| Social robots for early language learning: Current evidence and future directions J Kanero, V Geçkin, C Oranç, E Mamus, AC Küntay, T Göksun Child Development Perspectives 12 (3), 146-151, 2018 | 167 | 2018 |
| Second Language Tutoring using Social Robots: A Large-Scale Study P Vogt, R van den Berghe, M de Haas, L Hoffman, J Kanero, E Mamus, ... 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI …, 2019 | 166 | 2019 |
| Guidelines for designing social robots as second language tutors T Belpaeme, P Vogt, R Van den Berghe, K Bergmann, T Göksun, ... International Journal of Social Robotics 10 (3), 325-341, 2018 | 161 | 2018 |
| Learning from the real and the virtual worlds: educational use of augmented reality in early childhood C Oranç, AC Küntay International Journal of Child-Computer Interaction 21, 104-111, 2019 | 115 | 2019 |
| Are tutor robots for everyone? the influence of attitudes, anxiety, and personality on robot-led language learning J Kanero, C Oranç, S Koşkulu, GT Kumkale, T Göksun, AC Küntay International Journal of Social Robotics 14 (2), 297-312, 2022 | 38 | 2022 |
| Your kid could not have done that: Even untutored observers can discern intentionality and structure in abstract expressionist art L Snapper, C Oranç, A Hawley-Dolan, J Nissel, E Winner Cognition 137, 154-165, 2015 | 32 | 2015 |
| “Alexa, let me ask you something different” Children's adaptive information search with voice assistants C Oranç, A Ruggeri Human Behavior and Emerging Technologies 3 (4), 595-605, 2021 | 31 | 2021 |
| Children’s perception of social robots as a source of information across different domains of knowledge C Oranç, AC Küntay Cognitive Development 54, 100875, 2020 | 27 | 2020 |
| L2 vocabulary teaching by social robots: The role of gestures and on-screen cues as scaffolds Ö Demir-Lira, J Kanero, C Oranç, S Koşkulu, I Franko, T Göksun, ... Frontiers in Education 5, 263, 2020 | 21 | 2020 |
| When even a robot tutor Zooms: A study of embodiment, attitudes, and impressions J Kanero, ET Tunalı, C Oranç, T Göksun, AC Küntay Frontiers in Robotics and AI 8, 169, 2021 | 8 | 2021 |
| Who Can Benefit from Robots? Effects of Individual Differences in Robot-Assisted Language Learning J Kanero, I Franko, C Oranç, O Uluşahin, S Koşkulu, Z Adıgüzel, ... 2018 Joint IEEE 8th International Conference on Development and Learning and …, 2018 | 8 | 2018 |
| How Children in Turkey Use Digital Media: Factors Related to Children, Parents, and Their Home Environment BA Uzundağ, C Oranç, D Keşşafoğlu, MN Altundal Childhood in Turkey: Educational, Sociological, and Psychological …, 2022 | 2 | 2022 |
| Okul öncesi dönemde çocukların teknoloji kullanımı ve öğrenmeye etkileri GE Baykal, C Oranc, T Goksun, A Kuntay Aklın Çocuk Hali: Zihin Gelişimi Araştırmaları, 417-440, 2017 | 2 | 2017 |
| Relations Among Self-Reported Maternal Stress, Smartphone Use, and Mother–Child Interactions BA Uzundağ, C Oranç, D Keşşafoğlu, MN Altundal Journal of Child and Family Studies 31 (11), 3058-3068, 2022 | 1 | 2022 |
| A look into the future: How digital tools may advance language development C Oranç, GE Baykal, J Kanero, AC Küntay, T Göksun International Perspectives on Digital Media and Early Literacy, 122-140, 2020 | 1 | 2020 |
| What questions to ask to tell apart an artificial “mind” from a human mind C Oranç, A Ruggeri PubPub, 2021 | | 2021 |
Aylin KüntayKoç University, Turkey在 ku.edu.tr 的电子邮件经过验证
