Browsing by Author "Temizel, Tugba Taskaya"

Now showing 1 - 3 of 3

A Bayesian Estimation Framework for Pharmacogenomics Driven Warfarin Dosing: A Comparative Study
(2015) Oztaner, Serdar Murat; Temizel, Tugba Taskaya; Erdem, S. Remzi; Ozer, Mahmut; 0000-0002-7537-2170; 25020183; AAJ-2370-2021
The incorporation of pharmacogenomics information into the drug dosing estimation formulations has been shown to increase the accuracy in drug dosing and decrease the frequency of adverse drug effects in many studies in the literature. In this paper, an estimation framework based on the Bayesian structural equation modeling, which is driven by pharmacogenomics, is proposed. The results show that the model compares favorably with the linear models in terms of prediction and explaining the variations in warfarin dosing.
The Impact of Motivation and Personality on Academic Performance in Online and Blended Learning Environments
(2018) Alkis, Nurcan; Temizel, Tugba Taskaya; 0000-0002-6393-8907
This study investigates the impact of students' motivation and personality traits on their academic performance in online and blended learning environments. It was conducted with students attending a mandatory introductory information technology course given in a university in Turkey. The Big Five Inventory and Motivated Strategies for Learning Questionnaire were completed by a total of 316 students. A learning management system (LMS) was used for online collaboration and accessing course materials. At the end of the course, information on the accessibility of LMS and students' academic performance including their exam results was obtained. The Bayesian Structural Equation Modeling was used to examine academic performance in terms of its relationship with motivation and personality. In the online learning environment, the results showed that the conscientiousness trait was significantly related to LMS use whereas in blended learning, there were no significant relations between personality traits and LMS use. Self-efficacy was found to be the predictor of LMS use in the online environment while task value and test anxiety were the predictors in the blended learning environment. Conscientiousness and LMS use were significantly related to course grades in both learning environments. Finally, self-efficacy for learning performance was also associated with course grades in the online learning environment.
The Impacts of Persuasive Messages on Students' Motivation and Learning Management Systems Use
(2016) Alkis, Nurcan; Temizel, Tugba Taskaya; https://orcid.org/0000-0002-6393-8907; GQP-8101-2022
Persuasive messaging is used to change individuals' behaviours in a specific way, which are effective mechanisms in decision making and are mainly created based on persuasion strategies. Persuasive messaging has been applied in numerous contexts such as e-health, fund-raising. In this study, the effects of Cialdini's six persuasion principles (authority, scarcity, commitment, liking, consensus, reciprocation) in education context were studied via persuasive messaging for the first time in the literature. An experimental study was conducted with 147 students in an introductory IT course. To collect data, initially students filled motivated strategies for learning questionnaire (to measure motivation), Big Five Inventory (to measure personality) and susceptibilities to persuasion strategies scale (to measure persuadability). Treatment and control groups were created according to personality scores, motivation scores, persuadability scores obtained from the pre-survey, class type (online class or blended class) and departments of the students to form homogenous groups. One treatment and one control group were created for each class type making a total of 4 groups. During 12-week trimester, the treatment groups were sent messages including persuasive cues while the control groups were sent messages without persuasive cues or no messages. The messages included midterm reminders, assignment reminders, online quizzes, online discussions and related shares. At the end of the experiment, the students' Learning Management System (LMS) use and motivation (all of which refers to general attendance to the course) differences in control and treatment groups were compared. Additionally, students' opinions about the messages were explored. The results showed that there is no significant difference between the two student groups' LMS uses and motivations. However, the students' opinions about the messages in the treatment groups were more positive than the students in the control groups which show that persuasive messages are more effective. This study suggests that adoption of persuasive cues in messages should be considered if the instructors want to take their students attention to their announcements or course related messages especially in online learning environments.