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ARTIRILMIŞ GERÇEKLİKLE DESTEKLENMİŞ VİDEOLARLA ÖĞRETİMİN AKADEMİK BAŞARI, BİLİŞSEL YÜK VE MOTİVASYONA ETKİSİ

Year 2020, Volume: 20 Issue: 2, 1079 - 1098, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-632456

Abstract

Beşinci sanayi devrimi içinde bulunduğumuz çağda farklı disiplinlerdeki kullanımı gittikçe yaygınlaşan artırılmış gerçeklik (AG) teknolojisi pek çok eğitimcinin de ilgi odağı haline gelmektedir. Bu çalışmanın amacı, mobil AG (MAG) ile desteklenmiş videolar aracılığıyla sunulan öğretimin öğrencilerin akademik başarı, bilişsel yük ve motivasyonlarına etkisini araştırmaktır. Karma araştırma yöntemlerinden açıklayıcı desenin kullanıldığı çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümüne kayıtlı, 68 lisans öğrencisi yer almıştır. Öğrencilerden 35 katılımcı deney grubunu, 33 katılımcı ise kontrol grubunu oluşturmaktadır. Deney grubu MAG destekli videolarla öğrenme etkinliklerine katılmıştır. Kontrol gurubu ise geleneksel yöntemlerle sunulan öğretim etkinliklerine katılmıştır. Araştırma sürecinde akademik başarı testi, bilişsel yük ölçeği ve motivasyon ölçeği nicel veri toplama aracı olarak kullanılmıştır. Nitel veriler ise öğrencilerle yapılan odak grup görüşmeleri sonucunda elde edilmiştir. Nicel verilerin analizi için tek yönlü MANOVA analiz yönteminden yararlanılmıştır. Nitel veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırmadan elde edilen bulgulara göre MAG destekli öğrenme sürecinin öğrencilerin akademik başarı, bilişsel yük ve motivasyon düzeylerine anlamlı bir etkisinin olmadığı görülmüştür. Sonuçlar, öğrencilerin görüş ve deneyimleri doğrultusunda elde edilen nitel verilerle birlikte irdelenmiş ve nicel sonuçların nedenleri açıklanmıştır. Bu çalışma, öğrenme sürecinde AG teknolojilerinin daha etkili olarak nasıl kullanılabileceğine ilişkin ip uçları sunması bakımından önemlidir. Ayrıca AG teknolojilerinin öğrenme sürecinde kullanımına ilişkin sınırlı sayıda deneysel çalışmanın olduğu göz önünde bulundurulduğunda, elde edilen sonuçların alanyazına farklı kanıtlar sunması bakımından yararlı olacağı öngörülmektedir.

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Year 2020, Volume: 20 Issue: 2, 1079 - 1098, 02.06.2020
https://doi.org/10.17240/aibuefd.2020..-632456

Abstract

References

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  • Bujak, K. R., Radu, I., Catrambone, R., Macintyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
  • Carlson, K. J., & Gagnon, D. J. (2016). Augmented reality integrated simulation education in health care. Clinical Simulation in Nursing, 12(4), 123-127.
  • Castillo, B. R. I., Sánchez, C. V. G., & Villegas, V. O. O. (2015). A pilot study on the use of mobile augmented reality for interactive experimentation in quadratic equations. Mathematical Problems in Engineering, 2015, 1-13.
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  • Cheng. K. H. (2017). Reading an augmented reality book: An exploration of learners' cognitive load. motivation. and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69.
  • Cheng, K. H.. & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449-462.
  • Chiang, T. H. C., Yang. S. J. H., & Hwang. G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4). 352-365.
  • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
  • Creswell, J. W. (2014). Research design: Qualitative. quantitative. and mixed methods approaches (4nd ed.). Thousand Oaks. CA: Sage.
  • Cuendet, S.. Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569.
  • Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22.
  • Ferrer-Torregrosa, J., Torralba, J., Jimenez, M., García, S., & Barcia, J. (2015). ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. Journal of Science Education and Technology, 24(1), 119-124.
  • Field, A. (2009). Discovering statistics using SPSS. 3rd Ed. London. United Kingdom: SAGE Publications Ltd.
  • Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Hwang, G. J., Wu, P. H., Chen, C. C., & Tu, N. T. (2016). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
  • Ibáñez, M. B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
  • Ifenthaler, D., & Eseryel, D. (2013). Facilitating complex learning by mobile augmented reality learning environments. In: Huang R. Kinshuk. Spector JM (Editors). Reshaping Learning: Frontiers of Learning Technology in a Global Context. 1st Ed. Berlin. Germany: Springer Science Business Media. p 415–438.
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  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., vd. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
  • Karppinen, P. (2005). Meaningful learning with digital and online videos: Theoretical perspectives. AACE Journal, 13(3), 233-250.
  • Kaufmann, H., & Dünser, A. (2007). "Summary of Usability Evaluations of an Educational Augmented Reality Application. International Conference on Virtual Reality. 660-669.
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Details

Primary Language Turkish
Journal Section Articles
Authors

Murat Çoban 0000-0003-2415-5747

Publication Date June 2, 2020
Submission Date October 12, 2019
Published in Issue Year 2020 Volume: 20 Issue: 2

Cite

APA Çoban, M. (2020). ARTIRILMIŞ GERÇEKLİKLE DESTEKLENMİŞ VİDEOLARLA ÖĞRETİMİN AKADEMİK BAŞARI, BİLİŞSEL YÜK VE MOTİVASYONA ETKİSİ. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 1079-1098. https://doi.org/10.17240/aibuefd.2020..-632456