Cognitive outcomes from the Game-Design and Learning (GDL) after-school program. - Mete Akcaoglu; Matthew J. Koehler (Comput. Educ., 2014)

"I see smart people!": Using Facebook to supplement cognitive and affective learning in the university mass lecture. - Nicholas David Bowman; Mete Akcaoglu (Internet High. Educ., 2014)

Using instructor-led Facebook groups to enhance students' perceptions of course content. - Mete Akcaoglu; Nicholas David Bowman (Comput. Hum. Behav., 2016)

Development of an instrument to measure Faculty's information and communication technology access (FICTA). - Kamal Ahmed Soomro; Ugur Kale; Reagan Curtis; Mete Akcaoglu; Malayna Bernstein (Educ. Inf. Technol., 2018)

Identifying multiple learning spaces within a single teacher-focused Twitter hashtag. - Spencer P. Greenhalgh; Joshua M. Rosenberg; K. Bret Staudt Willet; Matthew J. Koehler; Mete Akcaoglu (Comput. Educ., 2020)

Teacher Self-efficacy During Professional Development for Game Design and Unity. - Charles B. Hodges; Mete Akcaoglu; Andrew A. Allen; Selçuk Dogan (SIGCSE (2), 2022)

Initiating and maintaining student-instructor rapport in online classes. - Abraham E. Flanigan; Mete Akcaoglu; Emily Ray (Internet High. Educ., 2022)

The interplay among digital distraction, self-regulation of learning tendencies, and motivational influences: A transnational investigation. - Abraham E. Flanigan; Anna C. Brady; Mete Akcaoglu; Yan Dai 017; Sungjun Won; Bridget K. Daleiden; Kendall Hartley (Internet High. Educ., 2025)