Yazıcı, Gizem

Profile URL
https://hdl.handle.net/11147/16456
Name Variants
Yazıcı, G.
Yazıcı, G
Yazici, Gizem
Yazici, G.
Yazici, G
Job Title
Email Address
gizemyyazici@gmail.com
gizemyazici@iyte.edu.tr
Main Affiliation
01. Izmir Institute of Technology
Status
External
Website
ORCID ID
0000-0003-1230-6704
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
_YUNZrsAAAAJ
WoS Researcher ID

Sustainable Development Goals

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
Research Products
GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
0
Research Products
QUALITY EDUCATION4
QUALITY EDUCATION
2
Research Products
GENDER EQUALITY5
GENDER EQUALITY
0
Research Products
CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
Research Products
AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
0
Research Products
INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
1
Research Products
REDUCED INEQUALITIES10
REDUCED INEQUALITIES
0
Research Products
SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
CLIMATE ACTION13
CLIMATE ACTION
0
Research Products
LIFE BELOW WATER14
LIFE BELOW WATER
0
Research Products
LIFE ON LAND15
LIFE ON LAND
0
Research Products
PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
Research Products
PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
0
Research Products
This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.

Publication Collaboration

Affiliation Name Count
Izmir Institute of Technology 7
Abu Dhabi University 2
İzmir University of Economics 2
Incyte (United States) 2
Ondokuz Mayıs University 1
1 / 2
Data obtained from OpenAlex
Scholarly Output

8

Articles

3

Views / Downloads

53435/1739

Supervised MSc Theses

1

Supervised PhD Theses

1

WoS Citation Count

3

Scopus Citation Count

3

Patents

0

Projects

0

WoS Citations per Publication

0.38

Scopus Citations per Publication

0.38

Open Access Source

5

Supervised Theses

2

JournalCount
Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 20191
International Journal of Technology and Design Education1
Proceedings of the International Conference on Education and Research in Computer Aided Architectural Design in Europe -- 43rd Conference on Education and Research in Computer Aided Architectural Design in Europe, eCAADe 2025 -- 2025-09-01 through 2025-09-05 -- Ankara -- 3447091
Thinking Skills and Creativity1
Current Page: 1 / 1

Scopus Quartile Distribution

Competency Cloud

GCRIS Competency Cloud
Author of Publication: search.filters.isAuthorOfPublication.1c3aeeb3-5164-4e2b-8493-0f2c559c1391

Scholarly Output Search Results

Now showing 1 - 8 of 8
  • Article
    Reflection on Designing: Metacognitive Interventions to Enhance Metacognitive Awareness, Motivation, and Performance in Design Learning
    (Springer, 2025) Yazıcı, Gizem; Doğan, Fehmi; 01. Izmir Institute of Technology; 02. Faculty of Architecture; 02.02. Department of Architecture
    Design education involves ill-defined problem-solving that demands both creativity and self-regulation. While metacognitive awareness significantly enhances learning outcomes and motivation, there is limited empirical evidence on how to systematically foster this skill in design studios. This study aims to investigate whether metacognitive interventions increase architecture students' metacognitive awareness levels, academic goal orientations, and design course success. In a quasi-experimental design, 84 third-year architecture students were divided into experimental (n = 58) and control (n = 26) groups. Pre-post-test data were collected using the MAI and AGOQ scales. Three structured interventions were implemented in the experimental group over six weeks. In the students who received the interventions, significant increases were observed in metacognitive awareness, mastery-performance goal orientation, and design course grades. In students with high awareness, mastery orientation, metacognitive awareness, and design course grades increased significantly, while in students with low awareness, metacognitive awareness and performance orientation increased. Pretest MAI and AGOQ scores accounted for 72.8% of the variance in grades, with MAI showing the strongest positive influence. Learning and proving orientations were moderately and positively correlated to grades, while avoidance orientation showed a moderate negative correlation. Metacognitive interventions enhance learning outcomes in design education by supporting metacognition and motivation.
  • Conference Object
    Metacognitive, Cognitive, and Creative Dynamics in the Artificial Intelligence-Aided Design Process
    (Education and Research in Computer Aided Architectural Design in Europe, 2025) Yazıcı, Gizem; Doğan, Fehmi; 02.02. Department of Architecture; 02. Faculty of Architecture; 01. Izmir Institute of Technology
    This study examines the effects of artificial intelligence-aided design processes (AIADP) on cognitive load, creativity, and metacognitive awareness. Within the scope of the study, a one-day face-to-face workshop was organised with twenty-eight architects, including architecture students studying at undergraduate and graduate levels, and the data based on the participants' experiences were analysed using qualitative research methods. The results of the sentiment-based content analysis show that integrating AI tools into the design process reduces cognitive load, supports creative thinking processes, facilitates rapid prototyping and feedback mechanisms, and increases metacognitive awareness. The findings reveal that AI-aided design tools can potentially improve designers' cognitive and creative capacities. The study addresses the effects of AIADP in educational and professional contexts from a local perspective, providing a new perspective on the literature on the integration of AI into design processes. © 2025, Education and research in Computer Aided Architectural Design in Europe. All rights reserved.
  • Book Part
    An Inquiry Into the Relationships Among Design Learning, Metacognitive Awareness, and Academic Goal Orientation
    (Design Research Society, 2024) Yazıcı, Gizem; Doğan, Fehmi; 01. Izmir Institute of Technology; 02.02. Department of Architecture; 02. Faculty of Architecture
    This study examines the relationship between students' metacognitive awareness, academic goal orientations, and design course grades as a design learning criterion in design education and proposes improvements for future design education. Based on the view that metacognitive awareness and academic goal orientations are important in student's academic success, this study investigates whether there is a difference among students with different metacognitive awareness levels concerning their academic goal orientations and design course grades. The study was carried out with 84 undergraduate architecture students. Students were divided into two groups: students with high and low metacognitive awareness levels using the non-hierarchical cluster analysis method. Metacognitive Awareness Inventory and Academic Goal Orientation Questionnaire were used in the study. The results indicate that there is a statistically significant difference between the two groups, and it is a large effect size. Additionally, relationships between goal orientation, grades, and metacognitive awareness were determined. © 2024, Design Research Society. All rights reserved.
  • Doctoral Thesis
    An inquiry into the role of metacognition in design learning and creativity
    (2024) Doğan, Fehmi; Yazıcı, Gizem; Doğan, Fehmi; 01. Izmir Institute of Technology; 02.02. Department of Architecture; 02. Faculty of Architecture
    Bu çalışmada, tasarım öğrenimi ve yaratıcılık süreçlerinde üstbilişin rolü kapsamlı bir şekilde incelenmekte ve bu faktörlerin etkileri araştırılmaktadır. Belirsizliklerle dolu ve yaratıcı problem çözme gereksinimleri olan tasarım eğitimi, öğrenciler için etkili öğrenme stratejileri geliştirmede zorluk çekebilmektedir. Bu bağlamda, üstbilişsel stratejilerin tasarım eğitimine entegre edilmesi önemli bir gerekliliktir. Çalışmada mimarlık lisans öğrencilerinin üstbilişsel farkındalık düzeylerinin tasarım öğrenmesindeki rolü iki farklı karma yöntemle değerlendirilmiştir. İlk olarak, minimal üstbilişsel müdahalelerin başarıya etkisi açıklayıcı sıralı desen kullanılarak analiz edilmiş ve farkındalık düzeyi düşük öğrencilerin müdahalelerden yararlandığı görülmüştür. İkinci olarak keşfedici sıralı desende, yapılandırılmış müdahalelerin akademik başarı, yaratıcılık ve motivasyona etkileri incelenmiştir. Sonuçlar, tüm öğrencilerin üstbilişsel farkındalık düzeylerinde artış olduğunu, farkındalık düzeyi yüksek öğrencilerin ise başarı ve yaratıcılıkta daha yüksek performans gösterdiğini göstermektedir. Ayrıca araştırma kapsamında, tasarım sürecinde üstbilişsel eylemleri sistematik bir şekilde yapılandırarak öğrenme süreçlerine katkıda bulunmayı amaçlayan 'Üçlü Yansıtıcı Model' geliştirilmiştir. Bu model, öğrencilerin düşünce süreçlerini planlamalarına, izlemelerine, organize etmelerine ve gerektiğinde yeniden yapılandırmalarına yardımcı olarak tasarım öğrenme süreçlerine daha bilinçli bir katılım sergilemelerini sağlar. Bulgular, öğrencilerin problem çözme becerileri, yaratıcılık kapasiteleri ve akademik hedef yönelimleri üzerinde olumlu etkiler göstermektedir. Öğrencilere yaratıcı problem çözme ve üstbilişsel farkındalık kazandırmak için tasarım eğitimi politikalarının gözden geçirilmesi, öğrencilerin öğrenme süreçlerini bilinçli ve stratejik olarak yönetmelerine katkıda bulunur.
  • Article
    Citation - WoS: 3
    Citation - Scopus: 3
    Fostering Metacognition in the Design Studio: the Effect of Minimal Interventions on Architectural Students' Metacognitive Awareness
    (Elsevier Sci Ltd, 2024) Yazici, Gizem; Doğan, Fehmi; Dogan, Fehmi; Yazıcı, Gizem; 01. Izmir Institute of Technology; 02.02. Department of Architecture; 02. Faculty of Architecture
    This study investigates the role of metacognitive interventions in the design studio and the relationship between metacognitive awareness and design learning through quasi-experimental research. The study was conducted at an undergraduate design studio course with the participation of 80 fourth-year students divided into experimental and control groups. In the study, minimal metacognitive interventions prompting students to reflect on their design project and design process were administered in the experimental group during an academic term embedded in the design course. The Metacognitive Awareness Inventory (MAI) was applied to both the experimental group and the control group as a pre-test and post-test to determine the impact of minimal interventions on metacognitive awareness. In addition, the relationship between metacognitive awareness and design course grade and the type and level of this relationship were analysed. According to the findings, metacognitive interventions significantly enhanced metacognitive awareness levels of students with lower metacognitive awareness. However, interventions did not result in a statistically significant difference in the design course grade. Furthermore, a moderate positive correlation was found between design course grades and pre-MAI scores, i.e., pre-MAI scores explained about 20 % of the variance in the design course grades. In conclusion, minimal interventions are beneficial at least to students with lower levels of metacognitive awareness and potentially more substantial interventions would be even more helpful to these students and other students with a higher level of metacognitive awareness.
  • Conference Object
    Interactive Imagery and Shared Mental Models in Design Learning
    (Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019, 2021) Yazıcı, Gizem; Doğan, Fehmi; Yazıcı, Gizem; Doğan, Fehmi; 01. Izmir Institute of Technology; 02.02. Department of Architecture; 02. Faculty of Architecture
    This study explores the relationship between interactive imagery and shared mental models in a design learning environment. The study focuses on design, design learning, and the cognitive components of design. In this research, conceptual project development processes of third year architecture students, in a design studio where four instructors gave desk critiques on a rotational basis, are examined. Within the scope of the study, interviews were conducted with four students and four studio instructors. The process was analysed and interpreted based on the collected data and interviews. It is argued that interactive imagery and shared mental models, which are shaped in the studio's desk critiques, juries and panel reviews, affect the students' conceptual project development. It is possible to conclude that if there is more than one studio instructor giving desk critiques on a rotational basis, students may have both advantages and disadvantages.
  • Article
    Embodied Cognition and Critique of Cartesian Dualism in Design Learning
    (2020) Yazıcı, Gizem; Yazıcı, Gizem; 01. Izmir Institute of Technology
    This research explores the relationship between mind and body in the design learning environment. The research focuses on design learning, embodied cognition, mind-body relationship and Cartesian dualism. In the research, the role of embodied cognition in design learning process is drawn attention. The traditional mind-body dualism of Cartesian theory is criticized by embodied cognition in design learning. In the design learning process, it is pointed out that the mind-body dualism of the Cartesian theory becomes dysfunctional. In this research, the concept of reflection-in-action is considered as a type of design learning. It is explained how the epistemological origins of this concept reject Cartesian theory. In this research, mind-body-environment harmony and embodied cognition which are used in reflection-in-action, is explained as the solution of the design problem which has an ‘ill-defined’ problem type. As a result of the research, the importance of mind-bodyenvironment harmony in design learning process is emphasized. Moreover, it is pointed out that the embodied cognition which occurs with this harmony is an important parameter in the design learning process. Finally, it is possible to conclude that in design learning process, embodied cognition rejects Cartesian dualism, and thus the distinction between theory and practice.
  • Master Thesis
    The Relationship Between Interactive Imagery and Shared Mental Models in Design Environment
    (Izmir Institute of Technology, 2018) Yazıcı, Gizem; Yazıcı, Gizem; Doğan, Fehmi; Doğan, Fehmi; 01. Izmir Institute of Technology; 02.02. Department of Architecture; 02. Faculty of Architecture
    This study explores the relationship between interactive imagery and shared mental models in a design learning environment. The thesis focuses on design, design learning, and the cognitive components of design. In this research, conceptual project development processes of Izmir Institute of Technology third class architecture students from a studio where four instructors gave desk critiques on a rotational basis are examined. Within the scope of the study, interviews were conducted with four students and four studio instructors. The process was analyzed and interpreted with the collected data and interviews. It is argued that interactive imagery and shared mental models, which are shaped in the studio's desk critiques, juries and panel reviews, affect the students' conceptual project development. It is possible to conclude that if there are more than one studio instructor giving desk critiques on a rotational basis, students may have both advantages and disadvantages.