Bilgisayar Mühendisliği Bölümü Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1940
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Article Citation - WoS: 6Citation - Scopus: 8Designing restorative landscapes for students: A Kansei engineering approach enhanced by VR and EEG technologies(Elsevier, 2024-09-01) Karaca, Elif; Çakar, Tuna; Karaca, Mehmet; Gul, Hasan Huseyin Mirac; Hüseyin Miraç Gül, HasanThis study explores the alignment of specific landscape features within school environments with the core elements of Attention Restoration Theory (ART) that includes Coherence, Fascination, Compatibility, and Being Away. Utilizing Kansei Engineering, this research integrates emotional analysis into landscape design by employing Virtual Reality (VR) and Electroencephalogram (EEG) technologies to record students' responses to different landscape simulations. Analytical techniques, including the Taguchi Method and Analysis of Variance (ANOVA), were applied to evaluate the data. The findings have revealed that students associate a sense of enclosure with a coherent landscape and openness with a fascinating landscape, the lawn's significance was also highlighted for coherent landscape. However, limited insights were gained regarding Compatibility and Being Away. The study advocates for diverse cognitive zones within school landscapes to promote mental restoration, emphasizing the need for varied design elements that cater to the elevated experience of students.Article Citation - WoS: 2Citation - Scopus: 2Warning Notes in a Learner’s Dictionary: a Study of the Effectiveness of Different Formats(International Journal of Lexicography, 2022-01-25) Çakar, Tuna; Nesi, Hilary; Nural, ŞükrüThis study used an online correction task to explore the extent to which different types of warning notes in Longman Dictionary of Contemporary English Online were heeded when users tried to correct errors in the use of L2 target words. The task was completed by 332 participants, yielding 1,819 answers produced after clicking on links to relevant entries. Warning notes were categorised in terms of their formatting features, but there were found to be inconsistencies in the way the dictionary associated different categories with different kinds of learner error. Participants judged warning notes with more visual enhancements to be more useful, but in the correction task the position of the warning notes also seemed to affect the degree to which the warnings were successfully applied. Different types of warning notes in learners’ dictionaries have not been examined previously in any depth, and the results suggest that some adjustments to formatting and placement might make them more effective.