This study examines the effect of using a personal response system (PRS) on students' academic performance and attitude towards science and technology. The study is conducted during the spring semester of the 2018-2019 academic year in a secondary school in northwestern Turkey. The study is designed as a pre-test and post-test control group design, with 21 in the control group and 23 in the experimental group. The Science Achievement Scale and the PRS Attitude Scale were administered to 92 students in the pilot study during the scale development process. The study is conducted on one unit in the course syllabus called "The World of living things and indispensable part of our lives: electricity." The researcher worked with the group two hours a week for six weeks. Every week after the lecture, the class teacher made their students solve multiple-choice questions with PRS in the experimental group and paper-based in the control group. The quantitative section of this study included three tools: the Achievement Test, the Attitude Toward Science Scale, and the Attitude Toward PRS Scale. Although results showed no difference in achievement between pre-test and post-test scores in both groups, the experimental group showed a promising difference in their attitudes toward science. In addition, boys were more positive about PRS than girls based on the PRS attitude scale. The qualitative component involved focus group discussion with a random sample of six surveyed students and an interview with the class teacher. Students provided positive feedback regarding the use of PRS. They appreciated peer discussions that instructors facilitated while using PRS. The teacher was likewise enthusiastic about implementing PRS in his class.

Milyarlarca insanın fiziksel dünyadaki koltuklarının rahatlığında yaşadığı, çalıştığı, alışveriş yaptığı, öğrendiği ve birbirleriyle etkileşime girdiği sanal bir dünya hayal edin. Bu sanal dünyada, bilgisayar ekranlarının yerine üç boyutlu bir ortamda var olduğunuzu hayal edin. Kendimizin dijital kopyası veya avatarımız, kimliklerimizi ve paramızı alarak bizi bir deneyimden diğerine hareket ettiriyor olsun. İşte bu hayal edilen sanal dünyaya Metaverse diyoruz ve henüz mevcut değil.

This study investigated the effect of using the technical visual arts lessons' material on visualization skills and attitudes. For this purpose, an augmented reality application called BTRS was designed. The application was created using Unity3D, 3Ds Max, and Vuforia programs. The study was conducted for eight weeks, with a total of 33 students (26 boys and seven girls) attending a vocational and technical high school. The study was designed based on Creswell's sequential explanatory design. While a semi-experimental method with a pretest-posttest control group was conducted for the quantitative part of the study, semi-structured interviews were used for the qualitative component. "Lappan Spatial Visualization Skill Scale," "Purdue Spatial Skill Scale," "AR Attitude Scale," and semi-structured interview form were used at the beginning and the end of the application. The Mann-Whitney U, paired-samples t-test, and the Wilcoxon signed-rank test were used for quantitative data. Qualitative data were analyzed by the descriptive analysis method. The study results indicated that the Augmented Reality Application did not significantly affect the achievement of the students and their spatial visualization skills. However, it has been observed that students' excitement and curiosity increased. The students reported that the material was enjoyable, fun, attractive, remarkable, helpful, easy to use, understandable, and persistent. Rotating, zooming, and moving interactive digital models and buttons in the real world have attracted the students. The experimental group described abstract concepts and required spatial thinking skills to be more explicit and more practical.According to Piaget's theory of cognitive development stages, K-12 pupils move from the concrete operational stage to the formal operational stage. Students who are just beginning their abstract thinking stage, according to Piaget (1976), have difficulty understanding this type of material (Gün and Atasoy, 2017). Students' spatial abilities should be enhanced to overcome such