TR-Dizin İndeksli Yayınlar Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/396

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  • Article
    Real-Effort Tasks in Laboratory Experiments
    (Economic and Financial Research Assoc - Efad, 2023-09-30) Demirtas, Burak Kagan
    Laboratory experiments used in economics are differentiated in terms of many technical features. One of these technical features is whether the experiment involves a real-effort task. A real-effort task can be defined as a task in which the experiment participants work on aAreal job during the experiment, spend time and effort, determine their performance level and as a result earn a certain amount of money. This study aims to examine real-effort tasks that are frequently used in experimental economics studies, and to discuss potential problems that researchers may face when conducting experiments with real- effort tasks. Within the scope of this review, real-effort tasks commonly used in the literature are categorized under four groups: real-effort tasks based on mathematical operations, puzzles, slider task, and word encryption tasks. Choice of the real-effort task is important for an experimental study because it may lead to misinterpretation of the findings. AAsAa result of the study, the learning effect, the boredom of the task and the abilities required by the task are seen as possible sources of measurement error. While the learning effect and boredom may cause problems especially in within-subject designs, it was found that differences in the abilities of participants may cause measurement errors especially in between-subject designs.
  • Article
    An Insight Into Architectural Design Studio Education Space From a "Time" Perspective
    (2024-08-30) Asiliskender, Burak; Kıdık, Ayşegül
    This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.