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Muhterem Dindar
Muhterem Dindar
Tampere University
Verified email at tuni.fi
Title
Cited by
Cited by
Year
The promises and challenges of artificial intelligence for teachers: A systematic review of research
I Celik, M Dindar, H Muukkonen, S Järvelä
TechTrends 66 (4), 616-630, 2022
2372022
Teachers’ views about effective use of technology in classrooms
SDB Erişti, AA Kurt, M Dindar
Turkish online journal of qualitative inquiry 3 (2), 30-41, 2012
1182012
An empirical study on gender, video game play, academic success and complex problem solving skills
M Dindar
Computers & Education 125, 39-52, 2018
1042018
Görsel algı kuramlarına dayalı etkileşimli bir öğretim ortamı tasarımı ve ortama ilişkin öğrenci görüşleri
SD Erişti, B Uluuysal, M Dindar
Anadolu Journal of Educational Sciences International 3 (1), 47-66, 2013
992013
Effects of multitasking on retention and topic interest
M Dindar, Y Akbulut
Learning and Instruction 41, 94-105, 2016
922016
An experimental study on the effects of gamified cooperation and competition on English vocabulary learning
M Dindar, L Ren, H Järvenoja
British Journal of Educational Technology 52 (1), 142-159, 2021
742021
Multimodal data indicators for capturing cognitive, motivational, and emotional learning processes: A systematic literature review
O Noroozi, HJ Pijeira-Díaz, M Sobocinski, M Dindar, S Järvelä, ...
Education and Information Technologies 25, 5499-5547, 2020
732020
Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study
M Dindar, A Suorsa, J Hermes, P Karppinen, P Näykki
Journal of computer assisted learning 37 (6), 1553-1565, 2021
692021
Examining shared monitoring in collaborative learning: A case of a recurrence quantification analysis approach
M Dindar, I Alikhani, J Malmberg, S Järvelä, T Seppänen
Computers in Human Behavior 100, 335-344, 2019
572019
What does physiological synchrony reveal about metacognitive experiences and group performance?
M Dindar, S Järvelä, E Haataja
British Journal of Educational Technology 51 (5), 1577-1596, 2020
542020
Motivational characteristics of Turkish MMORPG players
M Dindar, Y Akbulut
Computers in Human Behavior 33, 119-125, 2014
502014
Interplay of metacognitive experiences and performance in collaborative problem solving
M Dindar, S Järvelä, H Järvenoja
Computers & Education 154, 103922, 2020
482020
Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning
M Dindar, J Malmberg, S Järvelä, E Haataja, PA Kirschner
Education and Information Technologies 25, 1785-1802, 2020
472020
Role of self-efficacy and social appearance anxiety on gaming motivations of MMOFPS players
M Dindar, Y Akbulut
Computers & Education 81, 26-34, 2015
472015
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning
E Haataja, M Dindar, J Malmberg, S Järvelä
Learning and Individual Differences 96, 102146, 2022
462022
# IUseTwitterBecause: content analytic study of a trending topic in Twitter
M Dindar, N Dulkadir Yaman
Information Technology & People 31 (1), 256-277, 2018
452018
How does monitoring set the stage for adaptive regulation or maladaptive behavior in collaborative learning?
M Sobocinski, S Järvelä, J Malmberg, M Dindar, A Isosalo, K Noponen
Metacognition and Learning 15, 99-127, 2020
412020
Measuring cognitive load in test items: Static graphics versus animated graphics
M Dindar, I Kabakçı Yurdakul, Fİ Dönmez
Journal of Computer Assisted Learning 31 (2), 148-161, 2015
412015
Do people play MMORPGs for extrinsic or intrinsic rewards?
M Dindar
Telematics and Informatics 35 (7), 1877-1886, 2018
352018
Why do pre-service teachers quit Facebook? An investigation on ‘quitters forever’and ‘quitters for a while’
M Dindar, Y Akbulut
Computers in Human Behavior 39, 170-176, 2014
322014
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