video Games, and Work İn The Face of Anomie

Marc-Antoine Schiery¹

¹ Schiery Conseil • FR • Schierymarcantoine@gmail.com

ÖZET / ABSTRACT

This article explores contemporary mechanisms of social regulation in the face of anomie, based on a quantitative survey of 653 individuals. By cross-referencing religious practices, involvement in video games, and the quality of relationships at work, three areas are analyzed in relation to the relational, political, and subjective forms of anomie. The theoretical dimension draws on the classic contributions of Durkheim and Merton, as well as contemporary developments around vulnerability and disaffiliation. The results show a weakening of the regulatory role of religion, while video games appear to be a factor correlated with less political anomie, and work appears to be a powerful stabilizer of relationships and identity. The study highlights a shift in social regulation towards cultural and professional practices, calling for a renewal of the sociological frameworks for analyzing social bonds.

Anahtar Kelimeler: Anomie Social Bonds Video Games Religion Work Social Regulation.

Bildiri #3 🏛️ Yüz Yüze Sunum

HAYAT Kurtaran Oyun: İLK Yardım Eğitimlerini PASİF Dinleyiciden AKTİF Oyuncuya Dönüştürme

Seheray Zeyrekli¹, Prof. Dr. Güldendam Karadağ²

² Dokuz Eylül Üniversitesi Hemşirelik Fakültesi • TR • gkaradag71@gmail.com

ÖZET / ABSTRACT

İlk yardım, yaşamı tehdit eden durumlarda profesyonel sağlık yardımı ulaşıncaya kadar uygulanan ve sağkalım oranlarını doğrudan etkileyen kritik bir müdahaledir. Ancak geleneksel ilk yardım eğitimlerinde elde edilen bilgi ve becerilerin zamanla azaldığı, katılımcıların müdahale konusunda yeterli özgüven geliştiremediği ve öğrenme motivasyonunun sürdürülemediği bildirilmektedir. Bu derlemenin amacı, ilk yardım eğitimlerinde kullanılan oyunlaştırma uygulamalarının bilgi düzeyi, müdahale isteği ve uygulama becerileri üzerindeki etkilerini güncel literatür doğrultusunda incelemektir.
Literatür bulguları, oyunlaştırılmış ilk yardım eğitimlerinin teorik bilgi düzeyini artırdığını, yaygın yanlış inanışların düzeltilmesine katkı sağladığını ve öğrenme kalıcılığını desteklediğini göstermektedir. Çalışmalar, oyunlaştırma temelli uygulamaların katılımcıların müdahale etme isteğini ve öz yeterlilik algısını artırdığını, hata yapma korkusunu azalttığını ve acil durumlara yönelik psikolojik hazırlığı güçlendirdiğini ortaya koymaktadır. Ayrıca sanal gerçeklik ve ciddi oyun temelli simülasyonların CPR, temel yaşam desteği ve diğer ilk yardım becerilerinin performansını geliştirdiği, teknik doğruluğu artırdığı ve beceri kaybını azaltabildiği bildirilmektedir. Bununla birlikte, bazı çalışmalar oyunlaştırmanın özellikle bilgi pekiştirme aşamasında daha etkili olduğunu, ilk bilgi aktarımında ise geleneksel yöntemlerle birlikte kullanılmasının daha uygun olabileceğini göstermektedir.
Oyunlaştırma, ilk yardım eğitimlerinde öğreneni pasif dinleyici konumundan aktif uygulayıcıya dönüştüren yenilikçi bir eğitim yaklaşımıdır. Mevcut kanıtlar, oyunlaştırmanın bilgi kazanımı, müdahale niyeti ve uygulama becerileri üzerinde olumlu etkiler oluşturduğunu göstermektedir. Bu nedenle oyunlaştırma destekli uygulamaların ilk yardım eğitim programlarına entegre edilmesi, sürdürülebilir öğrenme ve toplumsal ilk yardım yeterliliğinin artırılması açısından önemli bir potansiyel taşımaktadır.

Anahtar Kelimeler: İlk Yardım Oyunlaştırma Ciddi Oyunlar Sağlık Eğitimi Sanal Gerçeklik Öğrenme Kalıcılığı

Bildiri #4 🏛️ Yüz Yüze Sunum

An Extended Reality Application Case Study For Cultural Heritage Preservation Using World AI Models and Gaussian Splatting Technique

Baris Atiker¹

¹ Aydin Adnan Menderes University • TR • baris.atiker@adu.edu.tr

ÖZET / ABSTRACT

Digital preservation of cultural heritage requires scalable methods that combine high visual fidelity, rapid content generation, and engaging user experiences. This study proposes an Extended Reality (XR) framework that integrates World AI Models with 3D Gaussian Splatting (3DGS) to create photorealistic and interactive digital twins of cultural heritage sites for tourism, serious games, and immersive learning. Unlike conventional 3d visualization workflows, the proposed approach combines AI-assisted semantic scene understanding, generative environment completion, and real-time neural rendering to reduce reconstruction time while preserving visual quality.
The proposed methodology comprises four stages: (1) acquisition of multi-view images and UAV-based aerial data; (2) high-fidelity 3D reconstruction using Gaussian Splatting; (3) AI-driven semantic scene completion and environmental expansion using World AI Models to reconstruct occluded or inaccessible areas; and (4) deployment within an XR application incorporating interactive storytelling and gamification features, including guided exploration, knowledge checkpoints, and virtual tourism scenarios.
Apollon Temple historical heritage site in Didim, Aydin was selected as a case study. The framework was evaluated with 62 participants, including tourists, university students, and cultural heritage professionals. User experience was assessed using the System Usability Scale (SUS), the User Experience Questionnaire (UEQ), and a five-point satisfaction survey. The application achieved a SUS score of 89.4/100 and an overall user satisfaction rate of 93.2%, while 91% of participants reported improved understanding of the heritage site and increased motivation to visit similar cultural destinations.
The results demonstrate that combining World AI Models with Gaussian Splatting provides an efficient and scalable solution for cultural heritage preservation and presentation. The proposed framework contributes to smart tourism, museum exhibitions, serious games, and immersive education by enabling rapid creation of realistic, AI-enhanced XR experiences that improve accessibility, user engagement, and learning outcomes.

Anahtar Kelimeler: Gaussian Splatting World AI Models Extended Reality Cultural Heritage Gamification Serious Games Digital Twin

Bildiri #5 🌐 Çevrim İçi Canlı Sunum

Gamıfıcatıon IN Scıence Museums, Scıence Centers, and Natural Hıstory Museums: A Systematıc Revıew

Kübra Elif Bağrıyanık¹, Zekiye Çıldır²

¹ Artvin Çoruh Üniversitesi • TR • ekbagriyanik@artvin.edu.tr

² Artvin Çoruh Üniversitesi • TR • zcildir@artvin.edu.tr

ÖZET / ABSTRACT

Introduction and Problem Statement
Informal learning environments -science museums, science centers, and natural history museums- support scientific literacy through free-choice, experiential engagement (Falk & Dierking, 2000). Gamification and game-based learning, meaning the direct use of game design elements or entire game structures, are increasingly common approaches for strengthening the educational impact of these settings (Deterding, Dixon, Khaled, & Nacke, 2011). Systematic reviews of gamification in science education (e.g., Zourmpakis, 2021) focus on formal classroom settings, while reviews of gamification in museum education (e.g., Zhang, Zhu, & Chang, 2024) treat the topic without a science-specific focus; no study was located that systematically brings these two lines together specifically for science museums, science centers, and natural history museums while restricting scope to gamification/game-based learning alone (excluding augmented and virtual reality).
Purpose and Research Question
This study aims to bring together, through a PRISMA-informed systematic review, science education studies conducted in science museums, science centers, and natural history museums that rely solely on gamification and game-based learning activities (excluding augmented reality/AR and virtual reality/VR). Research question: what are the educational characteristics of the relevant studies conducted in these three settings, and what common patterns and differences exist across settings?
Method and Current Status
The review was designed as a three-phase database search covering Google Scholar, Web of Science, and EBSCOhost. As of the preparation of this extended abstract, the Google Scholar-aligned general academic web search has been completed; searches of Web of Science and EBSCOhost are still ongoing. The findings presented here therefore represent interim results from the first completed phase, not the final outcome of all three database searches; the full paper will present an updated, combined synthesis once the Web of Science and EBSCOhost searches are complete. Keyword combinations used included "science museum gamification," "science center gamification game-based learning," "natural history museum gamification," "science museum escape room," and "science center serious game" (excluding AR/VR terms). Inclusion criteria: published in a peer-reviewed journal; conducted in a science museum, science center, or natural history museum; direct focus on gamification/game-based learning; empirical reporting of at least one learning/motivation/attitude/engagement outcome. Exclusion criteria: reliance on AR/VR; conducted in an open-air/out-of-school natural exhibit setting (zoo, geopark, etc.). Of 13 candidate studies evaluated in this first phase, 6 were excluded under these criteria and 7 were included.
Preliminary Findings
The seven studies included in this first phase are distributed as follows: science museums (3), science centers (2), natural history museums (2). Table 1 summarizes these studies.
Table 1. Summary of the seven studies included in the first (Google Scholar-aligned) search phase
Setting Study Context Game/Gamification Type Key Finding
Science museum Nelson et al. (2020) 2 science museums (USA), n=1,539 Question-asking casual mobile game Question-asking frequency nearly doubled
Science museum Bailey et al. (2026) MOD. museum (Australia) Choice-consequence touchscreen game 82% positive appraisal
Science museum Cordova-Rangel & Caro (2023) Caracol Science Museum (Mexico) Escape-room serious game Found supportive of engagement
Science center Atwood-Blaine et al. (2019) Science center (USA), ages 9–14 QR-code-based situated mobile game Increase in creative self-efficacy
Science center Kovács (2026) Science Experience Centre (Hungary), n=131 Physical escape room Significant increase in environmental attitude (p<.001)
Natural history museum Galindo-Durán (2025) Almería Natural History Pavilion (Spain) Narrative-based guided gamification Significant increase in knowledge acquisition
Natural history museum Cesário & Nisi (2023) Natural History Museum of Funchal (Portugal), n=159 Narrative vs. game-based mobile experience Game-based condition increased engagement

Preliminary findings show a consistent positive association between gamification/game-based learning -without AR/VR- and outcomes of motivation, engagement, attitude, and knowledge acquisition across all three settings. Escape-room mechanics emerge as a recurring design pattern in two studies (Cordova-Rangel & Caro, 2023; Kovács, 2026), while mobile/casual games appear more frequently in science museums. The largest sample and clearest statistical significance were observed in the science-center study by Kovács (2026, n=131, p<.001).
Conclusion and Ongoing Work
The seven studies presented in this extended abstract reflect only the Google Scholar-aligned first phase of a three-database search. Once the Web of Science and EBSCOhost searches are complete, the number of included studies is expected to increase, sample/method diversity is expected to broaden, and new thematic patterns may emerge. The full paper will present an updated PRISMA flow diagram, an expanded comparison table, and a final synthesis based on the combined results of all three databases.
References
Atwood-Blaine, D., Rule, A. C., & Walker, J. (2019). Creative self-efficacy of children aged 9–14 in a science center using a situated mobile game. Thinking Skills and Creativity, 33, 100580. https://doi.org/10.1016/j.tsc.2019.100580
Bailey, L., Lawrance, D., James, A., Azad, S., Alford, K., & Ferguson, B. (2026). Translating research into play: Design insights for evidence-based science games in museum settings. JCOM, 25(1), N01. https://doi.org/10.22323/159020251118055139
Cesário, V., & Nisi, V. (2023). Lessons learned on engaging teenage visitors in museums with story-based and game-based strategies. ACM Journal on Computing and Cultural Heritage, 16(2), Article 28. https://doi.org/10.1145/3575867
Cordova-Rangel, J., & Caro, K. (2023). Designing and evaluating Aventura Marina: A serious game to promote visitors' engagement in a science museum exhibition. Interacting with Computers, 35(2), 387–406. https://doi.org/10.1093/iwc/iwad017
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2181037.2181040
Falk, J. H., & Dierking, L. D. (2000). Learning from museums: Visitor experiences and the making of meaning. AltaMira Press.
Galindo-Durán, A. (2025). Reimagining natural history museums through gamification: Time, engagement, and learning in teacher education contexts. Journal of Zoological and Botanical Gardens, 6(3), 46. https://doi.org/10.3390/jzbg6030046
Kovács, M. (2026). An escape game in a museum as an opportunity to enhance visitors' environmental attitudes. International Review of Education, 72(3), 393–406. https://doi.org/10.1007/s11159-025-10178-x
Nelson, B. C., Bowman, C. D. D., Bowman, J. D., Pérez Cortés, L. E., Adkins, A., Escalante, E., Owen, B. L., Ha, J., & Su, M. (2020). Ask Dr. Discovery: The impact of a casual mobile game on visitor engagement with science museum content. Educational Technology Research and Development, 68(1), 345–362. https://doi.org/10.1007/s11423-019-09696-x
Zhang, J., Zhu, T., & Chang, X. (2024). Educational games of museums: A literature review. Games and Culture, 21(3), 553–587. https://doi.org/10.1177/15554120241270058
Zourmpakis, A.-I. (2021). Gamification in science education: A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci1101002

Anahtar Kelimeler: Gamification Game-Based Learning Science Museum Science Center Natural History Museum Systematic Review

Bildiri #6 🏛️ Yüz Yüze Sunum

Mathverse: An AI-Powered Intelligent Serious Game For Adaptive Mathematics Learning

Askin İnci Sokmen Alaca¹

¹ Global defense Information center • TR • profdraskinincisokmen@gmail.com

ÖZET / ABSTRACT

Mathematics education frequently faces challenges in maintaining learner motivation while addressing diverse cognitive abilities and learning needs. This paper presents MathVerse, an AI-powered intelligent serious game designed to transform mathematics education into an immersive, adaptive, and problem-based learning experience for high school students aged 14–18 (Grades 9–12). Rather than solving isolated textbook exercises, learners enter a virtual world where they complete authentic missions such as building smart cities, designing bridges, managing transportation systems, optimizing renewable energy networks, and planning space exploration projects. Each mission requires the practical application of mathematical concepts, including algebra, geometry, probability, statistics, and optimization.

MathVerse integrates serious game mechanics with adaptive artificial intelligence to create personalized learning pathways based on each student's performance, learning pace, and problem-solving strategies. The AI engine continuously analyzes learner interactions, dynamically adjusts task difficulty, generates personalized mathematical challenges, and provides real-time feedback to support conceptual understanding and sustained engagement. By embedding mathematics within meaningful real-world and STEM-related scenarios, the platform encourages critical thinking, mathematical reasoning, creativity, and decision-making skills.

The paper introduces the conceptual architecture of MathVerse and discusses its pedagogical foundations, combining game-based learning, intelligent tutoring systems, adaptive learning, and learning analytics within a unified framework. The proposed approach aims to increase learning motivation, improve mathematical achievement, and strengthen STEM competencies among secondary school learners. As an AI-driven intelligent learning environment, MathVerse offers a scalable and innovative model for next-generation mathematics education and contributes to the growing field of serious games and intelligent educational technologies.

Anahtar Kelimeler: Serious Games Artificial Intelligence Adaptive Learning Mathematics Education Intelligent Learning Systems

Bildiri #7 🏛️ Yüz Yüze Sunum

Spaceverse: An AI-Driven Intelligent Serious Game For Space Mission Planning and Engineering Education

Askin İnci Sokmen Alaca¹

¹ Global defense Information center • TR • profdraskinincisokmen@gmail.com

ÖZET / ABSTRACT

The rapid expansion of the global space sector requires innovative educational approaches that prepare future engineers with interdisciplinary knowledge, technical competencies, and decision-making skills. This paper introduces SpaceVerse, an AI-driven intelligent serious game designed to enhance engineering and technical education through immersive, mission-based learning. Developed for senior high school students (ages 16–18) and undergraduate engineering students, SpaceVerse transforms complex engineering concepts into interactive space missions that combine learning with problem solving.

Learners assume the role of mission engineers and complete a series of progressively challenging tasks, including designing launch vehicles, developing CubeSats and Earth observation satellites, planning orbital trajectories, managing satellite constellations, establishing lunar or Martian habitats, mitigating space debris, allocating mission resources, and responding to spacecraft emergencies. These activities require the practical application of systems engineering, orbital mechanics, aerospace engineering, mathematics, physics, optimization, risk analysis, and AI-supported decision-making.

The platform incorporates an adaptive AI engine that continuously analyzes learner performance, identifies strengths and knowledge gaps, dynamically adjusts mission complexity, generates personalized engineering scenarios, and provides real-time feedback. AI also simulates unexpected mission events such as propulsion failures, communication disruptions, orbital collisions, solar storms, and resource shortages, encouraging learners to develop critical thinking, teamwork, resilience, and engineering problem-solving skills under realistic operational conditions.

The paper presents the conceptual architecture of SpaceVerse as an intelligent serious game integrating game-based learning, adaptive artificial intelligence, and engineering education. The proposed framework offers a scalable model for next-generation space engineering education by promoting experiential learning, technical competence, and learner engagement through realistic mission simulations.

Anahtar Kelimeler: Serious Games Engineering Education Space Mission Planning Artificial Intelligence Intelligent Learning Systems

Bildiri #8 🏛️ Yüz Yüze Sunum

Odysseyverse: An AI-Powered Serious Game For Cultural Heritage, Digital Tourism, and Historical Learning

Askin İnci Sokmen Alaca¹

¹ Global defense Information center • TR • profdraskinincisokmen@gmail.com

ÖZET / ABSTRACT

Christopher Nolan's adaptation of The Odyssey is expected to renew global interest in Homer's epic and the cultural landscapes associated with Odysseus' journey. This paper introduces OdysseyVerse, an AI-powered serious game designed to promote cultural heritage education, digital tourism, and historical literacy through an immersive learning environment. Targeting high school students (ages 15–18), university students, and cultural heritage visitors, the proposed platform combines historical inquiry, mythology, archaeology, and interactive storytelling.

Rather than presenting mythology as historical fact, OdysseyVerse encourages learners to critically explore the relationship between literary narratives, archaeological evidence, and competing scholarly interpretations. Beginning with ancient Troy (Çanakkale, Türkiye), players follow a series of mission-based explorations across the Aegean and Eastern Mediterranean, examining ancient settlements, maritime routes, archaeological discoveries, and cultural traditions associated with the Odyssey. Throughout the experience, learners complete challenges involving historical source analysis, artifact interpretation, navigation, strategic decision-making, and heritage conservation.

The platform incorporates an adaptive AI engine that personalizes learning by assessing users' prior knowledge, generating dynamic missions, providing contextual explanations, and distinguishing between mythological narratives, archaeological evidence, and historical debates. AI also recommends personalized exploration paths based on learner interests while supporting multilingual interaction for international audiences.

The paper presents the conceptual architecture of OdysseyVerse and discusses how AI-driven serious games can strengthen cultural heritage awareness, historical thinking, and sustainable digital tourism. The proposed framework demonstrates how emerging educational technologies can transform literary heritage into interactive learning experiences while promoting Türkiye's rich archaeological and cultural landscape to global audiences.

Anahtar Kelimeler: Serious Games Cultural Heritage Digital Tourism Artificial Intelligence Historical Learning

Bildiri #9 🌐 Çevrim İçi Canlı Sunum

Ciddi Oyunlar ve Medya Okuryazarlığı Eğitimi: Kavramsal Bir Değerlendirme

Adalet Görgülü Aydoğdu¹, Erhan Aydoğdu²

¹ Ankara Üniversitesi • TR • adaletaydogdu@ankara.edu.tr

² Gazi Üniversitesi • TR • erhan@gazi.edu.tr

ÖZET / ABSTRACT

Dijital medya ortamları, bilgiye erişimi kolaylaştırırken bilgi kirliliği, dezenformasyon, yapay zekâ tarafından üretilen içerikler ve algoritmaların yönlendirdiği içerik akışları gibi yeni sorun alanlarını da beraberinde getirmektedir. Bu gelişmeler, bireylerin medya içeriklerini sorgulama, doğrulama ve eleştirel biçimde değerlendirme becerilerini daha önemli hâle getirmiştir. Bu bağlamda medya okuryazarlığı eğitimi, bireylerin yalnızca bilgiye erişme ve bilgiyi kullanma yeterliklerini geliştirmeyi değil; medya iletilerini analiz etmelerini, içeriklerin güvenilirliğini değerlendirmelerini, etik boyutlarını sorgulamalarını ve dijital ortamlarda bilinçli, sorumlu ve eleştirel bireyler olarak hareket etmelerini sağlamayı amaçlamaktadır. Öğrenenlerin sürece aktif katılımını teşvik eden ciddi oyunlar, söz konusu kazanımların desteklenmesinde yenilikçi ve etkili bir pedagojik yaklaşım olarak öne çıkmaktadır. Buna karşın, ciddi oyunlar ile medya okuryazarlığı arasındaki ilişkiye odaklanan kavramsal çalışmaların literatürde yeterince yer bulmadığı dikkat çekmektedir. Bu çalışmanın amacı, ciddi oyunların medya okuryazarlığı eğitimindeki rolünü kavramsal bir bakış açısıyla değerlendirmek ve konuya ilişkin güncel yaklaşımları ilgili literatür doğrultusunda tartışmaktır. Bu kapsamda, ciddi oyunların medya okuryazarlığının geliştirilmesine sağlayabileceği katkılar ile yanlış bilgi ve dezenformasyonla mücadele, haber doğrulama, mahremiyet farkındalığı, algoritmik sistemlerinin etkilerinin anlaşılması ve etik dijital davranışların desteklenmesi gibi temel medya okuryazarlığı yeterliklerinin ciddi oyunların tasarım süreçlerine nasıl entegre edilebileceği ele alınmaktadır. Bu çalışma, medya okuryazarlığı ve ciddi oyunlar alanındaki güncel literatürün kavramsal olarak incelenmesine dayanan teorik bir değerlendirme niteliğindedir. Alanyazındaki çalışmalar, ciddi oyunların öğrenenleri karar verme, problem çözme ve eleştirel düşünme süreçlerine aktif olarak dâhil edebilecek önemli bir öğrenme potansiyeline sahip olduğuna işaret etmektedir. Bununla birlikte, medya okuryazarlığına yönelik ciddi oyunların tasarım ilkeleri ile farklı hedef kitlelere uygun uygulamalara ilişkin kuramsal çalışmaların geliştirilmesine ihtiyaç duyulmaktadır. Sonuç olarak bu çalışma, ciddi oyunların medya okuryazarlığı eğitimini destekleyen yenilikçi bir pedagojik yaklaşım olarak değerlendirilmesi gerektiğini savunmakta ve gelecekte yürütülecek uygulamalı araştırmalar için kavramsal bir çerçeve sunmayı amaçlamaktadır.

Anahtar Kelimeler: Ciddi Oyunlar Medya Okuryazarlığı Dezenformasyon Oyun Temelli Öğrenme Eleştirel Düşünme.

Bildiri #10 🌐 Çevrim İçi Canlı Sunum

Dijital Oyunlar ve Kültür: Tarihsel ve Kuramsal Bir Değerlendirme

Adalet Görgülü Aydoğdu¹

¹ Ankara Üniversitesi • TR • adaletaydogdu@ankara.edu.tr

ÖZET / ABSTRACT

Dijital oyunlar, teknolojik bir eğlence aracı olmanın ötesinde, kültürel değerlerin üretildiği, aktarıldığı ve yeniden biçimlendirildiği etkileşimli alanlara dönüşmüştür. Oyun ile kültür arasındaki ilişki, bu nedenle tek yönlü bir etkileşimden ziyade karşılıklı bir üretim ve dönüşüm süreci olarak ele alınmaktadır. Nitekim oyun, kültürü besleyen temel bir toplumsal pratik olmanın yanı sıra toplumların değer yargılarını ve zihinsel yapılarını yansıtan bir mecradır. Dijitalleşmeyle birlikte bu ilişki sanal mekânlar ve etkileşimli anlatılar üzerinden boyut değiştirmiş; oyunlar, kültürün sadece temsil edildiği değil, bizzat deneyimlendiği ve dönüştürüldüğü ortamlara dönüşmüştür.
Bu bildirinin amacı; dijital oyunlar ile kültür arasındaki ilişkiyi kuramsal bir çerçevede incelemek, oyunun tarihsel gelişimi ile kültürel işlevleri arasındaki bağı ortaya koymak ve dijital oyunların kültürel üretim, temsil ile aktarım süreçlerindeki rolünü ilgili literatür temelinde değerlendirmektir. Çalışmada; kültür kavramının dijital oyun ekseninde nasıl anlamlandırıldığı, oyunların toplumsal pratikler ile kimlik inşasındaki işlevi ve kültürel temsil süreçlerine katkısı tartışılmaktadır. Bu çerçevede bildiri, dijital oyunların kültürel süreçlerdeki konumunu tarihsel ve kuramsal bir bakış açısıyla değerlendirmekte; gelecekte yürütülecek disiplinlerarası araştırmalar için yeni kavramsal açılımlar sunmaktadır.

Anahtar Kelimeler: Dijital Oyun Kültür Oyun Kültürü Ludoloji Literatür

Bildiri #11 🌐 Çevrim İçi Canlı Sunum

Technical Methodologies For Immersive Clinical Training: A Comparative Analysis of Redirected Walking Techniques İn Space-Restricted Environments

André Martins Veiga Rosa¹, Hakan İlikçi²

¹ Darmstadt University of Applied Sciences • DE • andre.martinsveigarosa@stud.h-da.de

² Darmstadt University of Applied Sciences • DE • hakan.ilikci@stud.h-da.de

ÖZET / ABSTRACT

Although virtual reality (VR) technologies offer interactive learning opportunities in clinical education, the application of simulations in real environments with limited space like dental clinics is restricted due to physical space constraints. This study aims to comparatively examine the Redirected Walking (RDW) strategies used to overcome the spatial limitations that arise in small areas and to optimize virtual navigation while preserving the natural walking sensation, and to determine the most valid method. In the study, three different RDW methods were evaluated in a restricted tracking area of 3m x3m: Fixed Rotational Gain, Curvature Steering, and Predictive Reset Algorithm. The validity of the methods was analyzed based on the total walking distance metric covered in the virtual environment after the start and stop of the first movement. The experimental results have shown significant performance differences between the methods in space-constrained environments. The average virtual walking distance covered was measured as 18 meters in the Fixed Rotational Gain method, 27 meters in the Curvature Steering method, which offers a reactive approach, and 42 meters in the Predictive Reset Algorithm, which anticipates the user's route. It has been determined that prediction-based guidance algorithms manage to stay below perceptual thresholds by spreading motion corrections over time and maximizing virtual movement distance in narrow clinical spaces. This study demonstrates that the Predictive Reset Algorithm technique is the most valid solution for the uninterrupted implementation of VR-based serious games and interactive training simulations in clinics with space constraints.

Anahtar Kelimeler: Dental Education Virtual Reality (vr) Redirected Walking Area Restriction Prediction-Based Guidance Serious Games Clinical Simulation.

Bildiri #12 🌐 Çevrim İçi Canlı Sunum

Educational Filmmaking As An Interactive Digital Learning Approach İn Primary Education

Marsida Mezja¹

¹ Bajram Curri 9-Year School • AL • mezjamarsida@gmail.com

ÖZET / ABSTRACT

Digital transformation in primary education creates opportunities for learning environments in which pupils actively participate, collaborate, create, and learn through experience. This study examines educational filmmaking and animation as an interactive, project-based learning approach in Albanian public primary education, with particular attention to playful, participatory, and experiential elements that share characteristics with game-based learning.

The research draws on two educational film projects implemented with 58 primary school pupils: Yesterday and Today (Dje dhe Sot) with twenty-eight fifth-grade pupils and A Dream on the Road to Knowledge (Një ëndërr në udhën e dijes) with thirty first-grade pupils. Pupils participated in role-play, storytelling, collaborative tasks, acting, filming, animation-related activities, and public presentation. Data were collected through classroom observations, teacher reflective journals, pupil questionnaires, and qualitative evaluation of participation and learning outcomes.

Findings indicate increased motivation, collaboration, confidence, creativity, and engagement with curricular content. In the fifth-grade project, 75% of pupils reported a marked improvement in collaboration and 79% reported substantially improved understanding of the historical period studied. The first-grade project demonstrated particularly strong emotional engagement and motivation through the integration of literacy, imagination, role-play, and audiovisual creation.

The study suggests that educational filmmaking can provide an interactive learning environment that incorporates several characteristics associated with playful and game-based pedagogies while maintaining clear curricular objectives. It offers a transferable model for combining digital creativity, collaborative learning, and active pupil participation in primary education.

Anahtar Kelimeler: Educational Filmmaking Game-Based Learning İnteractive Learning Primary Education Digital Learning

Bildiri #13 🌐 Çevrim İçi Canlı Sunum

RADEM Mikro-Dönüşüm Yolculuğunun Oyunlaştırılması Sürdürülebilir Davranış Değişimi İçin Akıllı Öğrenme Sistemi Tasarımı

İsmail Gökdayı¹

¹ Emekli öğr.üyesi • TR • gokdayi@gmail.com

ÖZET / ABSTRACT

This study proposes a conceptual design that transforms the RADEM sequence—Notice, Accept, Make Meaning, Regulate/Transform, and Rebuild—into a gamified, artificial-intelligence-supported intelligent learning system for sustainable behavior change. Using a design-science perspective, the model integrates research on behavior change, self-determination, self-regulated learning, gamified learning, and just-in-time adaptive interventions with the RADEM micro-transformation cycle. The proposed architecture contains five layers: interaction; RADEM pedagogy and gamification; personalization and decision support; learner modeling and measurement; and ethics, data, and human oversight. Short awareness check-ins, personalized micro-missions, mastery-based progress, reflective journaling, compassionate continuity, and explainable recommendations are used to support behavioral initiation, maintenance, and internalization. Points and badges are treated as evidence of progress rather than ends in themselves; coercive competition, punitive streak loss, and diagnostic inference are excluded. The paper also specifies a three-arm, 12-week pilot evaluation with process, outcome, sustainability, and safety indicators, alongside principles for explainability, data minimization, and learner agency. Its central proposition is that gamification does not directly cause learning; instead, it strengthens the engagement and self-regulation mechanisms linking high-quality RADEM content to repeated micro-behaviors. The model should be treated as a testable design artifact whose scientific validity requires preregistered trials and longitudinal follow-up.

Anahtar Kelimeler: RADEM Micro-Transformation Gamification Behavior Change Self-Regulated Learning Artificial İntelligence İntelligent Learning System

Bildiri #14 🏛️ Yüz Yüze Sunum

Traces of Everyday Taşkışla: A Browser-Based Game For Spatial Memory and Everyday Digital Heritage

Berk Aydın¹

¹ Istanbul Technical University • TR • benberkaydin@gmail.com

ÖZET / ABSTRACT

Digital games can provide interactive ways of engaging with architectural and cultural environments beyond the communication of their physical or historical characteristics. Everyday routines, minor encounters, user narratives, and personal memories, however, are less easily represented despite their role in shaping how places are experienced and remembered. This study investigates whether a small browser-based digital game can make such everyday spatial traces and user memories more available for attention, recollection, and reflection.

Traces of Everyday Taşkışla is a pixel-based browser game developed around selected spaces and everyday experiences of Taşkışla at Istanbul Technical University. Rather than providing a high-fidelity digital reconstruction, the game translates the building into simplified spatial representations in which players move through interconnected environments, encounter short user narratives, collect ordinary objects associated with recurring activities, and experience an abstracted auditory atmosphere. The game was evaluated through an exploratory mixed-method case study. After playing, 35 participants completed an online survey consisting of five-point rating scales, single- and multiple-choice questions, and open-ended responses. Quantitative data were analysed descriptively, while written responses were grouped through inductive descriptive coding.

The findings indicate that the game functioned more strongly as a medium for reflecting on familiar spatial experiences than as a tool for transmitting new architectural information. Among participants with previous experience of Taşkışla, 90.9% reported at least partial recollection of a personal memory or routine after playing. In addition, 97.0% agreed that games of this kind could be used to investigate and communicate architectural spaces through user experiences, while 90.9% agreed that the game encouraged them to consider ordinary everyday events as components of shared memory. Real user statements and dialogues were identified as the game element with the strongest perceived influence on spatial perception.

The study suggests that small-scale browser games can support memory-oriented and participatory engagement with architectural environments by connecting spatial navigation with situated narratives, everyday traces, and personal recollection. Rather than relying on conventional reward systems or realistic reconstruction, the project demonstrates a game-based approach in which exploration and interaction operate as means of noticing, recalling, and discussing the everyday experiences through which places acquire personal and shared meanings.

Anahtar Kelimeler: Digital Games Digital Heritage Spatial Memory Architectural Experience Participatory Heritage User Narratives

Bildiri #15 🌐 Çevrim İçi Canlı Sunum

Designing Serious Games For Environmental Literacy: A Framework For Context-Aware Architectural Design Using Dsort

Suman Kunwar¹

¹ DWaste • US • sumn2u@gmail.com

ÖZET / ABSTRACT

Environmental serious games (SG) have demonstrated significant potential for enhancing perceived knowledge and fostering behavioral changes. However, recycling regulations vary across municipalities, making static game deployment designs ineffective for scalable deployment. This tutorial presents a design methodology for developing context-aware, web-based SG that synchronizes localized waste sorting criteria with dynamic gameplay mechanics. Here, DSort architecture is used as a baseline case study to outline a step-by-step framework for translating fragmented municipal regulations into adaptive game states through JSON-based rule injection. We detail the implementation of a lightweight web-widget architecture, present data schemas for dynamic rule customization, and describe a multi-layered motivational system grounded in Self-Determination Theory, Operant Conditioning and Productive Failure.
The tutorial demonstrates how badges, certificates and social sharing features can be integrated to satisfy competence, autonomy and relatedness needs while supporting long-term engagement. It also equips researchers and practitioners with a repeatable, theory-grounded model for building adaptive SG that bridges digital play with real-world environmental literacy.

Anahtar Kelimeler: Serious Games Environmental Literacy Context-Aware Design Gamification Recycling Education Web Widget Architecture

Bildiri #16 🌐 Çevrim İçi Canlı Sunum

Designing Intelligent Serious Games For Health Education: From Personalization To Epistemic Engagement

Ferah HIRA¹, Serdar HIRA²

¹ Independent Researcher, Balıkesir, Turkey • TR • ferserhira@gmail.com

² Royal Hospital, Department of Clinical Biochemistry • TR • mdserdarhira@gmail.com

ÖZET / ABSTRACT

Intelligent serious games can personalize health learning by adapting content, difficulty, feedback, and decision pathways to individual learners. However, personalization at the level of content delivery does not necessarily ensure meaningful engagement with the reasoning demands of health-related decision making. Health education frequently involves incomplete or evolving information, uncertainty, competing explanations, differences in risk, and decisions whose consequences require more than selecting a correct answer. Learners must also be able to explain, evaluate, question, and reconsider their reasoning. This conceptual study aims to develop a design framework for intelligent serious games that move beyond adaptive personalization toward epistemic engagement in health education. The framework is informed by an integrative conceptual analysis of serious game design, intelligent and adaptive learning systems, epistemic reasoning, and health education. It proposes a five-part design cycle: Adapt, Elicit, Evaluate, Challenge, and Reconsider. Adapt uses learner-responsive scenarios, difficulty levels, and feedback to tailor the learning experience. Elicit makes learners’ reasoning visible by requiring explanations or decision justifications. Evaluate engages learners in judging the relevance, quality, sufficiency, and limitations of available evidence. Challenge introduces uncertainty, counterevidence, competing explanations, or alternative perspectives through dynamic game events and feedback. Reconsider prompts learners to revise, defend, or qualify prior decisions in response to new information. The framework conceptualizes intelligent serious games not merely as systems that personalize what learners encounter, but as environments that can personalize the epistemic work learners are asked to perform. In health education, this approach may support more reflective, evidence-sensitive, and uncertainty-aware reasoning. The proposed framework offers educators and serious-game designers a conceptual basis for developing adaptive learning environments in which personalization is used not only to individualize experience, but also to deepen health-related reasoning and decision making.

Anahtar Kelimeler: Serious Games Health Education İntelligent Learning Systems Adaptive Personalization Epistemic Engagement

Bildiri #17 🌐 Çevrim İçi Canlı Sunum

Teaching Speaking Through Gamification İn The EFL Context

Esmanur Kara¹

¹ Nevşehir Hacı Bektaş Veli Üniversity • TR • esmanur.kara2000@gmail.com

ÖZET / ABSTRACT

In today's constantly improving and changing world, technology affects almost every aspect of our daily lives significantly, such as health, security, relationships, and education. Similar to all of these aspects, English language teaching is also inevitably affected by technology. This means that it is integrated into the English language teaching process in many ways. Using gamification as a technique for teaching English is an important way to integrate technology into the process. Based on this information, gamification can be explained as adding game-like elements to real-life tasks to make them more attention-grabbing for its audience. When it comes to the use of gamification in English language teaching, it is frequently used in teaching language skills, especially in speaking, and it can be stated that using gamification to teach speaking skills in English courses brings both advantages and disadvantages during the process. To this end, this study aims to investigate the pros and cons of teaching speaking by using gamification in the English as a foreign language teaching context from a theoretical perspective. The findings of the study showed that even though providing higher student motivation and participation in the lesson, less speaking anxiety, and improved learner autonomy and communication skills are among its pros, using gamification brings some cons such as classroom management issues, infrastructure problems, and a lack of teacher training to use it effectively in the real-life English teaching classroom. That is why using gamification in the English teaching process carefully is crucial.

Anahtar Kelimeler: Gamification Teaching Speaking Technology Language Teaching

Bildiri #18 🌐 Çevrim İçi Canlı Sunum

Vokabul Workshop: A Hands-On Game-Based Approach To English Vocabulary and Sentence Building

Serkan GÜMÜŞ¹

¹ BURSA ALİ KUŞÇU AİHL • TR • serkangumus@yahoo.com

ÖZET / ABSTRACT

This hands-on workshop introduces VOKABUL, an educational board game designed to support English vocabulary development, sentence construction, and active language use through game-based learning. Moving beyond traditional vocabulary activities based primarily on memorisation, VOKABUL encourages learners to combine word tiles strategically to construct meaningful and grammatically acceptable English sentences while interacting and competing with other players.

During the workshop, participants will first receive a brief introduction to the pedagogical principles underlying VOKABUL, particularly game-based learning, active participation, collaborative learning, immediate feedback, and learning through play. Rather than only observing a presentation, participants will then experience the game directly by playing VOKABUL in small groups. Through this hands-on experience, they will explore how gameplay can create repeated opportunities for vocabulary retrieval, sentence formation, grammatical decision-making, peer interaction, and meaningful language production.

The workshop will also demonstrate how VOKABUL can be integrated into English language classrooms with learners at different proficiency levels. Practical examples will illustrate how teachers can adapt gameplay for vocabulary practice, grammar reinforcement, speaking activities, collaborative learning, and classroom tournaments.

Finally, the workshop will briefly introduce VOKABUL EYE, a developing camera-assisted intelligent validation system designed to recognise VOKABUL word tiles and provide immediate feedback on sentence formation. This component demonstrates the potential for combining a physical educational board game with intelligent learning technologies.

By the end of the workshop, participants will have experienced VOKABUL as learners, reflected on its pedagogical applications, and gained practical ideas for integrating game-based approaches into English language teaching.

Anahtar Kelimeler: Game-Based Learning Serious Games English Language Teaching Vocabulary Learning Sentence Building Gamification Intelligent Learning Systems Vokabul

Bildiri #19 🌐 Çevrim İçi Canlı Sunum

An Agent-Based Serious Game As A Behavioral Research Environment: Design, Development and Evaluation of Spatial and Behavioral Responses

Nurbahar BORA¹, Ersin Karaman²

¹ International Islamic University Of Science And Technology Türkiye • TR • nurbaharbora@gmail.com

² General Directorate of Information Technologies, Ministry of National Education (MoNE), Türkiye • TR • ersin.karaman@meb.gov.tr

ÖZET / ABSTRACT

The investigation of human behavior within natural interaction contexts is an important research area for understanding individuals’ decision-making, movement, and responses to environmental stimuli. Collecting individuals’ location and physiological data in physical environments, however, can be challenging in terms of budget, ethical procedures, time, and implementation constraints. Serious games can provide an alternative research infrastructure by offering interactive, controlled, and repeatable environments. In particular, the increasing visibility of innovative technologies and the adoption of new perspectives in learning and evaluation processes have enhanced the importance of serious games. Furthermore, their use in educational contexts has become increasingly widespread in recent years.
The primary aim of this study is to design, develop, and implement an agent-based serious game environment for investigating student behavior and to employ it as a behavioral data-generation environment. Design-Based Research was adopted throughout the research process to integrate research and iterative design within an applicable educational framework. In addition, Kevin Werbach’s D6 Gamification Framework was used as a structured design framework to support a clear and systematic development process.
Prior to the design of the serious game, the fundamental requirements were identified through a literature review and expert opinions. Expert opinions regarding the serious game scenario were also obtained to evaluate the literature-based requirements and observational findings. Subsequently, the final version of the environment was developed through scenario planning, including the design of the virtual school environment, break periods, and the behavioral, physiological, and spatial characteristics of the agents. The development process was supported by expert knowledge, and the functionality of the serious game was assessed through development and evaluation forms.
Deductive analysis, as a qualitative analysis approach, was used to analyze the observational data collected prior to the serious game design and the expert-opinion data obtained during the development and evaluation stages.
The developed serious game represents student behaviors through artificial agents. Within the Unity-based environment, multidimensional variables including gender, agent type, heart rate, oxygen level, step count, calories burned, ambient noise, and location were generated and monitored across four school locations: the classroom, cafeteria, garden, and restroom. The serious game comprised six break-period scenarios, and synthetic behavioral data were generated for 30 student agents.
The main contribution of this study is the reconceptualization of serious games not solely as technologies for education and learning, but also as controlled and repeatable behavioral research environments enriched with artificial agents. In this context, the developed approach provides a research infrastructure for representing spatial behaviors, examining decision-making processes, and generating multidimensional behavioral patterns across different social and environmental scenarios. By integrating serious-game design, artificial student agents, spatial scenarios, and structured behavioral data generation within a single environment, the study offers a methodological basis for further research at the intersection of serious games, artificial agents, and behavioral data analytics.

Anahtar Kelimeler: Serious Games Artificial Agents Behavioral Research Spatial Data Behavioral Data

Bildiri #20 🏛️ Yüz Yüze Sunum

Gamification, Motivation, and Mathematics Achievement İn Primary Education Based On An Empirical Study İn Chía, Colombia.

Lyssette Yesykha Valencia Caballero¹

¹ Universidad UMECIT-Panamá • CO • lysvalencia0598@gmail.com

ÖZET / ABSTRACT

The search for pedagogical alternatives that foster student participation, motivation, and learning quality represents one of the current challenges in primary education. Within this context, gamification has gained relevance as an educational innovation strategy by incorporating game elements and dynamics into teaching and learning experiences. However, the implementation of gamified strategies does not automatically lead to improved academic outcomes, as learning is a complex phenomenon influenced by pedagogical, motivational, and contextual factors. This issue is particularly relevant in mathematics education, where difficulties related to student achievement persist, especially in competencies requiring reasoning and problem-solving skills. In response to this challenge, the study examined the interrelationships among gamification strategies used by teachers, student motivation, and mathematics achievement in educational institutions located in the municipality of Chía, Cundinamarca, Colombia.
The objective of the study was to analyze the relationships among gamification, motivation, and mathematics achievement as a basis for developing a theoretical-explanatory model that would provide an integrated understanding of these components within the educational process. To achieve this objective, the gamification strategies employed by teachers were characterized, student motivation and mathematics achievement were analyzed, and the relationships among these variables were subsequently examined. Finally, the empirical findings were integrated with the theoretical framework to formulate the SINERGIA Model.
The study adopted a quantitative approach using a non-experimental, cross-sectional, correlational-explanatory design. Participants included 77 fifth-grade students and eight teachers from educational institutions in the municipality of Chía. Three sources of information were used for data collection. Gamification strategies were examined through a questionnaire administered to teachers; student motivation was assessed using the Situational Motivation Scale in Education (ESMS-E); and mathematics achievement was analyzed based on the results of the Quiero Ser, Quiero Saber assessment. The instruments underwent the validity and reliability procedures established in the study. The collected information was organized into a database and processed using SPSS statistical software. Statistical procedures included descriptive analyses, Pearson correlations, and multiple regression to characterize the variables and examine the relationships among them.
The main results revealed positive associations among the variables studied. The strongest relationship was found between gamification and motivation (r = .682), followed by the relationship between motivation and academic achievement (r = .603) and between gamification and academic achievement (r = .547). These results indicate that, within the sample analyzed, higher gamification scores tended to be associated with higher levels of motivation and academic achievement. Given the non-experimental and cross-sectional nature of the study, these relationships are interpreted as associations rather than evidence of causality.
Multiple regression analysis provided further insight into the combined behavior of the variables. The model yielded an adjusted R² = .47, indicating that gamification and motivation, considered jointly within the statistical model, explained approximately 47% of the observed variance in academic achievement. Furthermore, motivation showed a standardized beta coefficient of .41, whereas gamification showed β = .28, indicating that motivation had greater predictive weight for academic achievement within the model analyzed. These findings highlight the importance of considering motivational processes when examining the relationships between gamified pedagogical strategies and learning.
Regarding mathematics achievement, the results revealed differences across the competencies assessed. In particular, Problem Formulation and Solving showed an achievement level of 35.88%, indicating significant difficulties in this competency. The joint analysis of the findings showed that a favorable motivational profile can coexist with difficulties in academic achievement, reinforcing the need to understand mathematics learning as a multifactorial phenomenon. Consequently, the findings do not support a linear interpretation in which the incorporation of gamification automatically leads to higher achievement. Instead, they suggest the need to jointly consider the characteristics of the pedagogical strategy, motivational processes, and the conditions under which learning takes place.
Based on the integration of the empirical findings with Self-Determination Theory, the study formulated the SINERGIA Model, conceived as a theoretical-explanatory proposal for understanding the relationships among gamification, motivation, and academic achievement in an integrated manner. The model incorporates the psychological needs for autonomy, competence, and relatedness as theoretical mechanisms that contribute to interpreting the motivational processes associated with gamified experiences. It also recognizes the importance of the contextual conditions in which learning takes place. In this way, SINERGIA goes beyond a conception of gamification focused exclusively on points, badges, or rewards and proposes understanding gamification in terms of its pedagogical intentionality and its articulation with students’ motivational processes. The findings provide initial empirical support for the formulation of the model within the context studied, while its examination across other populations, educational levels, and contexts constitutes an avenue for future research.
In conclusion, the study established that gamification, motivation, and mathematics achievement are related within the context examined and that motivation is particularly relevant because of its associations with the other variables and its greater predictive weight in the regression model. These findings suggest that gamification should be approached as a pedagogical strategy whose relevance depends not only on the incorporation of game elements but also on its capacity to align coherently with educational purposes and students’ motivational processes. In this regard, the SINERGIA Model represents the main theoretical-explanatory contribution derived from the study and provides a framework that can be further tested and refined in future research.
The study is directly relevant to the Education and Inclusion thematic area and, particularly, to the subtheme of Educational Innovation and Active Methodologies, as it examines gamification as an innovative pedagogical approach aimed at transforming teaching and learning processes. Its contribution addresses the need to design educational experiences that go beyond the instrumental use of game elements and take into account motivation, academic achievement, and the specific characteristics of the educational context. The findings can contribute to reflection on teaching practices, professional development in active methodologies, and the design of pedagogically grounded gamified experiences in primary education. Furthermore, SINERGIA establishes a line of future research aimed at deepening the understanding of the relationships among educational innovation, motivation, and learning quality.

Anahtar Kelimeler: Gamification Academic Motivation Mathematics Achievement Educational İnnovation Active Methodologies Primary Education.

Bildiri #21 🌐 Çevrim İçi Canlı Sunum

Gamified Quizzes İn Efl: High Engagement Or An Instructional Illusion?

Şükran Türkmen Çiçek¹, Harun Cigdem², Serhat Güzel³

¹ National Defence University • TR • turkmensukran@gmail.com

² Balikesir University • TR • harun.cigdem@balikesir.edu.tr

³ Balikesir University • TR • serhatguzelb@gmail.com

ÖZET / ABSTRACT

Gamification elements, particularly leaderboards, are widely adopted in higher education to foster learner motivation and participation in formative assessments. However, whether observable behavioral engagement directly translates into meaningful academic achievement remains contentious. This study investigated the implementation of leaderboard-based formative quizzes within an undergraduate English as a Foreign Language (EFL) context using a quasi-experimental design. While the findings revealed that competitive ranking significantly enhanced behavioral participation—manifested as a higher frequency of quiz attempts—it yielded no significant independent advantage in final academic achievement once learners' prior knowledge was controlled for. These results highlight the concern of a potential instructional illusion: gamification mechanisms may successfully stimulate active task engagement and give instructors and learners an impression of pedagogical success, yet this behavioral momentum may not inherently reflect deeper conceptual mastery or substantive cognitive gains. The implications of balancing extrinsic game mechanics with cognitively demanding instructional feedback are discussed.

Anahtar Kelimeler: Gamification Online Quizzes Engagement Formative Assessment Academic Achievement EFL

Bildiri #22 🌐 Çevrim İçi Canlı Sunum

Augmented Reality İn Dental Education: Transforming Clinical Training Through Digital Innovation

Ümmühan Özkaynak¹, Fatih Özkaynak²

¹ Algoritmokrasi Yazılım • TR • mmhnozkaynak@gmail.com

² Fırat University • TR • ozkaynak@firat.edu.tr

ÖZET / ABSTRACT

Augmented reality (AR) is emerging as a transformative tool in dental education, offering interactive three-dimensional visualization, risk-free clinical simulation, and enhanced skill acquisition beyond traditional teaching methods. This paper reviews current AR applications across restorative dentistry, local anesthesia training, radiography, surgical education, and dental anatomy, highlighting its demonstrated impact on improving procedural competence, reducing cognitive load, enhancing spatial perception, and increasing student motivation and engagement. While AR enables standardized training protocols, self-paced learning, and repeated practice in a safe environment before patient contact, challenges such as high costs, limited accessibility, lack of standardization, and insufficient long-term outcome studies remain barriers to widespread implementation. Despite these limitations, the evidence strongly supports AR's role as a complementary pedagogical tool that bridges the gap between theoretical knowledge and clinical practice. The paper concludes with strategic recommendations for effective curriculum integration and identifies key directions for future research to fully realize the potential of augmented reality in shaping the next generation of competent and confident dental practitioners.

Anahtar Kelimeler: Augmented Reality Dental Education Clinical Simulation Digital Learning Skill Acquisition

Bildiri #23 🏛️ Yüz Yüze Sunum

Birinci Sınıf Üniversite Öğrencilerinin Yapay Zekâ Araçlarını Kabulünü Etkileyen Faktörlerin Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 (utaut2) Çerçevesinde İncelenmesi

Şevval Kübra Özer¹

¹ ODTÜ • TR • sevval.ozer@yahoo.com

ÖZET / ABSTRACT

Yirmi birinci yüzyılda yapay zekâ, bireylerin günlük yaşamının önemli bir parçası hâline gelmiş ve yaşamı kolaylaştıran ve geliştiren etkili bir teknoloji olarak yaygın biçimde kabul görmektedir (Górriz vd., 2020). Thormundsson'a (2023) göre, 2020–2030 yılları arasında üretken yapay zekâ tabanlı metin ve görsel araçları başta olmak üzere çeşitli yapay zekâ uygulamalarının kullanıcı sayısında önemli bir artış beklenmektedir. 2023 yılında yapay zekâ araçlarını kullanan kişi sayısı 250 milyonu aşmış olup, bu sayının 2030 yılına kadar üç katına çıkarak 700 milyonun üzerine ulaşacağı öngörülmektedir. Yükseköğretim bağlamında ise yapay zekâ kullanımının son beş yılda hızla arttığı (Chu vd., 2022) ve buna paralel olarak erişilebilir yeni yapay zekâ araçlarının sayısının da önemli ölçüde çoğaldığı görülmektedir.

Bu çalışma, birinci sınıf üniversite öğrencilerinin yapay zekâ araçlarını kabul düzeylerini ve bu teknolojileri kullanmaya yönelik davranışsal niyetlerini etkileyen faktörleri Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 (UTAUT2) kapsamında incelemeyi amaçlamaktadır. Chaka (2023), yapay zekâ araştırmalarının yalnızca STEM alanlarıyla sınırlı kalmaması gerektiğini vurgulamaktadır. Yapay zekânın esnek ve uyarlanabilir yapısı, farklı disiplinlerde kullanılabilmesine olanak sağlamaktadır. Bu nedenle, yapay zekânın farklı fakültelerdeki potansiyelini daha kapsamlı biçimde ortaya koyabilmek için yükseköğretimde disiplinler arası araştırma ve uygulamaların teşvik edilmesi önem taşımaktadır. Bu doğrultuda çalışma, Eğitim, Mühendislik, Fen-Edebiyat, İktisadi ve İdari Bilimler ile Mimarlık ve Tasarım fakülteleri olmak üzere üniversitedeki tüm fakülteleri kapsamaktadır. Ayrıca, birinci sınıf öğrencilerinin bu teknolojilere yönelik kabul düzeylerinin ve kullanım alışkanlıklarının belirlenmesi, öğrencilerin uzun vadeli teknoloji uyum süreçlerini desteklemesi açısından önem taşımaktadır. Bunun yanı sıra, elde edilen bulguların yapay zekâ kullanımına yönelik programlar ve uygulamalar gibi etkili eğitim girişimlerinin geliştirilmesine rehberlik ederek kurumsal düzeyde de katkı sağlaması beklenmektedir.

Araştırmanın verileri, Türkiye'deki bir vakıf üniversitesinin beş farklı fakültesinde öğrenim gören toplam 333 birinci sınıf lisans öğrencisinden toplanmıştır. Veri toplama araçlarından biri olarak UTAUT2 ölçeği (Venkatesh vd., 2012) kullanılmıştır. Ayrıca, modeli daha kapsamlı hâle getirmek amacıyla Agarwal ve Prasad'ın (1998) önerdiği Kişisel Yenilikçilik (Personal Innovativeness), Featherman ve Pavlou'nun (2003) ele aldığı Algılanan Risk (Perceived Risk) ve Lu vd. (2011) tarafından tanımlanan Güven (Trust) değişkenleri modele dâhil edilmiştir. Araştırmada nicel araştırma deseni benimsenmiş; veriler betimsel istatistikler ve hiyerarşik çoklu regresyon analizi kullanılarak analiz edilmiştir.

Hiyerarşik çoklu regresyon analizi sonuçlarına göre, oluşturulan nihai model öğrencilerin yapay zekâ araçlarını kullanmaya yönelik davranışsal niyetlerindeki varyansın %79,4'ünü açıklamaktadır. Performans beklentisi (Performance Expectancy), davranışsal niyetin en güçlü yordayıcısı olarak belirlenmiş; bunu sırasıyla alışkanlık (Habit), kişisel yenilikçilik (Personal Innovativeness), güven (Trust) ve hazcı motivasyon (Hedonic Motivation) izlemiştir. Buna karşın çaba beklentisi (Effort Expectancy), kolaylaştırıcı koşullar (Facilitating Conditions), fiyat değeri (Price Value) ve gizlilik (Privacy) davranışsal niyet üzerinde anlamlı bir etkiye sahip bulunmamıştır. Bulgular, birinci sınıf üniversite öğrencilerinin yapay zekâ araçlarını kabul etmelerinde en belirleyici unsurların, bu araçların yararlı olduğuna yönelik algıları ve yapay zekâ araçlarının günlük akademik yaşamlarının doğal bir parçası hâline gelme düzeyi olduğunu göstermektedir.

Anahtar Kelimeler: Yapay Zeka Araçları Yüksek Öğretim Utaut2 Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli

Bildiri #24 🌐 Çevrim İçi Canlı Sunum

The Effect of Structured Skill Reinforcement Training On Professional Knowledge and Learning Retention Among Operating Room Services Students

ESRA ÇEVİK¹

¹ TRAKYA ÜNİVERSİTESİ • TR • esraacar@trakya.edu.tr

ÖZET / ABSTRACT

Objective: This study aimed to evaluate the effect of structured skill reinforcement training on the professional knowledge and learning retention of students enrolled in an Operating Room Services Program.
Methods: A quasi-experimental study was conducted using a single-group pre-test, post-test, and retention-test design. The study included 24 students enrolled in the Operating Room Services Program of the Vocational School of Health Services at a foundation university. A pre-test was administered before the training, followed by a post-test immediately after completion of the theoretical and practical training and a retention test four weeks later. The training consisted of structured learning stages including theoretical instruction, visual demonstration, laboratory-based practice, redemonstration, and instructor feedback. Data were collected using a 14-item multiple-choice achievement test covering surgical instruments, maintenance of the sterile field, sterile gowning and gloving techniques, surgical draping, sterilization, and storage procedures. Data were analyzed using frequency and percentage distributions.
Results: In the pre-test, students demonstrated high levels of knowledge regarding surgical set storage (100.0%) and maintenance of the sterile field during surgical set opening (95.8%). In contrast, the correct response rate was 33.3% for the closed gloving technique and 54.2% for the specific use of Metzenbaum scissors. Following the structured training, the correct response rate for the closed gloving technique increased to 75.0% in the post-test and to 95.8% in the retention test four weeks later. The correct response rate for the function and monitoring of biological indicators increased from 70.8% at pre-test to 85.0% at post-test and 95.8% at retention testing. For maintenance of the sterile field during surgical set opening and the rationale for folding package edges outward, correct response rates reached 100.0% in both the post-test and retention test.
Conclusion: Structured skill reinforcement training incorporating theoretical instruction, demonstration, practice, and feedback appeared to contribute to improvements in students' professional knowledge and to the retention of learning, particularly in areas requiring practical application. The integration of applied and interactive learning approaches into health professional education should be encouraged.

Anahtar Kelimeler: Operating Room Education Skill Training Health Professions Education Applied Learning Learning Retention

Bildiri #25 🏛️ Yüz Yüze Sunum

Kitlesel Yaralanmalı Olay ve Afet Triyajı Eğitiminde Ciddi Oyunlar: Bir Scoping Review

Batuhan Tay¹, Akın TURAN², Beyza Hilal DURAK³, Yusuf Ali Altuncı⁴, Kökten Ulaş Birant⁵, Ali EKŞİ⁶

¹ Ege Üniversitesi • TR • taybatuhan@hotmail.com

² Ege Üniversitesi • TR • 93230000146@ogrenci.ege.edu.tr

³ Dokuz Eylül Üniversitesi • TR • beyzahilaldurak@hotmail.com

⁴ Ege Üniversitesi • TR • yusuf.ali.altunci@ege.edu.tr

⁵ Dokuz Eylül Üniversitesi • TR • ulas.birant@deu.edu.tr

⁶ Ege Üniversitesi • TR • ali.eksi@ege.edu.tr

ÖZET / ABSTRACT

Giriş: Kitlesel yaralanmalı olay ve afet triyajı, zaman baskısı, belirsizlik ve sınırlı kaynaklar altında hızlı önceliklendirme kararları verilmesini gerektirir. Ciddi oyunlar; senaryo temelli karar verme, tekrar, geri bildirim ve ölçeklenebilir erişimi bir araya getirebildikleri için bu eğitim alanında potansiyel bir yaklaşım sunmaktadır. Bununla birlikte literatürde serious game, gamification, simulation, virtual reality ve role-play kavramlarının tutarsız kullanılması, mevcut kanıtların yorumlanmasını güçleştirmektedir. Bu scoping review’un amacı, kitlesel yaralanmalı olay ve afet triyajı eğitiminde eğitim, uygulama, beceri geliştirme veya performans değerlendirme amacıyla kullanılan ciddi oyunlara ilişkin kanıtları sistematik olarak haritalamaktır. Oyun formatları, tasarım özellikleri, triyaj algoritmaları, hedef kullanıcılar, değerlendirilen çıktılar ve START/JumpSTART alt grubu özellikle incelenmiştir.
Yöntem: Review, JBI scoping review metodolojisine göre yürütülmüş ve PRISMA-ScR ilkeleri doğrultusunda raporlanmıştır. PubMed/MEDLINE, CINAHL, Scopus, Web of Science Core Collection, ERIC, ACM Digital Library ve Google Scholar Ağustos 2026’da taranmıştır. Ciddi oyun uygunluğu; açık eğitim/değerlendirme amacı, hedef ve kurallar, aktif triyaj kararı, eyleme bağlı geri bildirim/sonuç ve bütünleşik oyun döngüsü ölçütlerine göre belirlenmiştir. Belirgin heterojenlik nedeniyle meta-analiz yapılmamış; tanımlayıcı haritalama ve anlatısal sentez uygulanmıştır.
Bulgular: Toplam 309 kayıt uygunluk düzeyinde değerlendirilmiş; dışlamalar ve veri tabanları arası tekilleştirme sonrasında 47 çalışma ailesini temsil eden 58 benzersiz kaynak raporu dahil edilmiştir. Raporların yarısı 2021–2026 döneminde yayımlanmıştır. Dijital, mobil/web tabanlı, sanal gerçeklik, analog/tabletop, role-play ve hibrit müdahaleler kullanılmıştır. START/JumpSTART 18 çalışma ailesiyle en belirgin algoritma-spesifik alt grubu oluşturmuştur. Bilgi, triyaj doğruluğu, over-triage, under-triage, sınıflandırma süresi, pratik performans, öz-yeterlilik, motivasyon, kullanılabilirlik ve kullanıcı deneyimi en sık değerlendirilen sonuç alanları arasındadır. Bilgi, doğruluk ve bazı pratik performans çıktılarında olumlu bulgular bildirilmiş olsa da sonuçlar tutarlı değildir. Dijital veya immersive teknolojilerin geleneksel, analog ya da canlı eğitim yöntemlerine sistematik üstünlüğünü gösteren yeterli kanıt bulunmamaktadır.
Sonuç: Ciddi oyunlar, kitlesel yaralanmalı olay ve afet triyajı eğitiminde tekrarlı karar verme, yapılandırılmış geri bildirim ve senaryo çeşitliliği sağlayabilen tamamlayıcı bir eğitim stratejisidir. Gelecek çalışmalar teknolojik yenilikten çok oyun mekanikleri, geri bildirim, senaryo tasarımı, eğitim dozu ve debriefing bileşenlerinin kalıcı, aktarılabilir ve operasyonel olarak anlamlı triyaj performansına katkısını değerlendirmelidir.

Anahtar Kelimeler: Ciddi Oyun Afet Triyajı Kitlesel Yaralanmalı Olay START Jumpstart Sağlık Eğitimi Oyun Temelli Öğrenme

Bildiri #26 🌐 Çevrim İçi Canlı Sunum

Do Serious Games Turn Learning Objectives İnto Gameplay? A Pilot Evaluation Framework For Learning Objective–core Mechanic Alignment İn Media and Information Literacy Games

Özgür Can Aydın¹

¹ İstanbul Medipol University • TR • ozgurcanaydin1995@gmail.com

ÖZET / ABSTRACT

Digital serious games designed for media and information literacy are used to develop skills such as identifying misinformation, evaluating source credibility, and understanding the consequences of decisions about sharing information. However, including a learning topic in a game does not mean that the relevant skill is integrated into the core gameplay. The relationship between players’ recurring actions throughout a game and its stated learning objectives must therefore be examined separately.

This pilot study aims to develop an analytical framework for evaluating the alignment between learning objectives and core game mechanics in media and information literacy games and to test the applicability of this framework. The sample will comprise 12 digital serious games with a formally stated media and information literacy objective. Eligible games must be playable in Turkish or English, free of charge and browser-based, and must provide in-game feedback in response to player actions or decisions. The sample will be constructed to represent different player roles and types of core mechanics.

Each game will be evaluated against the primary learning objective explicitly stated by its developer. The analysis will consider the player’s recurring actions, decisions, the in-game consequences of those decisions, and the feedback provided. The evaluation framework comprises six dimensions: alignment between the core player action and the learning objective; centrality of the targeted skill within the core gameplay loop; the extent to which rules and consequences represent the target domain; practice and progression structure; the explanatory quality of feedback; and whether success in the game can be achieved without using the targeted skill.

Two independent raters will use a scoring guide containing operational definitions of the dimensions and scoring rules. They will examine the games without seeing each other’s scores and will justify each score with in-game evidence. Consistency between their scores will be assessed using appropriate reliability coefficients. The data will be analyzed descriptively by examining the distributions of dimension scores and comparing games that exhibit different alignment patterns.

The study aims to systematically clarify the distinction between including an educational topic in a serious game and transforming a learning objective into a playable experience. The framework to be developed may provide a methodological starting point for subsequent research using larger and more diverse game samples, expert evaluations, and participants’ learning outcomes.

Anahtar Kelimeler: Serious Games Game-Based Learning Media and İnformation Literacy Learning Objectives Core Game Mechanics Design Alignment

Bildiri #27 🏛️ Yüz Yüze Sunum

Afetlerde START Triyaj Eğitiminde CİDDİ OYUN Geliştirilmesi: BİR Tasarım ve Geliştirme Çalışması

Akın Turan¹, Batuhan Tay², Beyza Hilal Durak³, Doç. Dr. Yusuf Ali Altuncı⁴, Doç. Dr. Kökten Ulaş Birant⁵, Prof. Dr. Ali Ekşi⁶

¹ Ege Üniversitesi • TR • 93230000146@ogrenci.ege.edu.tr

² Ege Üniversitesi • TR • 93230000151@ogrenci.ege.edu.tr

³ Dokuz Eylül Üniversitesi • TR • beyzahilaldurak@hotmail.com

⁴ Ege Üniversitesi • TR • yusuf.ali.altunci@ege.edu.tr

⁵ Dokuz Eylül Üniversitesi • TR • ulas.birant@deu.edu.tr

⁶ Ege Üniversitesi • TR • ali.eksi@ege.edu.tr

ÖZET / ABSTRACT

AFETLERDE START TRİYAJ EĞİTİMİNDE CİDDİ OYUN GELİŞTİRİLMESİ: BİR TASARIM VE GELİŞTİRME ÇALIŞMASI
Özet
Amaç: Afet ve kitlesel yaralanmalı olaylarda triyaj eğitimi, sınırlı kaynaklar ve zaman baskısı altında hızlı ve doğru karar verme becerisinin geliştirilmesini gerektirir. Bu çalışmanın amacı, paramedik öğrencilerinin START yetişkin triyaj algoritmasını gerçekçi afet senaryolarında uygulamalarını destekleyen dijital, senaryo temelli bir ciddi oyun geliştirmektir.
Yöntem: Çalışma, TÜBİTAK 1001 kapsamında yürütülen 24 aylık bir tasarım ve geliştirme projesinin tamamlanan İş Paketi 1 ve başlatılan İş Paketi 2 faaliyetlerini kapsamaktadır. START algoritması; klinik karar modeli, hasta veri modeli ve oyun modeli olmak üzere üç bileşenli bir yapı ile karar ağacı mantığında dijital ortama aktarılmıştır. Yeşil, sarı, kırmızı ve siyah triyaj kategorilerini eşit biçimde temsil eden standartlaştırılmış hasta profilleri ve farklı kitlesel yaralanma olaylarını içeren afet senaryoları hazırlanmıştır. Unity WebGL tabanlı oyun; öğrenme modu, kademeli seviye ilerlemesi, senaryo döngüsü, hasta etkileşimi, triyaj ve aksiyon değerlendirmesi ile hata ve yeniden deneme mekanizmaları üzerine yapılandırılmıştır.
Bulgular: Toplam 500 standartlaştırılmış hasta profili oluşturulmuş ve her START kategorisi için 125 hasta tanımlanmıştır. Deprem, ulaşım kazaları, yapı çökmesi, patlama ve kitlesel etkinlik kazaları dâhil 10 afet senaryosu geliştirilmiş; otobüs kazası, deprem ve yolcu uçağının pistten çıkması senaryoları oyun ortamına aktarılmıştır. Öğrenme modunda kullanıcının 10 hastayı art arda doğru sınıflandırması zorunlu tutulmuş; Mükemmelliyet modunda ise 10, 20 ve 30 hastadan oluşan üç zorluk seviyesi tasarlanmıştır. Değerlendirme modülü; klinik aksiyonların sırasını, seçilen bulguların hasta verileriyle uyumunu, triyaj kararının doğruluğunu ve zaman aşımını denetleyecek biçimde yapılandırılmıştır.
Sonuç: Geliştirilen prototip, START triyajının teorik öğretimini farklı hasta profilleri, tekrarlı uygulama, yapılandırılmış geri bildirim ve senaryo temelli karar verme ile bütünleştiren bir eğitim altyapısı sunmaktadır. Bununla birlikte çalışma henüz eğitimsel etkinlik değerlendirmesi içermemektedir. Sonraki aşamada sistemin kullanılabilirliği ve kullanıcı deneyiminin yanı sıra START bilgisi, doğru triyaj, aşırı ve eksik triyaj, karar süresi ve uygulama performansı üzerindeki etkisi hedef kullanıcılarla değerlendirilecektir. Ciddi oyunun geleneksel ve uygulamalı triyaj eğitimlerini tamamlayan, erişilebilir ve tekrarlanabilir bir öğrenme aracı olması beklenmektedir.

Anahtar Kelimeler: Ciddi Oyun START Triyajı Afet Tıbbı Triyaj Eğitimi Paramedik Eğitimi Dijital Sağlık Eğitimi

Bildiri #28 🌐 Çevrim İçi Canlı Sunum

Gamification Des Dispositifs de Formation Continue : Engagement, Développement Des Compétences Et Transfert Des Apprentissages Professionnels

Ouafaa Rogoutı¹

¹ doctorante / encgt • MA • ouafaarogouti@gmail.com

ÖZET / ABSTRACT

La transformation des environnements professionnels et l’évolution continue des compétences requises conduisent à repenser les modalités de formation continue. Dans ce contexte, la gamification apparaît comme une modalité pédagogique susceptible de renouveler l’expérience de formation en mobilisant des mécanismes tels que les défis, les niveaux, les récompenses, les badges, les feedbacks et les interactions. Toutefois, l’intérêt scientifique de la gamification ne peut être réduit à sa capacité à accroître l’attractivité ou la motivation des apprenants : son véritable enjeu réside dans sa contribution au développement des compétences et dans la capacité des apprentissages réalisés à être transférés dans les pratiques professionnelles.

Cette communication examine la place de la gamification dans les dispositifs de formation continue à partir des travaux scientifiques récents consacrés à la formation professionnelle, au développement des compétences et aux environnements d’apprentissage gamifiés. Elle vise à analyser les mécanismes par lesquels la gamification est susceptible d’influencer l’engagement des professionnels, la persévérance dans l’apprentissage, l’acquisition des compétences et le transfert des apprentissages vers les situations professionnelles.

L’analyse met en évidence plusieurs dimensions déterminantes : la conception des mécaniques de jeu, la qualité du feedback, la progression individualisée, l’interactivité, la reconnaissance des accomplissements et l’articulation entre les activités gamifiées et les objectifs professionnels. Elle interroge également les conditions dans lesquelles ces mécanismes produisent des effets pédagogiques durables, en distinguant l’engagement immédiat dans la formation des résultats d’apprentissage et du transfert effectif des compétences.

Les travaux examinés révèlent globalement un potentiel positif de la gamification sur la motivation et l’engagement. Toutefois, les effets sur le développement durable des compétences et, surtout, sur leur mobilisation dans les pratiques professionnelles demeurent moins documentés. Cette limite invite à dépasser une conception de la gamification fondée principalement sur les récompenses et la participation pour l’envisager comme un dispositif de conception pédagogique orienté vers des objectifs de professionnalisation.

Ainsi, la problématique centrale peut être formulée comme suit : dans quelles conditions la gamification des dispositifs de formation continue peut-elle dépasser le renforcement de l’engagement pour favoriser durablement le développement et le transfert des compétences professionnelles ?

Cette réflexion contribue à identifier les conditions pédagogiques et technologiques susceptibles de faire de la gamification un véritable levier de transformation de la formation continue.

Anahtar Kelimeler: Gamification Formation Continue Développement Professionnel Compétences Engagement Transfert Des Apprentissages.

Bildiri #29 🌐 Çevrim İçi Canlı Sunum

Evaluation of Counter-Hegemonic Digital Games and A Counter-Hegemonic Game Design For History Education

Muhammed Erdoğan¹, Ayşegül Nihan Erol Şahin²

¹ Gazi University • TR • erdoganmuhammed115@gmail.com

² Gazi University • TR • nihanerol@gazi.edu.tr

ÖZET / ABSTRACT

The term counter-hegemonic refers to alternative ideas, practices, content, or policies that challenge, disrupt, transform, or raise awareness against dominant power structures, ideologies, and cultural norms. While the concept is most commonly used in political science and sociology to describe oppositional positions developed against hegemonic systems, counter-hegemonic perspectives also appear in works of art and literature. In this study, popular history-themed digital games designed with a counter-hegemonic perspective namely: Never Alone, This War of Mine, 1979 Revolution: Black Friday, Through the Darkest of Times, Assassin's Creed Freedom Cry, Valiant Hearts: The Great War ve Bury Me, My Love are evaluated in terms of their counter-hegemonic historical narratives and educational usability, and a counter-hegemonic digital game design intended for use in history classes in Türkiye is introduced. Employing a qualitative approach that blends document analysis with design and development research, this study aims to develop a counter-hegemonic digital game tailored to Turkish history that can be implemented in secondary history education based on existing counter-hegemonic digital games. The study provides assessments and projections regarding the current state and future of counter-hegemonic games, while also offering practical recommendations for future historical and counter-hegemonic game development studies grounded in the design process of the game produced within this research.

Anahtar Kelimeler: Counter-Hegemonic Digital Game Serious Games History Education Design and Development Research Game Design

Bildiri #30 🏛️ Yüz Yüze Sunum

An XR Case Study For Cultural Heritage Preservation Using World AI Models and Gaussian Splatting Technique

Baris Atiker¹

¹ Aydin Adnan Menderes University • TR • baris.atiker@adu.edu.tr

ÖZET / ABSTRACT

Digital preservation of cultural heritage requires scalable methods that combine high visual fidelity, rapid content generation, and engaging user experiences. This study proposes an Extended Reality (XR) framework that integrates World AI Models with 3D Gaussian Splatting (3DGS) to create photorealistic and interactive digital twins of cultural heritage sites for tourism, serious games, and immersive learning. Unlike conventional photogrammetric workflows, the proposed approach combines AI-assisted semantic scene understanding, generative environment completion, and real-time neural rendering to reduce reconstruction time while preserving visual quality.
The proposed methodology comprises four stages: (1) acquisition of multi-view images and UAV-based aerial data; (2) high-fidelity 3D reconstruction using Gaussian Splatting; (3) AI-driven semantic scene completion and environmental expansion using World AI Models to reconstruct occluded or inaccessible areas; and (4) deployment within an XR application incorporating interactive storytelling and gamification features, including guided exploration, knowledge checkpoints, and virtual tourism scenarios.
Apollon Temple historical heritage site in Didim, Aydin was selected as a case study. The framework was evaluated with 62 participants, including tourists, university students, and cultural heritage professionals. User experience was assessed using the System Usability Scale (SUS), the User Experience Questionnaire (UEQ), and a five-point satisfaction survey. The application achieved a SUS score of 89.4/100 and an overall user satisfaction rate of 93.2%, while 91% of participants reported improved understanding of the heritage site and increased motivation to visit similar cultural destinations.
The results demonstrate that combining World AI Models with Gaussian Splatting provides an efficient and scalable solution for cultural heritage preservation and presentation. The proposed framework contributes to smart tourism, museum exhibitions, serious games, and immersive education by enabling rapid creation of realistic, AI-enhanced XR experiences that improve accessibility, user engagement, and learning outcomes.

Anahtar Kelimeler: Gaussian Splatting World Models Cultural Heritage Extended Reality

Bildiri #31 🏛️ Yüz Yüze Sunum

Comparıson of THE Performance of Artıfıcıal Intellıgence Models IN THE Dıagnosıs and Treatment Plannıng of Perıapıcal Infectıons: A PILOT STUDY

Elif Yıldız¹, Emre Bodrumlu²

¹ Zonguldak Bulent Ecevit University Faculty of Dentistry • TR • elif.yldz.99@gmail.com

² Zonguldak Bulent Ecevit University Faculty of Dentistry • TR • ebodrumlu@gmail.com

ÖZET / ABSTRACT

Objective: The objective of this study is to compare the diagnostic and treatment accuracy of three different AI-powered image analysis programs—Claude, ChatGPT, and Kimi Chat—in detecting periapical lesions in panoramic radiographs with the diagnostic and treatment accuracy of two different specialists.
Materials and Methods: This study was designed as a pilot study. Five panoramic radiographs showing periapical lesions (Radiopaedia.org) were included in the study. Patient histories and symptoms were created based on the panoramic radiographs. Diagnoses and treatment plans were formulated. Each image was uploaded sequentially to three artificial intelligence systems [Claude Sonnet 5 (Anthropic, San Francisco, CA, USA), ChatGPT (GPT-5.6 Sol, OpenAI, San Francisco, CA, USA), Kimi Chat (Moonshot AI, Beijing, China)]; the systems were asked to provide a diagnosis and treatment plan. The systems' performance was evaluated in comparison to endodontic specialists using descriptive measures (percentages of correct/incorrect responses). The significance of performance differences between systems was analyzed using Cochran's Q test, while pairwise comparisons were analyzed using McNemar's exact test. The agreement among the three systems in the radiographic labeling category (correct/incorrect) was assessed using Fleiss' Kappa statistic. Treatment planning recommendations were classified as binary (correct/incorrect) based on whether they were consistent with the clinical treatment to be administered.
Results: In terms of diagnostic accuracy, experts made correct diagnoses in all cases (100%), while artificial intelligence systems (Kimi Chat 40.0%, Claude Sonnet 20.0%, ChatGPT 0.0%) performed poorly; this difference was found to be statistically significant (Cochran’s Q = 15.143; p = 0.004). In radiographic lesion annotation, Kimi Chat performed on par with experts (100%), while Claude Sonnet 5 and ChatGPT achieved 60.0% accuracy, though this difference was not statistically significant (p=0.144). In treatment planning, however, all three AI systems were in complete agreement with the experts (100%).
Conclusion: This study concluded that artificial intelligence models can be used as a supportive tool in dental practice; however, they should not be considered a primary or sole reliable tool for diagnosis and treatment planning.

Anahtar Kelimeler: Artificial İntelligence Chatgpt Claude Kimi Panoramic Radiography Diagnosis and Treatment Planning.

Bildiri #32 🏛️ Yüz Yüze Sunum

From Workbook To Game Rules: Design and Two-Stage Fidelity Audit of A REACH Forgiveness Role-Playing Game For Chinese Adolescents

Haılong YANG¹

¹ Hong Kong Metropolitan University • HK • hlyang@hkmu.edu.hk

ÖZET / ABSTRACT

Worthington's REACH forgiveness workbook is efficacious in self-directed form, but adherence constrains it and effect increases with time on task. Games are widely proposed as a remedy, yet adaptations of manualised protocols rarely document what survives the translation. This paper reports the design of REACH: The Forgiveness Detective Agency, a role-playing game built in RPG Maker MV that adapts the two-hour workbook exercise by exercise for Chinese adolescents aged 12 to 16, and a two-stage method for auditing its fidelity.

A game can require a step rather than request it, and can assert a theoretical claim through its rules rather than its text. The claim that empathy constitutes forgiveness rather than preceding it is encoded as an operating rule: across five scripted encounters, listening is the only source of the resource that forgiveness consumes, and forgiveness attempted before three acts of listening is refused. Three further mechanics implement empty-chair dialogue with enforced role reversal, observer-perspective recall, and a reframe delivered under mild arousal.

Every interaction in the deployed build is mapped to a numbered workbook exercise and to the file implementing it. A static stage then classifies each mapped row by whether the routine implementing it has a live call site, and a structured playtest with five adults resolves the rows that inspection of the files cannot settle. Two raters who took no part in the build code every row independently against a written statement of the source exercise's function.

Presence in the project files does not entail reachability in play. The static stage found one exercise implemented but unreachable and two rows it could not settle, and the playtest stage resolves them. The paper reports the full mapping, the audit outcome, inter-rater agreement, and the limits of what the build can instrument, and argues that the two-stage procedure transfers to any game adaptation of a manualised protocol.

Anahtar Kelimeler: Serious Games Forgiveness REACH İntervention İntervention Fidelity Game Adaptation Procedural Rhetoric Adolescents

Bildiri #33 🏛️ Yüz Yüze Sunum

From Playing Games To Being Playful: Reframing Game-Based Mathematics Learning Through The Turkish Century Education Model

Mustafa Serkan Pelen¹

¹ Çukurova Bilim ve Sanat Merkezi • TR • pelenserkan@gmail.com

ÖZET / ABSTRACT

Game-based learning has received increasing attention in mathematics education because games can create opportunities for problem solving, strategic thinking, interaction, and active participation. However, conceptualizing games primarily as instructional tools may overlook a broader dimension of learning: the learner’s disposition toward exploration, uncertainty, experimentation, and mathematical engagement. This conceptual study proposes a shift from merely using games to fostering playfulness as a broader learning disposition and classroom culture.

Drawing on literature on gamefulness, playful learning, and playful disposition, the study conceptualizes playfulness as a multidimensional tendency involving curiosity, willingness to explore, voluntary engagement, strategic thinking, cognitive flexibility, and mathematical risk-taking. In mathematics education, this perspective is particularly relevant because students’ engagement with mathematical problems may be constrained by fear of failure, evaluation pressure, and mathematics anxiety. A playful learning environment may provide conditions in which students are more willing to explore alternative strategies, persist with challenging problems, and participate in mathematical activity.

The study examines this perspective through the Turkish Century Education Model (TYMM), which positions tendencies alongside conceptual skills and social-emotional learning skills as integral components of students’ development. Within this framework, playfulness is interpreted not simply as an instructional technique but as a tendency that can shape how students experience mathematics and how teachers design learning environments. The study proposes a conceptual shift from playing games toward being playful and, consequently, toward the development of a playful mathematics classroom.

The proposed framework highlights implications for mathematics teachers as designers of learning environments and discusses how playful learning cultures may become increasingly relevant in mathematics education in the context of emerging digital and generative artificial intelligence technologies. The study concludes by outlining directions for research on playfulness, mathematical risk-taking, mathematics anxiety, teacher design practices, and AI-supported game-based learning.

Anahtar Kelimeler: Playfulness Mathematics Education Game-Based Learning Turkish Century Education Model

Bildiri #34 🏛️ Yüz Yüze Sunum

Küçük Kaşif: İstanbul – Eğitsel ve Oyunlaştırılmış Bir Dijital Miras Deneyimi

Abdullah BAL¹, Emre Can Korkmaz²

¹ Marmara Üniversitesi • TR • abdullah.bal@marmara.edu.tr

² Yıldız Teknik Üniversitesi • TR • korkmazemrecan823@gmail.com

ÖZET / ABSTRACT

Gelişen dijital teknolojiler ve oyunlaştırma yaklaşımları, kültürel mirasın korunması, aktarılması ve turizm potansiyelinin artırılmasında kritik bir rol oynamaktadır. Bu çalışma; Türkiye’yi ziyaret etmeyi planlayan küresel kitleye ve çocuklara yönelik geliştirilmeye devam eden "Küçük Kaşif: İstanbul" başlıklı üç boyutlu bir bilgisayar oyunu projesini ele almaktadır. İstanbul Tarihi Yarımada’yı (Sultanahmet Meydanı, Gülhane Parkı, Sarayburnu) odak noktasına alan ve çizgi filmvari görsel diliyle tasarlanan oyun, sanal turizm ile dijital miras aktarımını çocuk dostu bir keşif deneyimiyle birleştirmektedir.

Oyun, somut kültürel miras ögeleri olan tarihi yapıların interaktif tanıtımının yanı sıra, somut olmayan kültürel mirası da özgün oyun mekaniklerine dönüştürmektedir. Oyuncular bir turist çocuğun gözünden; Maraş dondurmacısı ile etkileşim kurma, döner kesme ve martılara simit atma gibi yerel kültür ögelerini tecrübe ederken; çöp toplama ve sokak hayvanlarını besleme gibi mekaniklerle çevre bilincini yansıtırlar. Scooter ile dolaşıp drone ile tarihi alanların keşfini yaşarlar. Bu bildiri, "Küçük Kaşif: İstanbul" projesi üzerinden yerel kültürel değerlerin eğitsel oyun mekaniklerine nasıl entegre edildiğini ve bu tür dijital miras uygulamalarının turizm ve kültür bilinci üzerindeki potansiyel etkilerini ele almaktadır.

Anahtar Kelimeler: Küçük Kaşif: İstanbul Dijital Miras Kültürel Turizm Oyunları Ciddi Oyunlar

Bildiri #35 🌐 Çevrim İçi Canlı Sunum

Disleksili Bireylere Yönelik Eğitsel Dijital Oyunlarda Dikkate Alınması Gereken Tasarım Unsurları

Semra Fiş Erümit¹, Erkan Fırıncı², Hasan Karal³

¹ Trabzon Üniversitesi • TR • semrafiserumit@trabzon.edu.tr

² Trabzon Üniversitesi • TR • erkanfirinci@trabzon.edu.tr

³ Trabzon Üniversitesi • TR • hasankaral@trabzon.edu.tr

ÖZET / ABSTRACT

Bu araştırmanın amacı, disleksili bireylere yönelik geliştirilen eğitsel dijital oyunlarda bulunması gereken tasarım unsurlarını belirlemektir. Bu doğrultuda, alanyazındaki çalışmalar incelenerek disleksili bireylerin özellikleri ve öğrenme gereksinimleriyle uyumlu eğitsel dijital oyunların geliştirilmesine yönelik tasarım önerilerinin belirlenmesi amaçlanmıştır. Araştırma, sistematik alanyazın taraması yöntemiyle gerçekleştirilmiş ve çalışmaların belirlenmesi ile elenmesi sürecinde PRISMA yaklaşımı esas alınmıştır.

Anahtar Kelimeler: Disleksi Eğitsel Dijital Oyun Oyun Tasarımı Uyarlanabilir Oyun

Bildiri #36 🏛️ Yüz Yüze Sunum

Quakely: A GAME-BASED Learnıng Approach TO Earthquake Awareness and Preparedness FOR GRADE 4 TO 6 Learners USING Lıve2d Cubısm

Agatha Celyn Filomeno¹, Cheyenne Angela Badiong², Louren Gail Guades³, Nicole Recinto⁴, Ryan Richard Guadaña⁵

¹ National University Philippines • PH • filomenoal@students.national-u.edu.ph

² National University Philippines • PH • badiongcc@students.national-u.edu.ph

³ National University Philippines • PH • guadesla@students.national-u.edu.ph

⁴ National University Philippines • PH • recintonm@students.national-u.edu.ph

⁵ National University Philippines • PH • rrhguadana@national-u.edu.ph

ÖZET / ABSTRACT

The Philippines is frequently struck by
severe earthquakes, yet unlike typhoons or
volcanic eruptions, seismic events remain
unpredictable. Consequently, constant disaster
preparedness is vital. While schools conduct
traditional earthquake drills, these sessions are
often disrupted by weather-related class
suspensions and offer limited scope for
comprehensive learning. Supplementary
interactive tools are therefore necessary to
reinforce preparedness concepts. This study
presents Quakely, a Live2D Cubism-animated,
educational mobile game designed to teach young
learners critical safety measures across the three
phases of an earthquake: before, during and after.
The application features interactive gameplay
focused on hazard awareness, emergency go-bag
preparation, and first-aid kits inclusions. To
enhance engagement, Quakely incorporates
animated animal mascots and localized scenarios
tailored to the target demographic. Acting as a
complementary digital resource, Quakely enables
indoor learning within a safe virtual environment.
This approach equips students with essential
survival knowledge while assisting educators by
overcoming the logistical and weather constraints
associated with traditional outdoor drills.

Anahtar Kelimeler: Earthquake Earthquake Preparedness Mobile Educational Games Live2d Animation Gamified Learning Seismic Safety Education

Bildiri #37 🌐 Çevrim İçi Canlı Sunum

Learner-State Validity İn LLM-Mediated Dynamic Difficulty Adjustment: A Controlled Simulation Study

Emin Talip Demirkiran¹

¹ Eskisehir Technical University • TR • etd@eskisehir.edu.tr

ÖZET / ABSTRACT

Adaptive educational games increasingly combine learner modeling with dynamic difficulty adjustment (DDA), yet controller quality depends on whether the learner-state signal is itself valid. This study compares three controllers in a locked paired simulation: a rollingaccuracy
heuristic, a rule using a simpleKT-style neural state vector, and a local large language model (LLM) receiving the same vector plus recent accuracy. Across 150 sessions, the LLM controller improved targeting and simulated learning gain relative to the neural-state rule, but it did not outperform the non-KT heuristic under the multiplicityadjusted confirmatory criterion. A post-execution code audit showed that the state encoder used in the main campaign was reproducibly initialized
but neither trained nor checkpoint-loaded; its outputs therefore cannot be interpreted as validated mastery probabilities. Consistent with that diagnosis, post-hoc validity checks showed no meaningful positive association between the neural state scores and latent learner
ability. The results consequently do not establish a benefit of KT-informed LLM adaptation. Instead, they show how an unvalidated learner-state representation can degrade an adaptive policy and how additional behavioral context may partly mitigate, but not overcome, that problem. The study motivates a practical design requirement: validate
learner-state quality inside the deployment loop before attributing downstream adaptation quality to the controller.

Anahtar Kelimeler: Dynamic Difficulty Adjustment Serious Games Learner Modeling Knowledge Tracing Large Language Models Simulation

Bildiri #38 🏛️ Yüz Yüze Sunum

Supporting Professional Dialogue İn School-Based Teacher Professional Development Through Intelligent Learning Systems

Maftuna Rasulova¹

¹ Samarkand Regional Center for Pedagogical Excellence • UZ • rasulovamaftuna110@gmail.com

ÖZET / ABSTRACT

School-based teacher professional development increasingly depends on professional dialogue, collaborative analysis, feedback, and reflection as mechanisms that connect teachers’ individual learning with everyday pedagogical practice. At the same time, sustaining meaningful professional dialogue requires continuous methodological support, responsiveness to teachers’ professional needs, and structured opportunities for interaction and reflective inquiry. Although intelligent and AI-supported systems are increasingly used to personalize teacher professional development and provide timely feedback, comparatively less attention has been given to their potential role in structuring and sustaining professional dialogue among teachers within school-based professional learning.

This conceptual study aims to examine how intelligent learning systems can support professional dialogue in school-based teacher professional development and to develop a methodological framework for their integration into continuous professional learning. The study employs theoretical analysis, comparative synthesis, systematization, and pedagogical modelling of research on teacher professional development, professional dialogue, collaborative professional learning, reflective practice, learning analytics, and AI-supported learning environments.

The proposed framework identifies five interrelated functions of intelligent learning systems: diagnostic, recommendation, dialogue-support, feedback-analytical, and reflective-monitoring. These functions are integrated into a cyclical professional learning process consisting of identifying teachers’ professional needs, providing personalized recommendations and resources, initiating structured professional dialogue, organizing peer and expert feedback, conducting reflective analysis, and identifying subsequent professional development needs. Within this framework, intelligent learning systems do not replace professional interaction or teachers’ professional judgement. Rather, they act as methodological support tools that help personalize, structure, and sustain professional dialogue and reflection.

The conceptual contribution of the study lies in positioning intelligent learning systems not merely as tools for individual learning or automated feedback, but as support mechanisms for collaborative and communicatively mediated teacher professional development. The framework may inform the design of digital methodological support systems for continuous, reflective, and school-based professional learning.

Anahtar Kelimeler: İntelligent Learning Systems Teacher Professional Development School-Based Professional Development Professional Dialogue Reflective Practice Collaborative Professional Learning

Bildiri #39 🏛️ Yüz Yüze Sunum

Gamification İn Digital Learning Environments: Examining The Balance Between Learner Interaction and Learning Outcomes

Asmin Murat¹, Özden Şahin İzmirli²

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • 4asminmurat@gmail.com

² Çanakkale Onsekiz Mart Üniversitesi • TR • osahinizmirli@gmail.com

ÖZET / ABSTRACT

Gamification is widely used in education as an effective approach to enhance learner motivation and engagement. Particularly in digital learning environments, where learners may not fully benefit from interaction and feedback systems, gamification techniques can offer opportunities to support cognitive presence. However, when gamification techniques in digital learning environments prioritise engagement and motivation over core learning outcomes, deviations from intended educational results may occur. In other words, if the structural reward mechanisms of gamification (such as points, badges, and leaderboards) are not in alignment with the educational content's objectives, they risk causing a divergence from learning outcomes. This situation can lead to negative side effects, such as learners interacting solely with the gamified system rather than the learning material, experiencing superficial learning, and learners’ intrinsic motivation being suppressed by extrinsic motivation. In this context, the fundamental challenge lies in optimising learner engagement without compromising learning outcomes. This study examines four experimental papers that report instances in which gamification techniques in digital environments drifted away from educational objectives. Based on the findings, a descriptive framework is proposed for establishing a pedagogical balance among motivation, engagement, and targeted learning outcomes when implementing gamification techniques in digital environments.

Anahtar Kelimeler: Gamification Digital Addiction Digital Learning Environments Cognitive Presence

Bildiri #40 🌐 Çevrim İçi Canlı Sunum

Changing Learners, Transforming Methods: Game-Based Learning İn Nursing Education İn The Era of Generative Artificial Intelligence

Hatice Azra Çete¹, Duygu Ceren Güngör², Arda Burak Özer³

¹ Ege Üniversitesi Hemşirelik Fakültesi • TR • azraaccete@gmail.com

² Ege Üniversitesi Hemşirelik Fakültesi • TR • duygucerenmasa@gmail.com

³ Ege Üniversitesi Hemşirelik Fakültesi • TR • ardaburakozer99@gmail.com

ÖZET / ABSTRACT

Nursing education is faced with the responsibility of responding to the changing learning needs of learners who have grown up in intensive interaction with technology, in addition to the increasing complexity of patient care and the gap between theory and practice. The needs of today’s learners for learning environments that prioritize active participation, interaction, experience, and feedback necessitate the support of traditional teaching approaches with innovative and learner-centered methods. In this regard, game-based learning stands out as an approach that supports students’ active participation in the learning process, relates theoretical knowledge to practice, and enables clinical situations to be experienced in safe and repeatable environments. The aim of this review study is to examine the reflections of changing learner characteristics on learning processes in nursing education and to reveal the transformative potential of game-based learning approaches integrated with generative artificial intelligence in nursing education in line with this change.
Current evidence indicates that game-based learning can support clinical skills, critical thinking, problem-solving, and clinical decision-making, as well as knowledge acquisition and cognitive learning outcomes. The incorporation of generative artificial intelligence into educational environments offers new opportunities for extending game-based learning beyond pre-structured content. Clinical scenarios that can vary according to learner responses, virtual patient interactions, personalized learning experiences, and feedback processes may contribute to making game-based learning environments more dynamic and interactive. Thus, more interactive processes can be created in which learners’ decisions shape the progression of the learning experience. However, the accuracy of artificial intelligence outputs, ethics and data privacy, equitable access, technological infrastructure and development costs, as well as the limited evidence regarding long-term learning outcomes, should be taken into consideration. In conclusion, changing learner characteristics require the way learning experiences are designed in nursing education to be reconsidered. The integration of game-based learning with generative artificial intelligence has significant potential for developing interactive, customizable, and clinically adaptable learning experiences. It is important that this transformation be implemented through an approach that is aligned with pedagogical objectives, ethical, accessible, and evidence-based.

Anahtar Kelimeler: Nursing Education Game-Based Learning Generative Artificial Intelligence Learner Characteristics Personalized Learning.

Bildiri #41 🌐 Çevrim İçi Canlı Sunum

New-Generation Gamification İn Nursing Education: Generative AI-Powered Escape Rooms

Arda Burak ÖZER¹, Duygu Ceren Güngör², Hatice Azra ÇETE³, Fatma ORGUN⁴, Nilay Özkütük⁵

¹ Ege University • TR • ardaburakozer99@gmail.com

² Ege University • TR • duygucerenmasa@gmail.com

³ Ege University • TR • azraaccete@gmail.com

⁴ Ege University • TR • Fatmaorgun@gmail.com

⁵ Ege University • TR • nozkutuk@gmail.com

ÖZET / ABSTRACT

New-Generation Gamification in Nursing Education: Generative AI-Powered Escape Rooms

ABSTRACT
In the twenty-first century, nursing education faces not only the increasing complexity of patient care and the theory-practice gap, but also the changing learning needs of students. The need of today's nursing students for interactive and experiential learning environments that integrate with technology and promote active participation makes it necessary to support traditional teaching approaches with innovative strategies. In this regard, gamification has the potential to support the fundamental skills of nursing education, such as problem-solving, clinical decision-making, and teamwork, by making the student an active participant in the learning process. Escape rooms, which are an interactive application of gamification, offer learner-centered experiences by integrating clinical scenarios with tasks, clues, decision-making, decision-making under time pressure, and problem-solving processes. However, designing effective escape rooms and authentic clinical scenarios can require time, effort, and design skills on the part of educators. Generative artificial intelligence and large language models support the rapid, adaptable, and customizable creation of clinical case scenarios, questions, clues, and branching decision mechanisms. This technological integration significantly reduces instructor workload and costs, offering innovative opportunities for the development of escape rooms. It is observed that generative AI-powered escape rooms develop nursing students' clinical skills ,self-efficacy and significantly enhance their flow experience during the learning process. Nevertheless, the accuracy and clinical relevance of the content generated by artificial intelligence, technical issues, the authenticity of interactions, and the verifying role of the educator must be carefully addressed. This review aims to present the pedagogical potential, application opportunities, limitations, and future use cases of generative AI-powered escape rooms in nursing education by examining them in the context of changing learner characteristics.

Keywords: Nursing education, gamification, escape room, generative artificial intelligence, learner characteristics.

APA Reference List (Used and Directly Cited Studies)
● Jiang, H., Wang, Z., Shen, W., Meng, M., Yang, C., Li, X., & Hao, Y. (2026). AI-Powered simulation for nursing education: Mixed methods systematic review. Journal of Medical Internet Research, 28, e95167. https://doi.org/10.2196/95167
● Setiani, I., Chang, C. Y., Saputra, R., & Yang, J. C. (2025). Integrating generative AI into escape room-based learning: Effects on nursing students’ clinical skills, flow experience, and self-efficacy. International Conference on Computers in Education (ICCE). https://library.apsce.net/index.php/ICCE/article/view/5996
● Toothaker, R. D., & Fritz, A. J. (2026). Code cracked: Using artificial intelligence to transform nursing case studies into virtual escape rooms. Journal of Nursing Education, 65(4), 1-5. https://doi.org/10.3928/01484834-20260316-01

Anahtar Kelimeler: Keywords: Nursing Education Gamification Escape Room Generative Artificial İntelligence Learner Characteristics.

Bildiri #42 🏛️ Yüz Yüze Sunum

Müfredattan Oyun Mekaniğine: Ortaokul Matematiği İçin Geliştirilen Kutu ve Dijital Oyunların Üç Yıllık Tasarım Tabanlı Saha Değerlendirmesi/from Curriculum To Game Mechanics: A Three-Year Design-Based Field Evaluation of Board and Digital Games For Middle

Güneş MARAZ TURAN¹, Kübra Kevser Dimbaş²

¹ EPNEXUS • TR • gunesmrzz@gmail.com

² EPNEXUS • TR • kubradimbas@hotmail.com

ÖZET / ABSTRACT

Eğitsel oyun alanyazını, matematik oyunlarının başarı ve tutum üzerinde olumlu etkiler gösterdiğini ortaya koymakla birlikte, oyun tasarımının müfredatla nasıl bütünleştirildiğine ve oyunların sınıfa ulaşana kadar nasıl olgunlaştırıldığına ilişkin sınırlı bilgi sunmaktadır. Bu çalışma, öğrenme çıktılarını oyun mekaniğinin çıkış noktası olarak alan “müfredattan mekaniğe” yaklaşımıyla geliştirilen EPNEXUS matematik oyunlarının üç yıllık tasarım tabanlı saha değerlendirmesini sunmaktadır. Araştırma iki aşamada yürütülmüştür. Birinci aşamada (2023–2025) 36 oyun prototipi okul sergilerinde test edilmiş ve 640 oyuncu değerlendirmesi toplanmıştır. İkinci aşamada (2026) prototip havuzundan seçilen ve yeniden tasarlanan yedi oyun (beş kutu, iki dijital), Sakarya'da biri devlet yedisi özel olmak üzere sekiz ortaokulda 467 öğrenci değerlendirmesiyle sınanmıştır. Veriler 1–10 puanlı beğeni ölçüsü ve üç kategorili (evet/kararsız/hayır) tekrar oynama niyeti ile toplanmış; betimsel istatistikler, bootstrap güven aralıkları ve parametrik olmayan testlerle çözümlenmiştir. Prototip aşamasında ağırlıklı ortalama 8,73 olarak bulunmuştur. Okul uygulamalarında ortalama puan 7,86 (SS = 2,28; %95 GA [7,65; 8,06]), medyan 8'dir. Öğrencilerin %63,8'i oyunları yeniden oynamak istediğini, %27,4'ü kararsız olduğunu belirtmiş; yalnızca %8,8'i tekrar oynamak istememiştir. Beğeni puanı ile tekrar oynama niyeti arasında güçlü pozitif ilişki saptanmıştır (ρ = ,57; p < ,001). Kutu ve dijital oyunlar ile en yaygın dört oyun arasında anlamlı fark bulunmamıştır; tekrar oynama niyeti ise okullara göre zayıf düzeyde farklılaşmıştır (Cramér's V = ,17). Hazineleri Topla oyununun prototip puanının 5,9'dan (n = 9) yeniden tasarım sonrası 7,55'e (n = 130) yükselmesi, veri odaklı yinelemeli tasarımın ürün kalitesine katkısını göstermektedir. Bulgular, müfredat temelli oyun tasarımının farklı okul türlerinde tutarlı bir kabul ürettiğini ve saha verisinin tasarım kararlarını yönlendiren bir geri bildirim döngüsü olarak kullanılabileceğini göstermektedir./Research on educational games shows that mathematics games can improve achievement and attitudes, yet it offers limited insight into how game design is integrated with curricula and how games mature before they reach the classroom. This study reports a three-year design-based field evaluation of the EPNEXUS mathematics games, developed through a "curriculum-to-mechanics" approach in which learning outcomes are the starting point of game mechanics. The research was conducted in two phases. In Phase 1 (2023–2025), 36 game prototypes were tested at school exhibitions and 640 player ratings were collected. In Phase 2 (2026), seven games selected from the prototype pool and redesigned (five board games and two digital games) were tested through 467 student ratings in eight middle schools in Sakarya, Türkiye (one public, seven private). Data consisted of a 1–10 liking score and a three-category replay intention item (yes/undecided/no), and were analysed with descriptive statistics, bootstrap confidence intervals and non-parametric tests. The weighted mean for the prototype phase was 8.73. In the school phase, the mean score was 7.86 (SD = 2.28; 95% CI [7.65, 8.06]), with a median of 8. Of the students, 63.8% wanted to play again, 27.4% were undecided and only 8.8% did not. Liking scores were strongly and positively associated with replay intention (ρ = .57, p < .001). No significant differences were found between board and digital games or among the four most widely played games, while replay intention differed weakly across schools (Cramér's V = .17). The rise of Treasure Hunt (Hazineleri Topla) from a prototype score of 5.9 (n = 9) to 7.55 after redesign (n = 130) shows how data-driven iterative design can improve product quality. The findings suggest that curriculum-based game design produces consistent acceptance across school types and that field data can serve as a feedback loop that guides design decisions./game-based learning, mathematics education, educational board games, design-based research, replay intention.

Anahtar Kelimeler: Oyun Tabanlı Öğrenme Matematik Eğitimi Eğitsel Masa Oyunları Tasarım Tabanlı Araştırma Tekrar Oynama Niyeti

Bildiri #43 🏛️ Yüz Yüze Sunum

Evaluation of The Performance of Artificial Intelligence–based Large Language Models For Patient Information İn Pediatric Dentistry- Pedodontide Hasta Bilgilendirmesinde Yapay Zekâ Tabanlı Büyük Dil Modellerinin Performansının Değerlendirilmesi

Demet Demir Yıldırım¹, Ebru Hazar Bodrumlu²

¹ Zonguldak Bülent Ecevit University • TR • drdemetdemiryildirim@gmail.com

² Zonguldak Bülent Ecevit University • TR • hazarebru@yahoo.com

ÖZET / ABSTRACT

Abstract
Evaluation of the Performance of Artificial Intelligence–Based Large Language Models for Patient Information in Pediatric Dentistry
Aim: The aim of the present study was to investigate the potential of large language models (LLMs) to provide accurate and comprehensive responses to the most frequently asked questions in pediatric dentistry.
Material and Methods: Twenty-six open-ended questions most frequently asked by parents regarding pediatric dentistry were presented to ChatGPT-5.2, DeepSeek V3, Gemini 2.5 Flash, Copilot, and Claude Sonnet 4.5. The generated responses were evaluated for accuracy and comprehensiveness using a 5-point Likert scale. Intra-rater reliability was assessed using the intraclass correlation coefficient (ICC). The ICC value was 0.87, indicating a high level of intra-rater agreement. Differences among the models were analyzed using the Kruskal–Wallis H test followed by Bonferroni-adjusted Mann–Whitney U tests.
Results: No statistically significant differences were found among the models in terms of accuracy (p = 0.117). In contrast, comprehensiveness scores differed significantly among the models (p = 0.002). ChatGPT-5.2 achieved the highest comprehensiveness scores, whereas Copilot achieved the lowest. Pairwise comparisons revealed that ChatGPT generated significantly more comprehensive responses than Copilot and Claude Sonnet 4.5 (p < 0.05).
Conclusion: The evaluated LLMs generally provided accurate answers to patient-oriented questions concerning pediatric dentistry; however, the comprehensiveness of their responses differed among the models. These models may function as supportive tools for patient education and access to healthcare information. Nevertheless, their responses should not substitute for professional clinical judgment and should always be confirmed by qualified healthcare professionals.
Keywords: Artificial Intelligence, Clinical Decision Support, Large Language Models, Pediatric Dentistry

ÖZET
Pedodontide Hasta Bilgilendirmesinde Yapay Zekâ Tabanlı Büyük Dil Modellerinin Performansının Değerlendirilmesi
Amaç: Bu çalışmanın amacı, büyük dil modellerinin (Large Language Models, LLMs) pedodontiye ilişkin en sık yöneltilen sorulara doğru ve kapsamlı yanıtlar sunma potansiyelini değerlendirmektir.
Gereç ve Yöntemler: Ebeveynlerin çocuk diş hekimliği ile ilgili en sık yönelttiği 26 açık uçlu soru, ChatGPT-5.2, DeepSeek V3, Gemini 2.5 Flash, Copilot ve Claude Sonnet 4.5 modellerine yöneltilmiştir. Elde edilen yanıtlar, doğruluk ve kapsamlılık açısından 5 puanlı Likert ölçeği kullanılarak değerlendirilmiştir. Değerlendirici içi güvenirlik sınıf içi korelasyon katsayısı (ICC) ile analiz edilirken, ICC değeri 0,87 olarak bulunmuş ve bu değer değerlendirici içinde yüksek düzeyde uyum olduğunu göstermiştir. Modeller arasındaki farklılıklar Kruskal–Wallis H testi ve Bonferroni düzeltmeli Mann–Whitney U testi kullanılarak değerlendirilmiştir.
Bulgular: Doğruluk açısından modeller arasında istatistiksel olarak anlamlı fark bulunmamıştır (p=0.117); buna karşılık kapsamlılık puanları açısından modeller arasında anlamlı farklılık saptanmıştır (p=0.002). ChatGPT-5.2 en yüksek, Copilot ise en düşük kapsamlılık puanını almıştır; ikili karşılaştırmalarda ChatGPT'nin, Copilot ve Claude'a göre anlamlı derecede daha kapsamlı yanıtlar ürettiği belirlenmiştir (p<0.05).
Sonuç: Büyük dil modelleri, pedodontiye yönelik hasta odaklı sorulara genel olarak doğru yanıtlar üretmiş, ancak yanıtların kapsamlılık düzeyleri modeller arasında farklılık göstermiştir. Elde edilen bulgular, büyük dil modellerinin hasta eğitimi ve sağlık bilgisine erişimde destekleyici bir araç olarak kullanılabileceğini göstermektedir. Bununla birlikte, bu modeller tarafından üretilen yanıtlar uzman değerlendirmesinin yerine geçmemeli ve sağlık profesyonelleri tarafından doğrulanmalıdır.
Anahtar Kelimeler: Büyük dil modelleri, Çocuk diş hekimliği, Klinik karar desteği, Yapay zekâ

Anahtar Kelimeler: Artificial Intelligence Clinical Decision Support Large Language Models Pediatric Dentistry Büyük Dil Modelleri Çocuk Diş Hekimliği Klinik Karar Desteği Yapay Zekâ

Bildiri #44 🏛️ Yüz Yüze Sunum

Diş Hekimliği Öğrenci Yanıtlarının Değerlendirilmesinde Büyük Dil Modeli İle Uzman Değerlendiriciler Arasındaki Uyum: Pedodonti ve Ortodonti Örneği — Pilot Çalışma

Ahmet Yıldırım¹, Ebru Hazar Bodrumlu²

¹ Zonguldak Bülent Ecevit University • TR • drahmettyildirim@gmail.com

² Zonguldak Bülent Ecevit University • TR • hazarebru@yahoo.com

ÖZET / ABSTRACT

Diş Hekimliği Öğrenci Yanıtlarının Değerlendirilmesinde Büyük Dil Modeli ile Uzman Değerlendiriciler Arasındaki Uyum: Pedodonti ve Ortodonti Örneği — Pilot Çalışma
Giriş: Büyük dil modelleri, geniş veri kümeleri üzerinde eğitilmeleri sayesinde bilgi üretmenin yanı sıra sunulan bilgiyi analiz etme ve değerlendirme yeteneğine de sahiptir. Bununla birlikte, bu modellerin değerlendirmeleri ile alan uzmanlarının mesleki deneyim ve akademik muhakemeye dayalı değerlendirmeleri farklılık gösterebilir. Diş hekimliği eğitiminde, aynı öğrenci yanıtlarının uzmanlar ve yapay zekâ modelleri tarafından değerlendirilmesinin ne ölçüde örtüştüğüne ilişkin kanıtlar sınırlıdır. Bu çalışmanın amacı, pedodonti ve ortodonti alanlarındaki açık uçlu sorulara son sınıf diş hekimliği öğrencileri tarafından verilen yanıtların uzman konsensüsü ve büyük dil modeli tarafından yapılan puanlamalarını karşılaştırmak ve iki değerlendirme arasındaki uyumu incelemektir.
Gereç ve Yöntem: Çalışmaya sekiz son sınıf diş hekimliği öğrencisi dahil edildi. Öğrencilere pedodonti ve ortodonti alanlarından beşer olmak üzere toplam 10 açık uçlu soru yöneltildi ve 80 yanıt elde edildi. Kimlik bilgileri gizlenen yanıtlar, bir pedodonti ve bir ortodonti uzmanı tarafından doğruluk ve kapsayıcılık açısından birlikte değerlendirilerek ortak mutabakatla 1–5 arasında Likert tipi puanlandı. Aynı yanıtlar, aynı kriterler ve puanlama sistemi kullanılarak GPT-5.6 Sol via ChatGPT (OpenAI, San Francisco, CA, USA) tarafından bağımsız olarak değerlendirildi. Uzman konsensüsü ile GPT-5.6 Sol puanları arasındaki farklılıklar Wilcoxon işaretli sıralar testiyle, değerlendirmeler arasındaki uyum ise lineer ağırlıklı Cohen kappa katsayısıyla analiz edildi. İstatistiksel anlamlılık düzeyi p<0,05 olarak kabul edildi.
Bulgular: Öğrenci yanıtlarına uzmanlar tarafından verilen puanların ortalaması 2,18 ± 1,09, medyanı 2,00 (IQR=2,00) iken, GPT-5.6 Sol tarafından verilen puanların ortalaması 2,89 ± 0,95, medyanı 3,00 (IQR=2,00) olarak bulundu. İki değerlendirme arasında istatistiksel olarak anlamlı farklılık saptandı (Z=−5,054; p<0,001). GPT-5.6 Sol, 51 yanıta uzmanlardan daha yüksek, 8 yanıta daha düşük puan verirken, 21 yanıtta aynı puanı verdi. Uzman konsensüsü ile GPT-5.6 Sol değerlendirmesi arasındaki lineer ağırlıklı Cohen kappa katsayısı 0,240 olarak bulundu (%95 GA: 0,120–0,361; p<0,001) ve iki değerlendirme arasında düşük düzeyde uyum olduğu belirlendi.
Sonuç: GPT-5.6 Sol’un öğrenci yanıtlarına uzman konsensüsüne kıyasla anlamlı düzeyde daha yüksek puan verdiği ve iki değerlendirme arasında düşük düzeyde uyum bulunduğu belirlenmiştir. Bu farklılık, modelin yanıtlardaki doğru bilgilere daha fazla ağırlık verirken eksik unsurları puana daha sınırlı yansıtmasıyla ilişkili olabilir. Buna karşılık, alan uzmanlarının mesleki deneyimleri ve öğrencinin eğitim düzeyine ilişkin beklentileri doğrultusunda yanıtların kapsam ve yeterliliğini daha eleştirel değerlendirmesi daha düşük puanlarla sonuçlanmış olabilir.
Introduction: Large language models, trained on extensive datasets, are capable not only of generating information but also of analyzing and evaluating presented information. However, assessments made by these models may differ from those of domain experts, whose evaluations are informed by professional experience and academic judgment. In dental education, evidence regarding the extent of agreement between expert and artificial intelligence model assessments of the same student responses remains limited. This study aimed to compare expert consensus and large language model scores assigned to responses provided by final-year dental students to open-ended questions in pediatric dentistry and orthodontics and to examine the agreement between the two assessment approaches.
Materials and Methods: Eight final-year dental students were included in the study. Students were presented with a total of 10 open-ended questions, five each from pediatric dentistry and orthodontics, yielding 80 responses. After anonymization, the responses were jointly evaluated by a pediatric dentistry specialist and an orthodontist for accuracy and comprehensiveness and scored by consensus using a 1–5 Likert-type scale. The same responses were independently evaluated by GPT-5.6 Sol via ChatGPT (OpenAI, San Francisco, CA, USA) using identical criteria and the same scoring system. Differences between expert consensus and GPT-5.6 Sol scores were analyzed using the Wilcoxon signed-rank test, while agreement between the two assessments was evaluated using the linearly weighted Cohen’s kappa coefficient. Statistical significance was set at p<0.05.
Results: The mean score assigned by the experts was 2.18 ± 1.09, with a median of 2.00 (IQR=2.00), whereas the mean score assigned by GPT-5.6 Sol was 2.89 ± 0.95, with a median of 3.00 (IQR=2.00). A statistically significant difference was observed between the two assessments (Z=−5.054; p<0.001). GPT-5.6 Sol assigned higher scores than the experts to 51 responses, lower scores to 8 responses, and identical scores to 21 responses. The linearly weighted Cohen’s kappa coefficient between expert consensus and GPT-5.6 Sol assessments was 0.240 (95% CI: 0.120–0.361; p<0.001), indicating a low level of agreement between the two assessment approaches.
Conclusion: GPT-5.6 Sol assigned significantly higher scores to student responses than the expert consensus, and agreement between the two assessments was low. This discrepancy may be related to the model placing greater weight on correct information contained in the responses while reflecting missing elements less strongly in its scores. In contrast, domain experts may have evaluated the comprehensiveness and adequacy of the responses more critically based on their professional experience and expectations regarding the students’ level of training, resulting in lower scores.

Anahtar Kelimeler: Büyük Dil Modelleri Yapay Zekâ Diş Hekimliği Eğitimi Pedodonti Ortodonti

Bildiri #45 🏛️ Yüz Yüze Sunum

Comparıson of Gamıfıcatıon Strategıes Generated BY LARGE Language Models FOR Personalızed Behavıor Management IN Pedıatrıc Dentıstry

Baran Fırat ÇAKAR¹, Ebru HAZAR Bodrumlu²

¹ Zonguldak Bülent Ecevit University, Faculty of Dentistry, Department of Pediatric Dentistry • TR • baranfratcakar@gmail.com

² Zonguldak Bülent Ecevit University, Faculty of Dentistry, Department of Pediatric Dentistry • TR • hazarebru@yahoo.com

ÖZET / ABSTRACT

EN
COMPARISON OF GAMIFICATION STRATEGIES GENERATED BY LARGE LANGUAGE MODELS FOR PERSONALIZED BEHAVIOR MANAGEMENT IN PEDIATRIC DENTISTRY
Baran Fırat ÇAKAR, Ebru HAZAR BODRUMLU
Introduction and Aim: Dental anxiety is a common clinical problem that may lead children to avoid dental treatment. Gamification strategies, which integrate game mechanics and storytelling into the treatment process, have emerged as a complementary approach to traditional behavior management techniques. The success of these strategies depends largely on replacing anxiety-provoking words such as “needle,” “pain,” and “drill” with euphemisms. Although Large Language Models (LLMs) are increasingly used in patient communication, the extent to which they adhere to euphemism-based communication and generate clinically feasible content for pediatric scenarios remains unclear. This study aimed to compare the performance of five current LLMs (ChatGPT, Claude, Copilot, DeepSeek, and Gemini) in generating personalized gamification scenarios.
Materials and Methods: Five standardized clinical case vignettes were developed based on patient age (4–10 years), Frankl Behavior Rating Scale score, source of anxiety, and personal interests. Using a zero-shot prompting technique, each model was assigned the role of an expert pediatric dentist and asked to generate a personalized gamification scenario for each case. The resulting 25 scenarios were evaluated by two independent pediatric dentists who were blinded to model identity, using a 5-point Likert-type index comprising five dimensions: adherence to pediatric dentistry principles, appropriateness for cognitive development, clinical feasibility, personalization, and anxiety management potential. Inter-rater reliability was assessed using Pearson correlation and the intraclass correlation coefficient (ICC), and differences among the models were analyzed using the Kruskal–Wallis and Mann–Whitney U tests. The level of significance was set at p<0.05.
Results: A moderate-to-high positive correlation was found between the evaluators (r=0.622, p<0.001); however, absolute agreement was poor (ICC=0.052) owing to systematic differences in scoring levels. Copilot achieved the highest mean score (20.50±1.27) and ChatGPT the lowest (18.90±1.75), while Gemini (19.60±1.47), Claude (19.50±1.46), and DeepSeek (19.50±2.29) had intermediate scores. No statistically significant difference was found among the models (H=4.079, p=0.395).
Conclusion: The evaluated LLMs performed similarly in generating creative gamification scenarios appropriate to children’s cognitive level. However, all models showed shortcomings in avoiding anxiety-provoking terms such as “needle” during local anesthesia and in addressing clinical requirements such as isolation and sterilization. LLMs may serve as supplementary tools for generating ideas in pediatric behavior management; however, they should not yet be used in clinical practice without dentist supervision.

TR
PEDODONTİDE KİŞİSELLEŞTİRİLMİŞ DAVRANIŞ YÖNETİMİ İÇİN BÜYÜK DİL MODELLERİNİN ÜRETTİĞİ OYUNLAŞTIRMA STRATEJİLERİNİN KARŞILAŞTIRILMASI
Baran Fırat ÇAKAR, Ebru HAZAR BODRUMLU
Giriş ve Amaç: Dental anksiyete, çocuklarda diş tedavisinden kaçınmaya yol açan yaygın bir klinik sorundur. Tedavi süreçlerini oyun mekanikleri ve hikâyeleştirmeyle birleştiren oyunlaştırma (gamification) stratejileri, geleneksel davranış yönlendirme tekniklerini destekleyen bir yaklaşım olarak öne çıkmaktadır. Bu stratejilerin başarısı büyük ölçüde "iğne", "acı", "matkap" gibi anksiyete tetikleyici kelimelerden kaçınılmasına (örtmece) bağlıdır. Büyük Dil Modellerinin (LLM) hasta iletişiminde kullanımı artsa da bu modellerin pedodontik senaryolarda örtmece kurallarına uyumu ve klinik uygulanabilirliği bilinmemektedir. Bu çalışmanın amacı, beş güncel LLM'nin (ChatGPT, Claude, Copilot, DeepSeek, Gemini) kişiselleştirilmiş oyunlaştırma senaryoları üretme performansını karşılaştırmaktır.
Gereç ve Yöntem: Hasta yaşı (4-10), Frankl kooperasyon düzeyi, anksiyete kaynağı ve ilgi alanları değişkenleri kullanılarak beş standart klinik vaka vinyeti oluşturulmuştur. Modellere sıfır atışlı (zero-shot) istem tekniğiyle uzman pedodontist rolü atanmış ve her vaka için kişiselleştirilmiş bir oyunlaştırma senaryosu üretmeleri istenmiştir. Elde edilen 25 senaryo, model isimleri gizlenerek iki bağımsız pedodontist tarafından; pedodontik ilkelere uygunluk, bilişsel gelişime uygunluk, klinik uygulanabilirlik, kişiselleştirme ve anksiyete yönetimi potansiyeli boyutlarından oluşan 5'li Likert tipi bir indeksle değerlendirilmiştir. Değerlendiriciler arası uyum Pearson korelasyonu ve sınıf içi korelasyon katsayısı (ICC) ile, modeller arası farklar Kruskal-Wallis ve Mann-Whitney U testleriyle incelenmiştir (p<0.05).
Bulgular: Değerlendiriciler arasında orta-yüksek düzeyde pozitif korelasyon saptanmış (r=0.622, p<0.001), ancak puanlama düzeylerindeki sistematik farklılık nedeniyle mutlak uyum düşük bulunmuştur (ICC=0.052). En yüksek ortalama puanı Copilot (20.50±1.27), en düşük ortalama puanı ise ChatGPT (18.90±1.75) almıştır; Gemini (19.60±1.47), Claude (19.50±1.46) ve DeepSeek (19.50±2.29) bu iki model arasında yer almıştır. Modeller arasında istatistiksel olarak anlamlı fark bulunmamıştır (H=4.079, p=0.395).
Sonuç: Değerlendirilen LLM'ler, çocuğun bilişsel düzeyine uygun yaratıcı oyunlaştırma senaryoları üretmede birbirine benzer performans göstermiştir. Bununla birlikte tüm modellerde, lokal anestezi sırasında "iğne" gibi tetikleyici kelimelerden kaçınma ve klinik izolasyon/sterilizasyon kısıtlamalarını öngörme konusunda eksiklikler gözlenmiştir. LLM'ler pedodontik davranış yönlendirmesinde hekime fikir sunan yardımcı araçlar olarak kullanılabilir; ancak hekim denetimi olmadan klinikte kullanılmaları henüz güvenli değildir.

Anahtar Kelimeler: Pediatric Dentistry Gamification Dental Anxiety Large Language Models Artificial Intelligence - Pedodonti Oyunlaştırma Dental Anksiyete Büyük Dil Modelleri Yapay Zeka.

Bildiri #46 🏛️ Yüz Yüze Sunum

Simülasyon Tabanlı Oyunların Eğitimsel Potansiyeli: The Sims Örneğinde Ortaokul Düzeyinde Kavramsal Bir İnceleme

Fatma Yasmin Altıparmak¹, Özden Şahin İzmirli²

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • yasminaltiparmak4@gmail.com

² Çanakkale Onsekiz Mart Üniversitesi • TR • osahinizmirli@gmail.com

ÖZET / ABSTRACT

Bu çalışmada, bir yaşam simülasyonu oyunu olan The Sims örneği üzerinden, simülasyon tabanlı oyunların ortaokul düzeyindeki öğrencilerin öğrenme süreçlerine olan potansiyel etkileri kavramsal bir çerçevede ele alınmaktadır. Dijital oyunların eğitim ortamlarına entegrasyonu, öğrenci motivasyonunu ve öğrenme sürecine aktif katılımını artırma potansiyeli nedeniyle son yıllarda eğitim teknolojileri alanında önemli bir araştırma konusu haline gelmiştir. Simülasyon kavramı da gerçekliğin bire bir kopyası olmaktan öte, bireye güvenli ve kontrollü bir ortamda deneyim kazandıran işlevsel bir araç olarak ele alınması bağlamında güçlü bir potansiyel taşımaktadır. Çalışma, Öz Belirleme Kuramı (Self-Determination Theory) temelinde yapılandırılmıştır; The Sims'in oyuncuya sunduğu deneme-yansıtma-uygulama döngüsü ile özerklik, yeterlilik ve ilişkisellik ihtiyaçlarına hitap eden yapısı bu kuramla birlikte analiz edilmektedir. Literatür taraması yöntemiyle, simülasyon tabanlı oyunların ve özelde yaşam simülasyonu türünün eğitimsel kullanımına ilişkin ulusal ve uluslararası alan yazın taranmış; bu oyunların finansal okuryazarlık, sosyal-duygusal beceriler, problem çözme ve karar verme becerileri üzerindeki potansiyel etkilerine dair bulgular sentezlenmiştir. Ayrıca, The Sims gibi ticari amaçlı tasarlanmış oyunların ortaokul düzeyinde eğitim amaçlı kullanımına ilişkin içerik uygunluğu, sınıf içi uygulama ve öğretmen hazırbulunuşluğu gibi sınırlılıklar da tartışılmaktadır. Bu çalışmanın amacı, The Sims örneği ve ilgili kuramsal çerçeve (Öz-Belirleme Kuramı) eşliğinde yapılan literatür taraması yoluyla, simülasyon temelli oyunların eğitimdeki rolünü açıklamaktır.

Anahtar Kelimeler: Simülasyon Tabanlı Oyunlar The Sims Deneysel Öğrenme Öz-Belirleme Kuramı Ortaokul Öğrencileri

Bildiri #47 🌐 Çevrim İçi Canlı Sunum

NEW Approaches IN Teacher Professıonal Development: Coachıng, Mentorıng, and Gamıfıcatıon

Kubra Guliyeva¹

¹ Nakhchivan State University • AZ • kubraquliyeva@ndu.edu.az

ÖZET / ABSTRACT

ABSTRACT

In the modern era, rapid advancements in science and technology necessitate the implementation of innovative approaches and new instructional methodologies within the educational system. Supporting the professional development of teachers, who stand at the center of the learning process, plays a decisive role in enhancing student learning outcomes and overall educational quality. This study investigates the integrated role of instructional coaching, mentoring support, and gamification methodologies in facilitating continuous teacher professional development. The research is grounded in Jim Knight’s "Big Four" framework (classroom management, content, instruction, and assessment for learning) and partnership principles. The paper proposes a conceptual model: "Mentoring + Coaching = Sustainable Professional Development." According to this model, mentoring provides a mechanism for "learning from another’s experience" through the sharing of knowledge and skills by experienced peers, whereas coaching fosters "learning by reflecting on one’s own practice" through reflective analysis and individual goal-setting. Furthermore, the practical opportunities of the instructional coaching cycle (identify, model, observe, and reflect) are analyzed for the effective implementation of game-based learning and gamification strategies in the classroom. The findings demonstrate that game mechanics integrated into classroom practice through coaching and mentoring support strengthen teachers' digital-pedagogical competencies, foster active student engagement, and continuously improve instructional quality.

Anahtar Kelimeler: Keywords: Teacher Professional Development Instructional Coaching Mentoring Gamification Game-Based Learning The Big Four.

Bildiri #48 🏛️ Yüz Yüze Sunum

Photogrammetry-Assisted Full-Arch Prosthetic Rehabilitation With Different Abutment Types: A Case Report

Buket Alkan¹

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • buket.alkan@comu.edu.tr

ÖZET / ABSTRACT

Achieving passive fit in implant-supported fixed prosthetic rehabilitation of edentulous patients is
essential for preventing mechanical complications and maintaining long-term clinical success. In conventional
impression techniques, particularly in full-arch rehabilitations involving multiple implants, deformation of the
impression material and difficulties in accurately transferring the three-dimensional implant positions may adversely
affect the passive fit of the restoration. With advances in digital technologies, photogrammetry has been introduced as
a method that enables accurate recording of the three-dimensional positions of implants and has been increasingly
used in full-arch implant-supported restorations.

Anahtar Kelimeler: Photogrammetry-Assisted Different Abutment Types Full-Arch Rehabilitation

Bildiri #49 🏛️ Yüz Yüze Sunum

Application of Gamification Approaches İn Anatomy Education İn The Department of Physiotherapy and Rehabilitation: Anatoedu

Mustafa KUŞ¹, Mehmet KARA²

¹ Kocaeli Sağlık ve Teknoloji Üniversitesi • TR • mustafakus0276@gmail.com

² Kocaeli Sağlık ve Teknoloji Üniversitesi • TR • mehmet.kara@kocaelisaglik.edu.tr

ÖZET / ABSTRACT

This study was conducted to evaluate the application of a gamified anatomy course among students studying at the Faculty of Health Sciences. It is a descriptive study. The target group of the study consisted of undergraduate students of the Faculty of Health Sciences of Kocaeli Health and Technology University, Physiotherapy and Rehabilitation students taking anatomy courses (n=42). Data were collected using the 'Descriptive Characteristics Form', 'Anatomy Information Form', and 'Game Experience Scale'. Anatomy knowledge test scores increased significantly after the game application. The highest mean scores among the sub-dimensions of the students' gaming experience scale were found in the sub-dimensions of enjoyment (26.74±3.43), engagement (22.77±5.85), and interaction (12.00±1.71). A significant difference was found between the engagement sub-dimension and the gaming experience scale in terms of the total scores of students who had no previous educational gaming experience compared to students who had educational gaming experience. As a result, it was found that students enjoyed the gamified anatomy course and that it was effective in increasing their knowledge levels. In this context, gamification as one of the innovative methods in theoretical courses should be expanded.

Anahtar Kelimeler: Gamification Physiotherapy Anatomy

Bildiri #50 🌐 Çevrim İçi Canlı Sunum

Resilient Digital Education İn Disrupted Environments: The CCDS Approach

Victor Ebirim¹, Abdoulie F.r. Jadama²

¹ Fuzion Mobile Technologies (FMT) • GM • victor.ebirim@e-learning.gm

² University of The Gambia / National Early Childhood Development Network • GM • abdoulie.jadama@e-learning.gm

ÖZET / ABSTRACT

Resilient Digital Education in Disrupted Environments:

The CCDS Approach examines the Curriculum Content Delivery System (CCDS) as an offline and hybrid architecture for maintaining learning continuity when internet connectivity, electricity, communication networks, or conventional school infrastructure are unreliable.

The paper argues that digital education should not equate learning with continuous connectivity. CCDS places curriculum content at the centre of delivery, enabling the same curriculum to reach learners through connected and disconnected environments. Online infrastructure supports content development, updating, administration and monitoring, while offline delivery provides local access to lessons, digital textbooks and assessments when connectivity is unavailable or intermittent. Synchronisation occurs when connectivity returns.

Using a practice-based qualitative and architectural analysis of CCDS development and the iLearn Gambia implementation context, the paper examines connectivity dependency, curriculum continuity, architectural redundancy and human agency. Evidence from UNESCO, the World Bank and the Gambia implementation context provides comparative grounding for offline digital learning. The paper deliberately does not claim causal learning effects; instead, it examines the architectural proposition and identifies principles requiring further empirical investigation.

A distinctive feature of CCDS is its treatment of artificial intelligence as an intelligence layer rather than the foundation of learning continuity. AI may support content adaptation, learner assistance, translation, feedback, search and teacher-facing tools, while core curriculum resources remain available when AI services or connectivity are unavailable.

The paper proposes continuity-by-design as a principle for resilient digital learning: connectivity should accelerate digital education, not determine whether digital education is possible. The approach has relevance for education systems serving rural, underserved and disrupted communities and provides a foundation for further research into intelligent, hybrid and resilient learning systems.

Anahtar Kelimeler: Curriculum Content Delivery System (ccds) Resilient Digital Education Offline Learning Hybrid Learning İntelligent Learning Systems Artificial İntelligence Learning Continuity Educational Technology Low-Connectivity Environments Digital Education

Bildiri #51 🏛️ Yüz Yüze Sunum

FULL-ARCH Rehabılıtatıon WITH A Dıgıtal Workflow: A CASE Report USING 14 Implants, Intraoral Scannıng and Photogrammetry

Merin Nur Hacıoğlu¹, Tuğçe Karabulut Açıkgöz²

¹ Çanakkale Onsekiz Mart University • TR • merinnur.hacioglu@comu.edu.tr

² Çanakkale Onsekiz Mart University • TR

ÖZET / ABSTRACT

Objective

The use of digital workflows in implant-supported full-arch rehabilitation of edentulous patients may facilitate a more controlled and predictable clinical and laboratory workflow. The aim of this case report was to present a digital workflow incorporating intraoral scanning and photogrammetry for full-arch rehabilitation using four implants.

Case Presentation

The implant-supported full-arch rehabilitation of a completely edentulous patient was planned using a digital workflow. Intraoral scanning and photogrammetry were utilized to digitally record the implant positions. Following acquisition of the digital records, the prosthetic phase was initiated. A PMMA provisional prosthesis was fabricated and clinically evaluated. Following evaluation of the provisional prosthesis, the definitive prosthetic phase was initiated. The definitive prosthesis was fabricated based on the digitally acquired records and subsequently delivered to the patient.

Conclusion

This case demonstrates that a digital workflow combining intraoral scanning and photogrammetry can be incorporated into four-implant-supported full-arch rehabilitation. The use of digital records may facilitate the transfer of implant positions to the prosthetic workflow and contribute to an organized clinical and laboratory process.

Anahtar Kelimeler: Full-Arch Rehabilitation Dental İmplant Digital Workflow İntraoral Scanning Photogrammetry

Bildiri #52 🌐 Çevrim İçi Canlı Sunum

EEG-Based Cognitive-State Assessment and Neuroadaptive Interaction İn Serious Games and Digital Learning: A Systematic Review

Alperen Uzun¹, Adil Yıldız², Furkan Kalyoncu³, Önder Aydemir⁴

¹ Karadeniz Technical University • TR • alperenuzun@ktu.edu.tr

² Trabzon University • TR • adilyildiz@trabzon.edu.tr

³ Trabzon University • TR • furkankalyoncu@trabzon.edu.tr

⁴ Karadeniz Technical University • TR • onderaydemir@ktu.edu.tr

ÖZET / ABSTRACT

Electroencephalography (EEG) has been increasingly studied in serious games and digital learning environments to monitor cognitive states. However, its practical role in adaptive systems remains unclear. This systematic review examines how EEG has been used to assess cognitive load, attention, engagement and related task-dependent states and how these estimates have been translated into neuroadaptive interaction. Scopus, Web of Science Core Collection and IEEE Xplore were searched for journal articles and conference papers published between 2014 and 2026. A total of 340 records were identified, 108 duplicates were removed, and 104 studies were included in the final qualitative synthesis. Engagement-related states were examined in 44 studies, attention-related states in 42 and cognitive load or mental workload in 37. Among the included studies, only 25 implemented clearly identifiable EEG-informed closed-loop adaptation or feedback, indicating a substantial gap between cognitive-state recognition and operational neuroadaptation. Most studies relied on theta, alpha and beta activity although more recent work also used entropy, connectivity, time-frequency features and machine-learning methods. Across the reviewed evidence, individualized calibration and temporally stable state estimation emerged as important design considerations. The effectiveness of EEG-based adaptation varied across studies, indicating that EEG alone does not consistently provide sufficient information for reliable adaptive decisions. The findings suggest that EEG is most useful as a complementary indicator of internal cognitive state rather than as a stand-alone control signal. For adaptive serious games targeting cognitive functions, integrating EEG with behavioral performance and affective information may provide a more robust basis for personalized difficulty adjustment and feedback.

Anahtar Kelimeler: EEG Serious Games Cognitive Load Engagement Adaptive Systems Neuroadaptive Systems

Bildiri #53 🌐 Çevrim İçi Canlı Sunum

Hastane Öncesi Çalışanlarının Hizmet İçin Eğitimlerinde Oyun Tabanlı Öğrenme Yönteminin Etkililiği; Literatür Çalışması

Yazgül POLAT ÖNER¹

¹ Ege University • TR • yazgulpolat35@gmail.com

ÖZET / ABSTRACT

Giriş ve Amaç: Hastane öncesi acil sağlık çalışanları; kriz yönetimi, hızlı triyaj ve dinamik klinik karar verme süreçlerini yüksek stres altında yürütmektedir. Geleneksel hizmet içi eğitim modelleri genellikle didaktik ve pasif yöntemlere dayanmakta, bu durum klinik becerilerin kalıcılığını ve motivasyonu sınırlandırmaktadır (Cook ve ark., 2011). Ciddi oyunlar (serious games) ve oyunlaştırma (gamification) gibi oyun tabanlı öğrenme yaklaşımları, teorik bilgiyi güvenli simülasyon ortamlarında uygulamaya dönüştürme potansiyeliyle sağlık eğitiminde giderek daha fazla yer bulmaktadır (Gentry ve ark., 2019). Bu bildirinin amacı, hastane öncesi personelin hizmet içi eğitimlerinde oyun tabanlı öğrenmenin bilgi düzeyine, klinik karar vermeye ve motivasyona etkisini güncel literatür ışığında değerlendirmektir.
Gereç ve Yöntem: PubMed, Scopus ve Web of Science veri tabanlarında "paramedic education", "prehospital", "game-based learning" ve "serious games" anahtar sözcükleri taranarak son yıllarda yayımlanan hakemli makaleler incelenmiştir. Araştırma; acil tıp teknisyenleri (ATT) ve paramediklerin triyaj, ileri yaşam desteği ve afet yönetimi eğitimlerini kapsayan deneysel ve yarı deneysel çalışmaları odağına almıştır.
Bulgular: İncelenen literatür, dijital veya masaüstü oyun tabanlı senaryoların acil sağlık çalışanlarında klinik karar verme hızını artırdığını ve hata oranlarını azalttığını göstermektedir (Knight ve ark., 2010). Özellikle kitlesel yaralanma ve triyaj protokollerine (START, SALT) yönelik tasarlanan ciddi oyunlar, personelin algoritmaları daha doğru uygulamasına katkı sağlamaktadır (Verkuyl ve ark., 2017). Ayrıca oyunlaştırma öğelerinin (puan, rozet, anlık geri bildirim), çalışanların hizmet içi eğitimlere yönelik içsel motivasyonunu ve katılım oranlarını anlamlı ölçüde yükselttiği saptanmıştır (Rutledge ve ark., 2018).
Sonuç ve Öneriler:
Oyun tabanlı öğrenme; hastane öncesi acil sağlık hizmetlerinde geleneksel eğitimlerin eksik kaldığı deneyimsel öğrenme açığını kapatabilecek, maliyet etkin ve güvenli bir yaklaşımdır. Hizmet içi eğitim müfredatlarına entegre edilecek oyun tasarımlarının, klinik algoritmalarla tam uyumlu ve ölçülebilir çıktılara sahip olması önerilmektedir.

Anahtar Kelimeler: Hastane Öncesi Bakım Hizmet İçi Eğitim Oyun Tabanlı Öğrenme Paramedik.

Bildiri #54 🏛️ Yüz Yüze Sunum

Sol Mandibular Rezeksiyonlu Olguda Titanyum Bar Altyapılı İmplant Destekli Hibrit Protez İle Fonksiyonel ve Estetik Rehabilitasyon: Bir Vaka Sunumu

Şeyma Nur Şahan¹

ÖZET / ABSTRACT

Anahtar Kelimeler: Mandibular Rezeksiyon Hibrit Protez

Bildiri #55 🏛️ Yüz Yüze Sunum

Denge Isı Haritasının Kişiye Özgü Kullanımı: Sanal Gerçeklik Tabanlı Oyunlaştırmada Hareket Verisi Güdümlü Adaptif Görev Üretimi

Hayati Türe¹, Elif Efe², Muhammet Çiğdem³, Uğur Turhal⁴, Ramazan Özgür Doğan⁵, Osman Topçu⁶

¹ Rafora Bilişim Şirketi ve Trabzon Üniversitesi Bilgisayar ve Bilişim Bilimleri Fakültesi Bilgisayar Mühendisliği Bölümü • TR • hayatiture@trabzon.edu.tr

² Rafora Bilişim • TR • elif.efe@rafora.com.tr

³ Rafora Bilişim • TR • muhammet.cigdem@rafora.com.tr

⁴ Trabzon Üniversitesi Bilgisayar ve Bilişim Bilimleri Fakültesi Yazılım Mühendisliği Bölümü • TR • ugurturhal@trabzon.edu.tr

⁵ Trabzon Üniversitesi Bilgisayar ve Bilişim Bilimleri Fakültesi Yapay Zekâ Mühendisliği Bölümü, • TR • dogan@trabzon.edu.tr

⁶ Maçka Ömer Burhanoğlu Fizik Tedavi ve Rehabilitasyon Hastanesi • TR • topcuosman61@gmail.com

ÖZET / ABSTRACT

Giriş: Sanal gerçeklik (SG) tabanlı denge rehabilitasyonu oyunlarında hareket ısı haritası çoğunlukla yalnızca oturum sonrası bir raporlama çıktısı olarak üretilmekte, görevlerin yönü ve zorluğu ise önceden tanımlı ya da rastlantısal kalmaktadır. Böylece hastanın gerçek hareket davranışı, bir sonraki görevin belirlenmesinde kullanılmamaktadır.
Amaç: Bu çalışmada, hareket ısı haritasını raporlama çıktısından görev üretiminin kontrol değişkenine dönüştüren; görevin yönünü, erişim mesafesini ve zorluğunu hastanın önceki hareket dağılımına göre belirleyen kapalı çevrimli bir adaptif görev üretim çerçevesi geliştirmek ve bu çerçevenin davranışını in-silico olarak sınamak amaçlanmıştır.
Yöntem: Çerçeve üç bileşenden oluşmaktadır: üstel unutmalı iki boyutlu (mediolateral–anterior-posterior) hareket ısı haritası, terapist tanımlı nominal sınır üzerinden işletilen sektör bazlı güvenlik kısıtıyla düşük yoğunluklu bölge seçimi ve hedef görev tamamlama oranını izleyen stokastik yaklaşım temelli bir challenge denetleyicisi. Üretilen görev parametreleri, THERA-Trainer coro dinamik denge platformuyla birlikte kullanılan ve Meta Quest SG başlığı için geliştirilmiş Makinist oyununun uzman ayarlarına (istasyon konumu, ray geçişi, ürün yüksekliği, durma alanı genişliği, hız) eşlenmiştir. Yaklaşım, üç bozulma arketipini temsil eden 30 sanal kullanıcı profilinde, 12 oturum × 40 görevlik eşleştirilmiş bir simülasyonla rastlantısal ve sabit-artımlı görev üretim politikalarına karşı değerlendirilmiştir. Çalışmada hasta ya da gönüllü katılımı yoktur; tüm değerlendirme simülasyon ortamında yapılmıştır.
Bulgular: Adaptif politika etkin çalışma alanı kapsamasında 0,949 ± 0,043 (rastlantısal 0,853 ± 0,047; sabit-artımlı 0,582 ± 0,055), dağılım dengeliliğinde 0,857 ± 0,038 (rastlantısal 0,546 ± 0,111) düzeyine ulaşmıştır. Aynı güvenlik katsayısına tabi karşılaştırma politikalarında %6,8–7,6 düzeyinde görülen güvenli hareket sınırı payı ihlali, adaptif politikada gözlenmemiştir. Etkin kapsama sıralaması, hedef başarı oranı, motor gürültü ve öğrenme varsayımına ilişkin duyarlılık analizlerinde değişmemiştir.
Sonuç: Önerilen çerçeve, tasarımında hedeflenen uzamsal kapsama, dağılım dengeliliği ve güvenlik davranışlarını simülasyon ortamında gerçekleştirebilmiştir. Bulgular klinik etkinlik kanıtı değil, algoritmanın iç tutarlılığına ve güvenlik kısıtına uyumuna ilişkin bir fizibilite kanıtıdır; bir sonraki adım, sistemin sağlıklı gönüllülerde ve ardından hedef hasta grubunda fizibilite çalışmalarıyla sınanmasıdır.

Anahtar Kelimeler: Sanal Gerçeklik Denge Rehabilitasyonu Adaptif Görev Üretimi Hareket Isı Haritası Dinamik Zorluk Ayarı

Bildiri #56 🏛️ Yüz Yüze Sunum

Uluslararası İlişkilerde Yumuşak Güç ve Bilgisayar Oyunları: Çekya, Polonya ve Ukrayna Örnekleri

Erden Eren Erdem¹

¹ Karabük Üniversitesi • TR • erdenerenerdem@gmail.com

ÖZET / ABSTRACT

Uluslararası İlişkiler literatüründe sinema, müzik ve roman gibi kültürel öğelerin ülkelerin uluslararası imajlarını, onlara olan bakış açılarını ve faklı kültürlerden gelen yakınlık hissiyatına yönelik son derece geniş yelpazede çalışmalar yapılmıştır. Ancak günümüzde hem sinema hem de müzik sektörlerinin toplamından daha büyük olan bilgisayar oyunları sektörüne yönelik çalışmalar henüz sektörün insanların gündelik hayatlarında sahip olduğu etki oranında bir büyüklük göstermemektedir. Çalışmamda ülkelerin kendi kültürel öğelerini içeren, hikayeli, tek kişilik bilgisayar oyunlarının sektörde yakaladığı başarıların, o ülkelerin tanınırlığı açısından ne gibi etkilere sahip olabileceğini araştırmak ve sunmak istedim. Bu amaçla Polonya’dan CD Projekt Red, Çekya’dan Warhorse Studios ve Ukrayna’dan GSC Game World ve 4A şirketlerinin sırasıyla yaptıkları Witcher, Kingdom Come: Deliverance ve Metro serilerinin bir karşılaştırmalı analizini yapmak istiyorum. Sektörde geniş yankılar yaratan ve gelişmekte olan bu ülkeleri çoğunlukla ABD ve Japonya tarafından sahip olunan bilgisayar oyunları pazarında haritaya yerleştiren bu oyunların o ülkelerin uluslararası imajları yönünde ne türlü etkilere sahip olduğu ve bunun uluslararası siyasette bir araç olarak nasıl kullanılabileceği yönünde çalışmamı takdim edeceğim.

Anahtar Kelimeler: Polonya Çekya Ukrayna Yumuşak Güç Kültür

Bildiri #57 🌐 Çevrim İçi Canlı Sunum

Current Approaches To Alternative Behavior Guidance Techniques İn Pediatric Dentistry: A Review

Muhammed EMRE Çinkay¹, ASLI Soğukpınar Önsüren²

¹ Mersin University, Faculty of Dentistry, Deparment of Pediatric Dentistry • TR • emrecinkay@mersin.edu.tr

² Mersin University, Faculty of Dentistry, Deparment of Pediatric Dentistry • TR • aslisdt@gmail.com

ÖZET / ABSTRACT

Dental fear and anxiety are significant behavioral issues in pediatric dentistry that hinder a child patient's cooperation under dental treatment. The aim of this review is to evaluate alternative behavior guidance techniques used in pediatric dentistry.
While basic behavior guidance techniques were frequently preferred in the past, game-based approaches—such as play therapy, tell-play-do, magic tricks, music therapy, storytelling, passive and active audiovisual distraction techniques, and virtual reality applications—are increasingly gaining ground today, driven by technological advancements. These methods aim to reduce the dental fear and anxiety experienced by child patients and improve their cooperation with dental treatment.
The use of alternative behavior guidance techniques is becoming increasingly widespread in pediatric dentistry and is emerging as a preferred option for pediatric dentists.

Anahtar Kelimeler: Pediatric Dentistry Alternative Behavior Guidance Techniques Play Therapy Virtual Reality

Bildiri #58 🏛️ Yüz Yüze Sunum

Q-Jam: Statistical Evidence For Quantum Literacy Gains Through A 36-Hour Quantum-Themed Game Jam

Arzu Aktaş¹

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • arzu.aktas@comu.edu.tr

ÖZET / ABSTRACT

This paper presents Q-Jam, a 36-hour game jam organized by the Quantum Technologies Club at Çanakkale Onsekiz Mart University (ÇOMÜ) on April 25–26, 2026. The event brought together approximately 40 undergraduate students who were challenged to design and develop original games incorporating quantum computing concepts such as quantum entanglement, superposition, and quantum mechanics.
Working in teams of 2–4 members, participants produced approximately 9 playable games spanning multiple genres. Notable examples include MeowTum, a puzzle-platformer in which two cats are bound by the laws of quantum entanglement and must navigate a split-screen environment in perfect synchrony, and a quantum-themed adaptation of the classic head-to-head football game featuring both AI and local two-player modes. At the conclusion of the event, all games were assessed by a multidisciplinary jury of four, comprising a quantum expert who evaluated the accuracy of quantum concept representation, alongside game development specialists and digital content creators who assessed gameplay, design, and technical execution.
This study examines Q-Jam as an informal learning environment that promotes conceptual engagement with quantum phenomena through creative game design. We discuss the pedagogical potential of game jams for quantum literacy, student motivation, and interdisciplinary skill development. The results suggest that competitive, time-constrained game creation events can serve as effective and accessible entry points into abstract scientific concepts, even for students without a formal background in physics.

Anahtar Kelimeler: Quantum Education Game Jam Serious Games Game-Based Learning Quantum Literacy STEM Education

Bildiri #59 🏛️ Yüz Yüze Sunum

İDA Bike - Fiziksel Bir Bisikletle Tarihe Yolculuk

Serhat Kabaiş¹, Muhammer ER²

¹ Bilgisayar ve Öğretim Teknolojileri Eğitimi • TR • serhatkabais@gmail.com

ÖZET / ABSTRACT

An interactive simulation experience that allows users to navigate through AI-reconstructed ancient cities—generated using Google Genie technology—by using Arduino-based electronic circuits mounted on a physical bicycle as a joystick.
This project delivers an immersive experience bridging ancient history, digital worlds, and physical exercise. As the user rides a stationary bicycle, their pedaling speed and handlebar steering movements are translated into digital data via Arduino-based sensors and circuits. Operating like a joystick, this hardware setup enables real-time navigation through dynamically generated ancient city environments powered by Google Genie, allowing users to physically pedal through and explore the lost metropolises of the past.

Google Genie teknolojisi kullanılarak yapay zeka ile yeniden oluşturulmuş antik şehirlerin içinde, fiziksel bir bisiklete entegre edilen Arduino tabanlı elektronik devreler yardımıyla joystick mantığıyla gezinti yapmayı sağlayan interaktif bir simülasyon deneyimi.
Bu proje, antik tarihi dijital dünyayla ve fiziksel egzersizle buluşturan sürükleyici bir deneyim sunar. Kullanıcı, sabit bir bisiklet üzerindeyken pedalları çevirme hızı ve gidonu yönlendirme hareketleri, Arduino tabanlı sensörler ve devreler aracılığıyla dijital verilere dönüştürülür. Bu veriler, bir joystick gibi çalışarak Google Genie altyapısıyla dinamik olarak oluşturulan antik şehir modelinde gerçek zamanlı gezinmeyi mümkün kılar. Böylece kullanıcılar, geçmişin kayıp metropollerini fiziksel olarak pedal çevirerek keşfedebilirler.

Anahtar Kelimeler: AI World Generation Ancient Cities Arduino Physical Computing Bicycle Simulation İnteractive Experience Sensor İntegration Joystick Mechanism Digital Heritage Gamification İmmersive Simulation.

Bildiri #60 🌐 Çevrim İçi Canlı Sunum

FAHP-Driven Adaptive Difficulty İn A Serious Game For Cognitive Flexibility Training İn Children Aged 11–14

Adil Yıldız¹, Eren Kalfa², Furkan Kalyoncu³, Semra Fiş Erümit⁴, Ali Kürşat Erümit⁵, Hasan Karal⁶

¹ Trabzon University • TR • adilyildiz@trabzon.edu.tr

² Trabzon University • TR • erenkalfa@trabzon.edu.tr

³ Trabzon University • TR • furkankalyoncu@trabzon.edu.tr

⁴ Trabzon University • TR • semrafiserumit@trabzon.edu.tr

⁵ Trabzon University • TR • kerumit@trabzon.edu.tr

⁶ Trabzon University • TR • hasankaral@trabzon.edu.tr

ÖZET / ABSTRACT

Cognitive flexibility, the ability to switch between rules, develops rapidly in early adolescence, yet digital training tools rarely adapt difficulty transparently. Grounded in task-switching paradigms, this paper presents the design of a Windows serious game for children aged 11–14, developed within a TÜBİTAK 1001 research project. Contextualised as a journey in a grandfather's jeep toward a Trabzon highland pasture, players respond to oncoming vehicles based on alternating rules between colour (red vehicles) and category (trucks). A single 12–15-minute protocol comprises a tutorial, a fixed 48-trial pre-test, an adaptive training block of 72 valid trials, and an identical post-test. The adaptive engine, FAHP (Fuzzy Analytic Hierarchy Process), evaluates performance across three 24-trial windows using four criteria: balanced accuracy, error pattern, response-time pressure, and response-time variability. Linear fuzzy membership functions map each criterion to a need-for-support degree, synthesized into a composite index via AHP-derived weights (0.40, 0.25, 0.20, 0.15; consistency ratio ≤ 0.10). This index triggers an Ease, Hold, or Challenge decision, shifting exactly one parameter (response window, rule-cue duration, rule-run length, or inter-trial interval) by one step. The starting level is calibrated from pre-test accuracy. To safeguard psychometric validity, FAHP operates in passive observation mode during pre- and post-tests. Avoiding score counters and failure prompts, the interface communicates progression via photo stops, thematic milestones, and a travel notebook. Automated verification and simulated player profiling confirmed the stability of decision boundaries prior to deployment, offering a reproducible framework for non-intrusive cognitive training in adolescent cohorts.

Anahtar Kelimeler: Cognitive Flexibility Task Switching Serious Games Adaptive Difficulty Fuzzy AHP

Bildiri #61 🏛️ Yüz Yüze Sunum

Farklı YAPAY Zekâ Modellerinin Seçilmiş DUS Endodonti Sorularını Yanıtlama Başarı Oranlarının Karşılaştırılması

Hicran Durmuş¹, EMRE Bodrumlu²

¹ Zonguldak Bülent Ecevit Üniversitesi Diş Hekimliği Fakültesi • TR • hicrandurmuss@icloud.com

² Zonguldak Bülent Ecevit Üniversitesi Diş Hekimliği Fakültesi • TR • ebodrumlu@gmail.com

ÖZET / ABSTRACT

Amaç: Yapay zekâ araçları, farklı alanlardaki bilgiye dayalı soruları anlama, yorumlama ve yanıtlama yetenekleriyle yaygın olarak kullanılmaya başlamıştır. Diş Hekimliğinde Uzmanlık Eğitimi Giriş Sınavı (DUS) diş hekimlerinin uzmanlık eğitim haklarını kazanabilmeleri için düzenlenen bir sınavdır. Diş hekimliği ve endodonti alanında da yapay zekâ modellerinin bilimsel ve mesleki bilgi gerektiren sorulara verdikleri yanıtların doğruluğunun değerlendirilmesi önem taşımaktadır. Bu çalışmanın amacı, üç farklı yapay zekâ aracının DUS kapsamında bilgi gerektiren endodonti sorularını yanıtlama yeterliliğini doğruluk ve ayrıntı açısından değerlendirerek karşılaştırmaktır.
Gereç ve Yöntemler: Çalışmada, 2022 ve 2025 yılları arasında DUS’da sorulmuş doğrudan bilgiye dayalı olarak değerlendirilen 10 soru seçilmiştir. Seçilen sorular, OpenAI GPT-5.6, Google Gemini 3.1 Pro ve DeepSeek V4.1 Flash olmak üzere 3 farklı yapay zekâ modeline aynı soru formatı ile sorulmuştur. Modeller tarafından verilen yanıtlar DUS cevap anahtarı esas alınarak “doğru” veya “yanlış” olarak sınıflandırılmıştır. Her model için doğru yanıt sayısı toplam soru sayısına oranlanarak başarı oranı yüzde olarak hesaplanmıştır. Soru yanıtının ayrıntılı açıklanması açısından da değerlendirilmiştir.
Bulgular: ChatGPT ve Gemini’nin, soruların tamamını doğru yanıtladığı; DeepSeek’in ise soruların yarısını doğru yanıtladığı saptanmıştır. Soruların yanıtlarında ayrıntılı bilgi verme açısından sırasıyla DeepSeek, Gemini ve ChatGPT şeklinde azalış görülmüştür.
Sonuçlar: Her yapay zeka modelinin aynı beceriyi gösterememesi nedeniyle, diğer kaynaklardan da yararlanılması gerektiği unutulmamalıdır.
Anahtar kelimeler:
Endodonti; Yapay Zekâ; Diş Hekimliğinde Uzmanlık Sınavı; ChatGPT; Gemini; DeepSeek

Anahtar Kelimeler: Endodonti Yapay Zekâ Diş Hekimliğinde Uzmanlık Sınavı Chatgpt Gemini Deepseek

Bildiri #62 🏛️ Yüz Yüze Sunum

Making Quantum Physics Playable: Designing A Serious Game For Public Science Engagement

Srivikashini Krishnaraj¹

ÖZET / ABSTRACT

Quantum physics is difficult to communicate to non-specialist audiences because its phenomena are invisible at everyday scales and often defy familiar expectations of how matter behaves. This study investigates how selected quantum behaviours can be translated into playable interactions that allow people to experiment, form predictions and observe uncertain outcomes.

*Quibby: A Quantum Experiment* is a browser-based touchscreen puzzle game publicly deployed in a science exhibition at Science Gallery Bengaluru, India. Players use Splitters, Quantum Gates and Quantum Tunnels to alter a quantum ghost’s possible paths, assess the probability of capture and use Measurement to reveal one outcome. These mechanics operate as simplified playable metaphors for superposition, state transformation, quantum tunnelling, probability and measurement.

The project followed a research-through-design approach combining secondary research, paper and digital prototyping, expert critique, formative user testing, exhibition observation, post-play conversations and gameplay analytics. Formative testing involved approximately 20 participants and generated 38 completed play-throughs, including replays. Subsequent public deployment generated 731 completed exhibition play-throughs between August and September 2026, with a median recorded duration of approximately four minutes.

Early testing revealed that interaction alone did not make the game’s underlying relationships understandable. Users confused the objective, interpreted probability as a score, overlooked Measurement and manipulated tools without being able to predict their effects. These findings informed the introduction of guided practice, consistent movement rules, progressive complexity, animation, contextual help and clearer feedback. During observation of the later experience, users predicted Splitter outcomes, distinguished the functions of different tools, related their choices to Capture Probability and explained that Measurement revealed one possible outcome.

The project contributes an evidence-informed design case for communicating complex scientific ideas through serious games. It demonstrates that playful interaction becomes meaningful when players can understand how their actions change the system, test an expectation and revise their strategy through another attempt. Quibby shows how game design can make selected quantum behaviours more approachable through structured play and experimentation while preserving the uncertainty that is central to the subject.

Anahtar Kelimeler: Serious Games Quantum Physics Interactive Science Communication Playful Learning Public Engagement Research Through Design

Bildiri #63 🌐 Çevrim İçi Canlı Sunum

THE Effect of AI-Drıven Encounter Adaptatıon ON Injury RATE IN A FOUR-LANE URBAN Escape GAME

Servet Senyücel¹

¹ İstanbul Arel Üniversitesi • TR • servetsenyucel@arel.edu.tr

ÖZET / ABSTRACT

This study examines the effect of AI-driven encounter adaptation on player injury rates in a four-lane urban escape game developed in Unity. The player moves a continuously running female character between lanes and chooses a route at intersections. Robots spawn randomly and are assigned to random starting lanes. When the player sees a flash warning of an incoming laser shot, they can change lanes to avoid it. During physical contact with a robot, the player can use a sword or move sideways to end the contact.
Two scenarios with the same game environment, character controls, and damage rules were compared. The first used no learning-based methods. In the second, Random Forest and XGBoost were compared as models for predicting the risk of injury in the next robot encounter. The resulting risk estimate was used as an input to Proximal Policy Optimization (PPO), which adjusted the interval between robot spawns. Monte Carlo tree search (MCTS) determined which route robots followed at intersections. The study’s contribution lies in linking encounter-level injury risk prediction to spawn timing while incorporating intersection pursuit decisions into the same four-lane escape game.
Ten players participated, and each played both scenarios for 20 minutes each, yielding 200 player-minutes of gameplay per scenario. Each player’s injury percentage was calculated as robot encounters involving at least one injury / total robot encounters × 100. The percentages were then averaged across players within each scenario. The mean injury percentage was 28% without learning-based methods and 45% with AI-driven adaptation. This 17-percentage-point increase indicates a higher level of encounter difficulty, as measured by the proportion of encounters involving injury, in the version combining player risk prediction, adaptive robot spawn intervals, and intersection pursuit decisions. The study evaluates these decisions together in a four-lane urban escape game through a comparison involving the same players.

Anahtar Kelimeler: Dynamic Difficulty Adjustment Player Modeling PPO Monte Carlo Tree Search Game Aı.

Bildiri #64 🌐 Çevrim İçi Canlı Sunum

Digital Gamification İn Probation Services: An Innovative Approach To Offender Rehabilitation and Behavioral Change

Valbona Xhaferaj¹

¹ Independent Researcher • AL • v.xhaferaj233147@unite.edu.mk

ÖZET / ABSTRACT

Digital transformation and the increasing use of interactive learning methods are creating new opportunities to improve the rehabilitation and social reintegration of individuals in conflict with the law. This paper aims to examine the potential of digital gamification and serious games within probation services, particularly as tools for strengthening motivation, personal responsibility, and sustainable behavioral change among individuals under community supervision.
The study adopts a qualitative and interdisciplinary approach, combining a review of the relevant literature with principles derived from criminal justice, education, behavioral psychology, and institutional probation practice. It explores the potential application of progressive objectives, point-based systems, achievement levels, real-life scenario simulations, immediate feedback, and symbolic rewards. These elements may be incorporated into educational interventions addressing life skills, emotional regulation, awareness of the consequences of unlawful behavior, compliance with legal obligations, and preparation for successful social reintegration.
The paper argues that gamification should not be understood merely as a form of entertainment, but as a structured intervention tool adapted to the individual needs, age, circumstances, and assessed risk level of each person under supervision. Its implementation should be accompanied by appropriate ethical safeguards, personal data protection, equal access, professional oversight, and respect for human dignity. Particular attention must also be given to the risk of digital exclusion and to the importance of preserving meaningful human interaction between probation professionals and supervised individuals.
The paper concludes by proposing the gradual development of pilot digital gamification programs within probation services. Such programs could contribute to a more participatory, measurable, and individually tailored rehabilitation process while supporting long-term behavioral change and sustainable social reintegration.

Anahtar Kelimeler: Digital Gamification Probation Services Rehabilitation Behavioral Change Social Reintegration.

Bildiri #65 🏛️ Yüz Yüze Sunum

Tam Ark İmplantüstü Sabit Rehabilitasyonda Fotogrametri Destekli Dijital İş Akışı: Olgu Sunumu

Ayçahan Nuhoğlu¹

¹ dildent • TR • aycahan.nuhoglu@comu.edu.tr

ÖZET / ABSTRACT

Tam Ark İmplantüstü Sabit Rehabilitasyonda Fotogrametri Destekli Dijital İş Akışı: Olgu Sunumu
Yazarlar: Ayçahan NUHOĞLU1, Dr.Öğr. Üyesi Tuğçe KARABULUT AÇIKGÖZ2
GİRİŞ
Tam ark implantüstü sabit protetik rehabilitasyonlarda implantların üç boyutlu konumlarının doğru şekilde kaydedilmesi ve restorasyonun pasif adaptasyonunun sağlanması, tedavinin mekanik ve biyolojik başarısı açısından önem taşımaktadır. Fotogrametri sistemleri, özellikle çoklu implantların bulunduğu tam ark olgularda implant konumlarının dijital olarak kaydedilmesine olanak sağlayan güncel bir yöntemdir. Bu olgu sunumunun amacı, tam ark implantüstü sabit protetik rehabilitasyonda fotogrametri destekli dijital iş akışının klinik uygulanabilirliğini ve protetik rehabilitasyon sürecindeki kullanımını sunmaktır.
OLGU SUNUMU
Sistemik olarak sağlıklı 65 yaşındaki erkek hasta, kısmi dişsizlik, çiğneme güçlüğü ve mevcut dişlerinde mobilite şikâyetleri ile kliniğimize başvurdu. Klinik ve radyografik değerlendirmelerin ardından maksillanın implant destekli tam ark, mandibulanın ise diş ve implant destekli sabit restorasyonlarla rehabilitasyonu planlandı. Cerrahi tedavi kapsamında maksillaya 7 adet; mandibulada 45, 47 ve 36 bölgelerine toplam 3 adet Neobiotech implant (Neobiotech Co., Ltd., Güney Kore) yerleştirildi ve 3 aylık osseointegrasyon süresi beklendi. Protetik aşamada maksiller implantlara konum ve angulasyonlarına uygun düz ve açılı multi-unit abutmentlar seçildi. Maksiller implantların üç boyutlu konumları iCam4D fotogrametri sistemi (iMetric 3D SA, Courgenay, İsviçre) ile kaydedildi. Neobiotech scan bodyler üzerinden peri-implant yumuşak dokular ve çevre anatomik yapılar TRIOS 3 intraoral tarayıcı (3Shape A/S, Kopenhag, Danimarka) ile tarandı. Fotogrametri ve intraoral tarama verileri Exocad yazılımında (exocad GmbH, Darmstadt, Almanya) birleştirildi. Hem maksilla hem de mandibula için PMMA geçici sabit restorasyonlar üretildi. Bir haftalık klinik kullanımın ardından estetik ve oklüzal düzenlemeler doğrultusunda ikinci geçici restorasyonlar hazırlandı ve bir hafta daha klinik olarak değerlendirildi. Hasta memnuniyetinin sağlanmasının ardından daimi restorasyonların üretimine geçildi. Maksilla, titanyum bar destekli, vida tutuculu monolitik zirkonya (Amann Girrbach AG, Koblach, Avusturya) tam ark sabit restorasyon ile rehabilite edildi. Restorasyonun pasif adaptasyonu Sheffield testi ile kontrol edildi ve protetik vidalar üretici önerileri doğrultusunda 25 Ncm ile torklandı. Mandibulada 35–44 bölgeleri diş destekli; 45–47 ve 36 bölgeleri ise Ti-base implant destekli monolitik zirkonya restorasyonlarla rehabilite edildi.
BULGULAR
Fotogrametri ve intraoral tarama verilerinin birleştirildiği dijital iş akışı ile maksiller tam ark restorasyonun üretimi gerçekleştirildi. Geçici restorasyonların klinik kullanımı sırasında estetik, oklüzal ve fonksiyonel parametreler değerlendirilerek daimi restorasyon tasarımına aktarıldı. Maksiller daimi restorasyonun pasif adaptasyonu Sheffield testi ile doğrulandı. Maksiller ve mandibular daimi restorasyonların klinik adaptasyonu, oklüzyonu ve estetik özellikleri değerlendirildikten sonra restorasyonlar hastaya teslim edildi. Tedavi sonrasında panoramik radyografik değerlendirme gerçekleştirildi.
SONUÇ
Fotogrametri destekli dijital iş akışı, çoklu implantların bulunduğu tam ark sabit protetik rehabilitasyonlarda implant konumlarının dijital olarak aktarılmasına ve protetik sürecin dijital ortamda yürütülmesine olanak sağlamaktadır. Bu olguda fotogrametri ve intraoral taramanın birlikte kullanılmasıyla maksiller tam ark implantüstü ve mandibular diş ve implant destekli sabit protetik rehabilitasyon tamamlanmış; geçici restorasyonlar aracılığıyla estetik, oklüzal ve fonksiyonel parametrelerin daimi restorasyon öncesinde değerlendirilmesi sağlanmıştır.

Anahtar Kelimeler: Fotogrametri Tam Ark İmplantüstü Restorasyon Dijital İş Akışı Monolitik Zirkonya

Bildiri #66 🌐 Çevrim İçi Canlı Sunum

Eğitsel Oyunlaştırmada Ödül Kurallarının Karşılaştırmalı Denetimi

Volkan Davut Mengi¹

¹ Mimar Sinan Güzel Sanatlar Üniversitesi • TR • volkan.mengi@msgsu.edu.tr

ÖZET / ABSTRACT

Eğitsel oyunlaştırmada puan, rozet ve ilerleme göstergeleri, katılımı teşvik etmek ve başarıyı görünür kılmak amacıyla kullanılmaktadır ancak aynı ödülün kazanılması, hedeflenen becerinin aynı düzeyde ortaya konulduğunu göstermeyebilir. Bu çalışma, ödüllendirilen davranış ile öğrenme hedefi arasındaki ilişkiyi, ödül kurallarının farklı davranış yollarını ayırt etme kapasitesi üzerinden inceleyen kavramsal bir çerçeve önermektedir. Temel araştırma sorusu, hedef beceriye ilişkin kanıt sunan bir yol ile bu kanıtı sunmadan ödüle ulaşan alternatif bir yolun sistem tarafından nasıl farklılaştırılabileceğidir.
Çalışma, literatüre dayalı kavramsal çözümleme ve varsayımsal tasarım senaryolarının karşılaştırılması üzerine yapılandırılmıştır. Ödül ve amaç uyumsuzluğu, öğrenme ortamlarında sistemin açıklarından yararlanma ve değerlendirme geçerliği tartışmalarından hareketle üç inceleme boyutu önerilmektedir: davranışı teşvik etme uyumu, beceri kanıtıyla uyum ve ödülün temsil ettiği başarı iddiasıyla uyum. Çerçevenin uygulanışı, kelime sayısı, tamamlama süresi ve görev tekrarı temelinde işleyen ödül kuralları için oluşturulan eşleştirilmiş davranış yollarıyla açıklanmaktadır. Karşılaştırmalarda hedef beceriye ilişkin gerekçenin çıkarılması, gerekçe korunurken yüzey özelliklerinin değiştirilmesi ve aynı ödülün farklı başarı ifadeleriyle sunulması işlemleri kullanılmaktadır.
Önerilen yaklaşım bir ödülün katılımı destekleme işlevi ile yeterliği belgeleme işlevinin ayrı değerlendirilmesi gerektiğini savunmaktadır. Aynı puanı üreten davranışların farklı nitelikte kanıtlar içerebilmesi, ödül miktarının tek başına öğrenmenin göstergesi olarak yorumlanmasını sınırlandırmaktadır. Çalışmanın katkısı, ödül kurallarını yalnızca teşvik ettikleri davranışlar bakımından değil, dayandıkları kanıtlar ve kullanıcıya ilettikleri başarı iddiaları bakımından birlikte değerlendiren uygulanabilir bir denetim yapısı sunmasıdır. Çerçeve, gerçek öğrenme düzeyini ölçme veya öğrenme üzerindeki nedensel etkileri belirleme iddiası taşımamaktadır. Bunun yerine eğitsel oyunlaştırma tasarımlarındaki olası uyumsuzlukların uygulama öncesinde sistematik biçimde belirlenmesine ve ödül kurallarının öğrenme hedefleri doğrultusunda yeniden düzenlenmesine yönelik kuramsal bir temel sağlamaktadır.

Anahtar Kelimeler: Oyunlaştırma Oyun Tabanlı Öğrenme Eğitsel Oyunlar Oyun Tasarımı.

Bildiri #67 🏛️ Yüz Yüze Sunum

Larinks Kanseri Öyküsü Olan Hastada Atravmatik Restoratif Tedavi İle Tam Protez Rehabilitasyonu: Olgu Sunumu

Hilal Karademir¹

¹ dildent • TR • hilal.karademir@hotmail.com

ÖZET / ABSTRACT

Giriş: Sistemik hastalıklar ve onkolojik tedaviler, hastaların ağız sağlığını ve dental tedavi sürecini doğrudan etkileyebilmektedir. Özellikle baş-boyun bölgesine uygulanan radyoterapi sonrasında diş çekimi, osteoradyonekroz riski nedeniyle önemli bir komplikasyon oluşturabilmektedir. Bu nedenle, bu hastalarda dişlerin mümkün olduğunca korunması ve tedavi planının mevcut sistemik durum göz önünde bulundurularak yapılması önemlidir. Atravmatik restoratif tedavi (ART), çürük dokunun el aletleriyle uzaklaştırılması ve kavitenin yüksek viskoziteli cam iyonomer ile restore edilmesini sağlayan, diş dokusunu korumaya yönelik bir yöntemdir. Bu olgu sunumunda amaç, kanser öyküsü ve diş çekimi kontrendikasyonu bulunan hastanın, mevcut dişlerinin atravmatik restoratif tedavisinin ardından tam protez ile protetik rehabilitasyonunu sunmaktır.

Olgu Sunumu: 71 yaşındaki erkek hasta, dişsizlik ve çiğneme zorluğu şikayetiyle kliniğimize başvurdu. Hastanın tıbbi anamnezinde; larinks malign neoplazmına bağlı trakeostomi öyküsü ile hipertansiyon, gastroözofageal reflü ve kardiyak aritmi tespit edildi. Sistemik durum göz önünde bulundurularak ilgili branşlarla konsültasyon sağlandı; konfor odaklı, kısa seanslı ve minimal invaziv bir tedavi protokolü planlandı. Klinik ve radyografik incelemede tüm dişlerde aşırı dentin harabiyeti ve azalmış tükürük akışı tespit edildi. Çürük dentin, dişeti seviyesine kadar el aletleriyle temizlendi ve kaviteler yüksek viskoziteli cam iyonomer ile restore edildi. Restorasyonları takiben geleneksel yöntem ile tam protez aşamaları uygulandı. Teslim aşamasında oklüzyon, retansiyon, stabilite ve estetik değerlendirildi; hastaya ağız hijyeni eğitimi verildi ve topikal flor uygulaması yapıldı. Tedavi sonrası 1. ay kontrolüne çağrılan hastanın herhangi bir şikayetinin bulunmadığı tespit edilmiş olup, rutin kontrolleri hastanemizde devam etmektedir.

Sonuç: Sistemik durumu ve onkoloji tedavi öyküsü nedeniyle cerrahi işlemlerin kontrendike olduğu durumda, Atravmatik Restoratif Tedavi güvenilir bir klinik alternatif sunmaktadır. Bu vakada mevcut dişlerin cam iyonomer ile restore edilmesi hastayı olası bir osteoradyonekroz riskinden korumuş ve tedavinin minimal invaziv sınırlar içinde kalmasını sağlamıştır. Dişlerin korunması alveolar kemik rezorpsiyonunu yavaşlatarak protetik restorasyonun stabilitesine katkı sağlamıştır.

Anahtar Kelimeler: Atravmatik Restoratif Tedavi Baş-Boyun Radyoterapisi Osteoradyonekroz Tam Protez Minimal İnvaziv Diş Hekimliği

Bildiri #68 🌐 Çevrim İçi Canlı Sunum

Sort It Right, Protect Nature: An Interactive Recycling Educational Game For Children

İris Eryılmaz¹

¹ İris architecture and design studio • TR • iriseryilmaz@gmail.com

ÖZET / ABSTRACT

This study investigates the use of game-based learning as an educational approach to promote recycling awareness and environmental responsibility among primary school children. An interactive educational computer game was designed and developed to teach students how to classify common waste materials into four categories: glass, plastic, paper, and organic waste. The game employs a simple drag-and-drop mechanic and age-appropriate visual elements to create an accessible and engaging learning experience.

The study was conducted with 65 students from the second, third, and fourth grades at Değirmenbaşı Primary School in Antakya, Hatay, Türkiye. Before interacting with the game, students participated in an educational presentation introducing recycling concepts and waste categories. They then played the game in a classroom setting, while their engagement and responses were observed. Anonymous questionnaires were subsequently used to evaluate their understanding, learning experience, and perceptions of the game.

The findings indicate that the game was positively received by students and supported both the reinforcement of existing recycling knowledge and the acquisition of new information. Students generally demonstrated a strong understanding of glass, plastic, and paper waste classification, while organic waste emerged as the most challenging category across grade levels. Older students also demonstrated faster comprehension of the game mechanics and greater engagement in discussions about sustainability and environmental issues.

The study suggests that game-based learning can provide an engaging complementary approach to environmental education in primary schools by transforming theoretical knowledge into an interactive learning experience.

Anahtar Kelimeler: Game-Based Learning Serious Games Environmental Education Recycling Gamification Sustainability

Bildiri #69 🌐 Çevrim İçi Canlı Sunum

Diş Anatomisi Eğitiminde Görsel Kodlama Yöntemiyle Üretimlerine Oyun Motoru Tabanlı Bir Yaklaşım

Gökhan Aydın¹

¹ Marmara Üniversitesi • TR • gokhan.aydin@marmara.edu.tr

ÖZET / ABSTRACT

Diş anatomisi eğitimi, karmaşık üç boyutlu yapıların, anatomik ilişkilerin ve zamana bağlı değişimlerin öğrenciler tarafından zihinsel olarak yapılandırılmasını gerektiren bir öğrenme alanıdır. Geleneksel iki boyutlu görseller ve doğrusal animasyonlar, anatomik yapıların farklı açılardan incelenmesi, katmanlar arasındaki ilişkilerin keşfedilmesi ve öğrencinin öğrenme sürecine aktif olarak katılması açısından sınırlılıklar taşıyabilmektedir. Bu çalışma, diş anatomisi eğitiminde kullanılan üç boyutlu animasyonların, öğrencinin etkileşim kurabildiği ve öğrenme sürecini yönlendirebildiği etkileşimli öğrenme nesnelerine dönüştürülmesini ele almaktadır.

Çalışmanın temel amacı, kodlama bilgisine ihtiyaç duyulmadan geliştirilebilen oyun motoru tabanlı bir yapı içerisinde, üç boyutlu anatomik modellerin etkileşimli eğitim materyallerine dönüştürülmesi ve bu yapının üretken yapay zeka ile desteklenmesine yönelik bir yaklaşım ortaya koymaktır. Bu kapsamda üç boyutlu anatomik modeller ve animasyonlar oluşturularak oyun motoru ortamına aktarılacak; görsel programlama araçları aracılığıyla döndürme, yakınlaştırma, anatomik yapıların seçilmesi, katmanların görüntülenmesi, animasyonların kontrol edilmesi ve kullanıcıya görevler sunulması gibi etkileşimler tasarlanacaktır. Üretken yapay zeka ise doğrulanmış eğitim içerikleri temelinde anatomik modeller, algoritma oluşturma, senaryo kurgusu hazırlama, soru örnekleri, ipuçları ve kullanıcı etkileşimine bağlı geri bildirimlerin oluşturulmasında kullanılacaktır.

Önerilen yaklaşımda yapay zekanın anatomik bilgiyi bağımsız biçimde üretmesi yerine, uzman tarafından doğrulanmış içeriklerden hareketle öğrenme materyallerinin çeşitlendirilmesi ve kişiselleştirilmesi hedeflenmektedir. Böylece oyun motorları yalnızca animasyonların görüntülendiği teknik platformlar olmaktan çıkarılarak etkileşimli öğrenme nesnelerinin üretildiği bir eğitim ortamına dönüştürülebilecektir. Çalışmanın, diş anatomisi eğitiminde üç boyutlu görselleştirme, etkileşim tasarımı, üretken yapay zeka ve görsel kodlama ile oyun motoru teknolojilerini aynı öğrenme deneyimi içerisinde bir araya getiren uygulanabilir bir model ortaya koyması beklenmektedir.

Anahtar Kelimeler: Unity Yapay Zeka Oyun Motoru Oyun Tasarımı 3 Boyutlu Tasarım

Bildiri #70 🏛️ Yüz Yüze Sunum

Örnekten Yetkinliğe: Yerbilimleri ve Doğa Tarihi Müzelerinde Birikimli Öğrenmeye Yönelik Telemetri Destekli Ciddi Oyun Ekosistemi

Cumali Yaşar¹, Zafer Karadayı², Ayten Çalık³, Emin Ulugergerli⁴

¹ Çanakkale Onsekiz Mart Üniversitesi • TR • cumali.yasar@gmail.com

² Çanakkale Onsekiz Mart Üniversitesi • TR • karadayi@comu.edu.tr

³ Çanakkale Onsekiz Mart Üniversitesi • TR • aytencalik@comu.edu.tr

⁴ Çanakkale Onsekiz Mart Üniversitesi • TR • emin@comu.edu.tr

ÖZET / ABSTRACT

Yerbilimleri ve doğa tarihi müzeleri; fosil, mineral, kayaç ve benzeri özgün bilimsel materyaller aracılığıyla ziyaretçilere doğrudan gözlem ve keşfe dayalı öğrenme fırsatları sunmaktadır. Bununla birlikte geleneksel müze deneyimi çoğunlukla ziyaret süresiyle sınırlı kalmakta, ziyaret sonrası öğrenmenin devamlılığı ve öğrenme sürecinin ölçülebilirliği yeterince desteklenememektedir. Bu çalışmada, Çanakkale Onsekiz Mart Üniversitesi Yer Bilimleri Müzesi koleksiyonlarının ciddi oyun yaklaşımıyla dijital öğrenme nesnelerine dönüştürülmesini esas alan, rozet ve deneyim puanı tabanlı birikimli öğrenme modeli ile telemetri destekli bir oyun ekosisteminin geliştirilmesi ele alınmaktadır.

Geliştirilen sistem; fosil kazı ve rekonstrüksiyon, mineral ve kayaç tanımlama, jeolojik zaman ve stratigrafik eşleştirme ile müze hazine avı olmak üzere farklı bilişsel becerileri hedefleyen oyun senaryolarından oluşmaktadır. Oyunlarda kullanılan görevler doğrudan müze koleksiyonundaki gerçek örneklerle ilişkilendirilmekte; öğrencilerin gözlem, sınıflandırma, karşılaştırma, kronolojik düşünme, problem çözme ve bilimsel karar verme becerilerinin geliştirilmesi amaçlanmaktadır. Kullanıcıların oyunlardaki ilerlemeleri deneyim puanları, seviyeler, görevler ve yetkinlik temelli rozetler aracılığıyla birikimli bir öğrenci profiline dönüştürülmektedir.

Sistemde oluşturulan telemetri altyapısı; oyun oturumu, görev tamamlama durumu, doğru ve yanlış yanıtlar, deneme sayısı, tepki süresi, ipucu kullanımı, elde edilen puan ve rozetler gibi etkileşim verilerinin kayıt altına alınmasını sağlamaktadır. Böylece oyun içi davranışların yalnızca kullanıcı etkinliği olarak değil, öğrenme sürecine ilişkin ölçülebilir dijital izler olarak değerlendirilmesi hedeflenmektedir.

Önerilen yaklaşım, müze ziyaretini tek seferlik bir deneyim olmaktan çıkararak müze içinde ve dışında devam eden, gerçek koleksiyon nesneleriyle ilişkili, izlenebilir ve birikimli bir öğrenme sürecine dönüştürmeyi amaçlamaktadır. Çalışmanın, yerbilimleri ve doğa tarihi müzelerinde ciddi oyun, oyunlaştırma ve öğrenme analitiğini bütünleştiren sürdürülebilir bir dijital öğrenme modeli sunması beklenmektedir.

Anahtar Kelimeler: Ciddi Oyunlar Oyunlaştırma Müze Öğrenmesi Yerbilimleri Eğitimi Doğa Tarihi Müzeleri Öğrenme Analitiği Oyun Telemetrisi Rozet Tabanlı Öğrenme.

GSGILS 2026

BİLDİRİ ÖZETLERİ KİTABI / BOOK OF ABSTRACTS

KONGRE KURULLARI • COMMITTEES

Honorary Chairs

Organizing Committee

Scientific Committee

AI-Supported Serious Game Design For Teaching Dental Treatment Protocols İn Higher Education

Contemporary Recompositions of Social Bonds: Religion, Video Games, and Work İn The Face of Anomie

HAYAT Kurtaran Oyun: İLK Yardım Eğitimlerini PASİF Dinleyiciden AKTİF Oyuncuya Dönüştürme

An Extended Reality Application Case Study For Cultural Heritage Preservation Using World AI Models and Gaussian Splatting Technique

Gamıfıcatıon IN Scıence Museums, Scıence Centers, and Natural Hıstory Museums: A Systematıc Revıew

Mathverse: An AI-Powered Intelligent Serious Game For Adaptive Mathematics Learning

Spaceverse: An AI-Driven Intelligent Serious Game For Space Mission Planning and Engineering Education

Odysseyverse: An AI-Powered Serious Game For Cultural Heritage, Digital Tourism, and Historical Learning

Ciddi Oyunlar ve Medya Okuryazarlığı Eğitimi: Kavramsal Bir Değerlendirme

Dijital Oyunlar ve Kültür: Tarihsel ve Kuramsal Bir Değerlendirme

Technical Methodologies For Immersive Clinical Training: A Comparative Analysis of Redirected Walking Techniques İn Space-Restricted Environments

Educational Filmmaking As An Interactive Digital Learning Approach İn Primary Education

RADEM Mikro-Dönüşüm Yolculuğunun Oyunlaştırılması Sürdürülebilir Davranış Değişimi İçin Akıllı Öğrenme Sistemi Tasarımı

Traces of Everyday Taşkışla: A Browser-Based Game For Spatial Memory and Everyday Digital Heritage

Designing Serious Games For Environmental Literacy: A Framework For Context-Aware Architectural Design Using Dsort

Designing Intelligent Serious Games For Health Education: From Personalization To Epistemic Engagement

Teaching Speaking Through Gamification İn The EFL Context

Vokabul Workshop: A Hands-On Game-Based Approach To English Vocabulary and Sentence Building

An Agent-Based Serious Game As A Behavioral Research Environment: Design, Development and Evaluation of Spatial and Behavioral Responses

Gamification, Motivation, and Mathematics Achievement İn Primary Education Based On An Empirical Study İn Chía, Colombia.

Gamified Quizzes İn Efl: High Engagement Or An Instructional Illusion?

Augmented Reality İn Dental Education: Transforming Clinical Training Through Digital Innovation

Birinci Sınıf Üniversite Öğrencilerinin Yapay Zekâ Araçlarını Kabulünü Etkileyen Faktörlerin Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 (utaut2) Çerçevesinde İncelenmesi

The Effect of Structured Skill Reinforcement Training On Professional Knowledge and Learning Retention Among Operating Room Services Students

Kitlesel Yaralanmalı Olay ve Afet Triyajı Eğitiminde Ciddi Oyunlar: Bir Scoping Review

Do Serious Games Turn Learning Objectives İnto Gameplay? A Pilot Evaluation Framework For Learning Objective–core Mechanic Alignment İn Media and Information Literacy Games

Afetlerde START Triyaj Eğitiminde CİDDİ OYUN Geliştirilmesi: BİR Tasarım ve Geliştirme Çalışması

Gamification Des Dispositifs de Formation Continue : Engagement, Développement Des Compétences Et Transfert Des Apprentissages Professionnels

Evaluation of Counter-Hegemonic Digital Games and A Counter-Hegemonic Game Design For History Education

An XR Case Study For Cultural Heritage Preservation Using World AI Models and Gaussian Splatting Technique

Comparıson of THE Performance of Artıfıcıal Intellıgence Models IN THE Dıagnosıs and Treatment Plannıng of Perıapıcal Infectıons: A PILOT STUDY

From Workbook To Game Rules: Design and Two-Stage Fidelity Audit of A REACH Forgiveness Role-Playing Game For Chinese Adolescents

From Playing Games To Being Playful: Reframing Game-Based Mathematics Learning Through The Turkish Century Education Model

Küçük Kaşif: İstanbul – Eğitsel ve Oyunlaştırılmış Bir Dijital Miras Deneyimi

Disleksili Bireylere Yönelik Eğitsel Dijital Oyunlarda Dikkate Alınması Gereken Tasarım Unsurları

Quakely: A GAME-BASED Learnıng Approach TO Earthquake Awareness and Preparedness FOR GRADE 4 TO 6 Learners USING Lıve2d Cubısm

Learner-State Validity İn LLM-Mediated Dynamic Difficulty Adjustment: A Controlled Simulation Study

Supporting Professional Dialogue İn School-Based Teacher Professional Development Through Intelligent Learning Systems

Gamification İn Digital Learning Environments: Examining The Balance Between Learner Interaction and Learning Outcomes

Changing Learners, Transforming Methods: Game-Based Learning İn Nursing Education İn The Era of Generative Artificial Intelligence

New-Generation Gamification İn Nursing Education: Generative AI-Powered Escape Rooms

Müfredattan Oyun Mekaniğine: Ortaokul Matematiği İçin Geliştirilen Kutu ve Dijital Oyunların Üç Yıllık Tasarım Tabanlı Saha Değerlendirmesi/from Curriculum To Game Mechanics: A Three-Year Design-Based Field Evaluation of Board and Digital Games For Middle

Evaluation of The Performance of Artificial Intelligence–based Large Language Models For Patient Information İn Pediatric Dentistry- Pedodontide Hasta Bilgilendirmesinde Yapay Zekâ Tabanlı Büyük Dil Modellerinin Performansının Değerlendirilmesi

Diş Hekimliği Öğrenci Yanıtlarının Değerlendirilmesinde Büyük Dil Modeli İle Uzman Değerlendiriciler Arasındaki Uyum: Pedodonti ve Ortodonti Örneği — Pilot Çalışma

Comparıson of Gamıfıcatıon Strategıes Generated BY LARGE Language Models FOR Personalızed Behavıor Management IN Pedıatrıc Dentıstry

Simülasyon Tabanlı Oyunların Eğitimsel Potansiyeli: The Sims Örneğinde Ortaokul Düzeyinde Kavramsal Bir İnceleme

NEW Approaches IN Teacher Professıonal Development: Coachıng, Mentorıng, and Gamıfıcatıon

Photogrammetry-Assisted Full-Arch Prosthetic Rehabilitation With Different Abutment Types: A Case Report

Application of Gamification Approaches İn Anatomy Education İn The Department of Physiotherapy and Rehabilitation: Anatoedu

Resilient Digital Education İn Disrupted Environments: The CCDS Approach

FULL-ARCH Rehabılıtatıon WITH A Dıgıtal Workflow: A CASE Report USING 14 Implants, Intraoral Scannıng and Photogrammetry

EEG-Based Cognitive-State Assessment and Neuroadaptive Interaction İn Serious Games and Digital Learning: A Systematic Review

Hastane Öncesi Çalışanlarının Hizmet İçin Eğitimlerinde Oyun Tabanlı Öğrenme Yönteminin Etkililiği; Literatür Çalışması

Sol Mandibular Rezeksiyonlu Olguda Titanyum Bar Altyapılı İmplant Destekli Hibrit Protez İle Fonksiyonel ve Estetik Rehabilitasyon: Bir Vaka Sunumu

Denge Isı Haritasının Kişiye Özgü Kullanımı: Sanal Gerçeklik Tabanlı Oyunlaştırmada Hareket Verisi Güdümlü Adaptif Görev Üretimi

Uluslararası İlişkilerde Yumuşak Güç ve Bilgisayar Oyunları: Çekya, Polonya ve Ukrayna Örnekleri

Current Approaches To Alternative Behavior Guidance Techniques İn Pediatric Dentistry: A Review

Q-Jam: Statistical Evidence For Quantum Literacy Gains Through A 36-Hour Quantum-Themed Game Jam

İDA Bike - Fiziksel Bir Bisikletle Tarihe Yolculuk

FAHP-Driven Adaptive Difficulty İn A Serious Game For Cognitive Flexibility Training İn Children Aged 11–14

Farklı YAPAY Zekâ Modellerinin Seçilmiş DUS Endodonti Sorularını Yanıtlama Başarı Oranlarının Karşılaştırılması

Making Quantum Physics Playable: Designing A Serious Game For Public Science Engagement

THE Effect of AI-Drıven Encounter Adaptatıon ON Injury RATE IN A FOUR-LANE URBAN Escape GAME

Digital Gamification İn Probation Services: An Innovative Approach To Offender Rehabilitation and Behavioral Change

Tam Ark İmplantüstü Sabit Rehabilitasyonda Fotogrametri Destekli Dijital İş Akışı: Olgu Sunumu

Eğitsel Oyunlaştırmada Ödül Kurallarının Karşılaştırmalı Denetimi

Larinks Kanseri Öyküsü Olan Hastada Atravmatik Restoratif Tedavi İle Tam Protez Rehabilitasyonu: Olgu Sunumu

Sort It Right, Protect Nature: An Interactive Recycling Educational Game For Children

Diş Anatomisi Eğitiminde Görsel Kodlama Yöntemiyle Üretimlerine Oyun Motoru Tabanlı Bir Yaklaşım

Örnekten Yetkinliğe: Yerbilimleri ve Doğa Tarihi Müzelerinde Birikimli Öğrenmeye Yönelik Telemetri Destekli Ciddi Oyun Ekosistemi