Yeni bir öğrenme ortamı olarak artırılmış gerçeklik uygulamalarıyla sosyal bilgiler öğretimi

Koçoğlu, Erol; Akkuş, İlyas; Özhan, Uğur

doi:10.14527/9786053184478012

Cited by 10 publications

(4 citation statements)

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“…These problems are frequently encountered during application of technological materials and can be accepted as disadvantageous aspect of the technological material. Considering the studies carried out in relation to the issue; in the study conducted by Koçoğlu, Akkuş and Özhan (2016) in relation to use of the application in social sciences education, technological limitations of this application and disadvantages such as technical problems on these devices were put forward. Still, in the study conducted by Taşkıran, Koral and Bozkurt (2015) on use of AR application for foreign language education, they stated that there were disadvantages arisen from technical reasons.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Augmented reality in 9th grade history: Student opinions on the usefulness and effectiveness of the material

Hayta,

Karabağ,

Gövercin

2023

HumanSciences

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Research problem/aim; The aim of this study is to determine the opinions of the 9th grade students who use teaching materials designed with augmented reality technology on the usefulness and effectiveness of the material. For this purpose, 3 activities were designed using 9th grade topics and a total of 27 AR materials were applied to the students in these activities. Method; In this study, "developmental research" and "case study" were used. As data collection tools, "AR application course observation form", "student evaluation form" and "3 AR activities" were designed by the researchers. Findings; 30 codes were formed and the answers given by the students to the questions and grouped as positive and negative by combining them under the theme of effectiveness, usefulness and suggestions which is the main question of the research. Conclusions; According to the results of the research; In the "usefulness " theme, the most repeated positive code is "functionality / interactive ", while the negative code is "unrealistic", In the theme of "effectiveness", the most repeated positive code was "providing 3D detection", while the negative code was "not contributing". In the theme of suggestions, the code "animation and graphics should be developed" was repeated the most.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Augmented reality in 9th grade history: Student opinions on the usefulness and effectiveness of the material

Hayta,

Karabağ,

Gövercin

2023

HumanSciences

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“…Ancak buna rağmen literatüre bakıldığında, AG benzeri uygulamaların SBÖ'de istenilen seviyede olmadığı anlaşılmaktadır. Bunun olası nedenleri, öğretmenlerin bu teknolojiye aşina olmaması, okulların yetersiz altyapı ve donanım yanında bu uygulamaların ülkemizde daha çok ticarî ve mühendislik amaçlı kullanılmasıdır (Koçoğlu, Akkuş & Özhan, 2016).…”

Section: Artirilmiş Gerçekli̇ği̇n Sosyal Bi̇lgi̇ler öğReti̇mi̇nde Kullanilmasiunclassified

Artirilmiş Gerçekli̇k Uygulamalarinin Sosyal Bi̇lgi̇ler Öğreti̇mi̇ne Yansimalari

ASLAN¹

2021

joh

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Bilgi çağını yaşadığımız günümüzde, öğretim sürecinin temel değişkenleri olan öğrenci, program ve öğretmen paydaşlarına teknoloji gibi yeni bir paydaşın daha eklendiği gözlenmektedir. Öğretim sürecindeki bu yeni durum yakın zamanda deneyimlediğimiz Covid-19 Pandemisi sürecinde iyice belirginleşmiştir. Bu yeni durumla ilgili tartışmalarda teknolojiye eklenmiş öğretimin gerekliliğinden ziyade bunun nasıl olması gerektiği irdelenmektedir. Dolayısı ile teknolojiye eklenmiş öğretim, son yıllardaki eğitim araştırmalarında ön sıralarda yer almaktadır. Bu çalışmanın amacı, Bilgi Çağı'nın önde gelen teknolojilerinden birisi olan Artırılmış Gerçeklik (AR) uygulamalarının sosyal bilgiler öğretimindeki yerini, önemini ve etkisini tartışmaktır. Derleme niteliğindeki çalışmanın yöntemi dokümanter analiz olup, veriler ilgili literatürden belirli ölçütlere göre seçilmiş, bilimsel dokümanlardan (belgelerden) elde edilmiştir. Bu belgeler çalışmanın genel amacı ve alt amaçları doğrultusunda betimsel analiz ile taranarak, AR

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“…Thanks to technology, we may have information about places we have never seen or envisioned, or have a chance for learning by doing and experiencing events that we cannot experience daily (İnceelli, 2005). Nowadays simulation (Akdeniz, Öztürk & Bakırcı, 2017;Kim, Park, Lee, Yuk & Lee, 2001), augmented reality (Erbaş & Demirer, 2014;Koçoğlu, Akkuş & Özhan, 2018) and virtual reality (Tepe, Kaleci & Tüzün, 2016) have been very popular technologies that offer an opportunity to learn and vitalization technologies with experience. The common point of the three technologies is that they offer opportunities for living in virtual or semi-virtual environments (Akdeniz, Öztürk & Bakırcı, 2017;Emre, Selçuk, Budak, Bütün, & Şimşek, 2019).…”

Section: Introductionmentioning

confidence: 99%

Öğrenci̇leri̇n Eği̇tsel Sanal Gerçekli̇k Uygulamalarina Karşi Tutumlarini Araştirmaya Yöneli̇k Ölçek Geli̇şti̇ri̇lmesi̇ (Esg-Tö)

Akçelik

Baran

2022

Eğitim Teknolojisi Kuram Ve Uygulama

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This study describes the process of developing an attitude scale to determine middle school students' attitudes towards educational virtual reality applications. The process started with writing the test items of the scale by conducting a literature review, and then continued with a semi-structured interview with six students. Then quantitative scale development studies included two main steps. The sample of the first step of the study consisted of 850 middle school students who were let them watch videos about educational virtual reality applications or had previous experience of using virtual reality applications. As a result of Exploratory Factor Analysis (EFA), a single factor structure consisting of 18 items emerged and this structure explained 54.96% of the variance. The Cronbach Alpha coefficient was 0.95. After Confirmatory Factor Analysis (CFA), the Cronbach Alpha coefficient was 0.94. The sample of the second step of the study consisted of 26 6th grade students who have experienced educational virtual reality applications individually. Descriptive statistical methods were used in the analysis of the data obtained from this group and the Cronbach Alpha reliability coefficient was calculated to measure the reliability. The Cronbach Alpha coefficient was 0.90. The analysis results showed that the compliance statistics of the eighteen-item attitude scale was at a good level; it showed that the scale was a reliable and valid measurement tool that could be used to determine students' attitudes towards educational virtual reality applications.

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Yeni bir öğrenme ortamı olarak artırılmış gerçeklik uygulamalarıyla sosyal bilgiler öğretimi

Cited by 10 publications

References 0 publications

Augmented reality in 9th grade history: Student opinions on the usefulness and effectiveness of the material

Augmented reality in 9th grade history: Student opinions on the usefulness and effectiveness of the material

Artirilmiş Gerçekli̇k Uygulamalarinin Sosyal Bi̇lgi̇ler Öğreti̇mi̇ne Yansimalari

Öğrenci̇leri̇n Eği̇tsel Sanal Gerçekli̇k Uygulamalarina Karşi Tutumlarini Araştirmaya Yöneli̇k Ölçek Geli̇şti̇ri̇lmesi̇ (Esg-Tö)

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