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Secondary School Students' Opinions on the Use of Augmented Reality in Social Studies Course

Year 2021, Volume: 9 Issue: 2, 289 - 302, 15.04.2021
https://doi.org/10.18506/anemon.676477

Abstract

The aim of this study is to examine the use of augmented reality (AR) technology in social studies lessons in the context of the opinions of middle school students. The research was carried out with phenomenology design. The study group consists of 18 students who were studying at 5th, 6th, and 7th grades in the 2018-2019 academic year. AR application was implemented in social studies course in two different public schools in Eastern Anatolia. After the implementation, focus group meetings were conducted with the students. The data were analyzed by content analysis method. After the analyzes, it has been found that AG will increase academic success in social studies course, contribute to permanent learning, and affect students' interests and attitudes towards the course positively. As a result, AG, which is described as easy to use, interesting and entertaining by students, can be actively used in the context of social studies lesson.

References

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  • Akçaoğlu, M., Gümüş, S., Bellibaş M. Ş. & Boyer, D. M (2014). Policy, practice, and reality: Exploring a nation-wide technology implementation in Turkish schools. Technology, Pedagogy and Education, 24(4), 477-491.
  • Akçayır, M. & Akçayır, G. (2016). Üniversite öğrencilerinin yabancı dil eğitiminde artırılmış gerçeklik teknolojisi kullanımına yönelik görüşleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1169-1186.
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  • Altınpulluk, H. (2015). Artırılmış gerçekliği anlamak: Kavramlar ve uygulamalar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(4), 123-134.
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  • Bronack, S. C. (2011). The role of immersive media in online education. The Journal of Continuing Higher Education, 59(2), 113-117.
  • 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. doi: 10.1016/j.compedu.2013.02.017.
  • Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T. & Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Journal of Educational Technology & Society, 18(2), 166-178.
  • Chiang, T. H., Yang, S. J. & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology & Society, 17(4), 352-365.
  • Chiodo, J. & Byford, J. (2004). Do they really dislike social studies? A study of middle school and high school students. Journal of Social Studies Research, 28(1), 6-26.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2th ed.), Thousand Oaks, CA: Sage.
  • Di Serio, Á., Ibáñez, M. B. & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
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  • Ersoy, H., Duman, E. & Öncü, S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: Deneysel bir çalışma. Journal of Instructional Technologies & Teacher Education, 5(1), 39-44.
  • Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I. & Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers & Education, 64, 24-41.
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  • Han, J., Jo, M., Hyun, E. & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474.
  • 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.
  • Ivanova, M. & Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology. International Journal of New Computer Architectures and Their Applications (IJNCAA), 1(1), 176-184.
  • İbili, E. (2013). Geometri dersi için artırılmış gerçeklik materyallerinin geliştirilmesi, uygulanması ve etkisinin değerlendirilmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Johnson, L., Smith, R., Willis, H., Levine, A. & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium.
  • Kaleci, D., Demirel, T. & Akkuş, İ. (2016). Örnek bir artırılmış gerçeklik uygulaması tasarımı. XVIII. Akademik Bilişim Konferansı, Aydın, Türkiye.
  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S. & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
  • Kaufmann, G. (2003). Expanding the mood-creativity equation. Creativity Research Journal, 15(2-3), 131-135. https://doi.org/10.1207/S15326934CRJ152&3_03.
  • Ke, F. & Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41.
  • Kerawalla, L., Luckin, R., Seljeflot, S. & Woolard, A. (2006). Make it real?: Exploring the potential of ugmented reality for teaching primary school science. Virtual reality, 10(3-4), 163-174.
  • Kıranlı, S. & Yıldırım, Y. (2013). Technology usage competencies of teachers: Prior to Fatih project implementation. Electronic Journal of Social Sciences, 12(47), 88-105.
  • Klopfer, E. & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
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  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Liu, P. E. & Tsai, M. (2013). Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44(1), E1-E4. doi:10.1111/j.1467-8535.2012.01302.x
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  • MEB (2018a). Eğitimde Fatih Projesi. http://fatihprojesi.meb.gov.tr/, 04.08.2019 tarihinde erişilmiştir.
  • MEB (2018b). Sosyal bilgiler dersi öğretim programı (İlkokul ve Ortaokul 4., 5., 6. ve 7. Sınıflar). http://mufredat.meb.gov.tr/Dosyalar/201812103847686SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf.
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  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage.
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  • Özel, C. & Uluyol, Ç. (2016). Bir arttırılmış gerçeklik uygulamasının geliştirilmesi ve öğrenci görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 20(3), 793-823.
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Artırılmış Gerçekliğin Sosyal Bilgiler Dersinde Kullanımı Hakkında Ortaokul Öğrencilerinin Görüşleri

Year 2021, Volume: 9 Issue: 2, 289 - 302, 15.04.2021
https://doi.org/10.18506/anemon.676477

Abstract

Bu araştırmanın amacı, artırılmış gerçeklik (AG) teknolojisinin sosyal bilgiler dersinde kullanımını ortaokul öğrencilerinin görüşleri bağlamında incelemektir. Araştırma olgu bilim deseniyle gerçekleştirilmiştir. Çalışma grubu 2018-2019 eğitim-öğretim yılında 5., 6. ve 7. sınıf düzeylerinde öğrenim gören 18 öğrenciden oluşmaktadır. AG uygulaması Doğu Anadolu Bölgesi’nde yer alan 2 farklı devlet okulunda sosyal bilgiler dersi kapsamında uygulanmıştır. Uygulama sonrasında öğrencilerle odak grup görüşmeleri gerçekleştirilmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Yapılan analizler sonrası AG’nin, sosyal bilgiler dersinde akademik başarıyı artıracağı, kalıcı öğrenmeye katkılar sağlayacağı, öğrencilerin derse yönelik ilgi ve tutumlarını olumlu etkileyeceği bulgularına ulaşılmıştır. Sonuç olarak öğrenciler tarafından kullanımı kolay, ilgi çekici ve eğlenceli olarak betimlenen AG, sosyal bilgiler dersi bağlamında aktif bir şekilde kullanılabilir.

References

  • Abdüsselam, M. S. (2014). Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Journal of Education & Instruction, 4(1), 59-74.
  • Akçaoğlu, M., Gümüş, S., Bellibaş M. Ş. & Boyer, D. M (2014). Policy, practice, and reality: Exploring a nation-wide technology implementation in Turkish schools. Technology, Pedagogy and Education, 24(4), 477-491.
  • Akçayır, M. & Akçayır, G. (2016). Üniversite öğrencilerinin yabancı dil eğitiminde artırılmış gerçeklik teknolojisi kullanımına yönelik görüşleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1169-1186.
  • Akkuş, G. & Akkuş, Ç. (2017). Artırılmış gerçekliğin akış deneyimine etkisi: Hatay Arkeoloji Müzesi örneği. 1. Uluslararası Turizmin Geleceği; İnovasyon, Girişimcilik ve Sürdürülebilirlik Kongresi (FUTOURISM), Mersin-Türkiye.
  • Altınpulluk, H. (2015). Artırılmış gerçekliği anlamak: Kavramlar ve uygulamalar. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(4), 123-134.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6, 355-385.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods. (5th ed.), Allyn & Bacon, Boston.
  • Bowling, A. (2002). Research methods in health: Investigating health and health services. Philadelphia, PA: McGraw-Hill House.
  • Bronack, S. C. (2011). The role of immersive media in online education. The Journal of Continuing Higher Education, 59(2), 113-117.
  • 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. doi: 10.1016/j.compedu.2013.02.017.
  • Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T. & Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Journal of Educational Technology & Society, 18(2), 166-178.
  • Chiang, T. H., Yang, S. J. & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology & Society, 17(4), 352-365.
  • Chiodo, J. & Byford, J. (2004). Do they really dislike social studies? A study of middle school and high school students. Journal of Social Studies Research, 28(1), 6-26.
  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2th ed.), Thousand Oaks, CA: Sage.
  • Di Serio, Á., Ibáñez, M. B. & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
  • Dunleavy, M. & Dede, C. (2014). Augmented reality teaching and learning. In M. J. Bishop ve J. Elen (Eds.), Handbook of Research on Educational Communications and Technology (pp. 735-745). New York: Macmillan.
  • 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.
  • Erbaş, Ç. (2016). Mobil artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarı ve motivasyonuna etkisi. Yayımlanmamış Yüksek Lisans Tezi, Süleyman Demirel Üniversitesi, Eğitim Bilimleri Enstitüsü, Isparta.
  • Ersoy, H., Duman, E. & Öncü, S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: Deneysel bir çalışma. Journal of Instructional Technologies & Teacher Education, 5(1), 39-44.
  • Furió, D., González-Gancedo, S., Juan, M. C., Seguí, I. & Costa, M. (2013). The effects of the size and weight of a mobile device on an educational game. Computers & Education, 64, 24-41.
  • Gümbür, Y. (2019). Sosyal bilgiler dersinde artırılmış gerçeklik uygulaması kullanımının öğrencilerin akademik başarısına, tutumuna ve motivasyonuna etkisi. Yayımlanmamış Yüksek Lisans Tezi, Muğla Sıtkı Koçman Üniversitesi, Eğitim Bilimleri Enstitüsü, Muğla.
  • Gün, E. (2014). Artırılmış gerçeklik uygulamalarının öğrencilerin uzamsal yeteneklerine etkisi. Yayınlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü̈, Ankara.
  • Han, J., Jo, M., Hyun, E. & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455-474.
  • 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.
  • Ivanova, M. & Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology. International Journal of New Computer Architectures and Their Applications (IJNCAA), 1(1), 176-184.
  • İbili, E. (2013). Geometri dersi için artırılmış gerçeklik materyallerinin geliştirilmesi, uygulanması ve etkisinin değerlendirilmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Johnson, L., Smith, R., Willis, H., Levine, A. & Haywood, K. (2011). The 2011 horizon report. Austin, Texas: The New Media Consortium.
  • Kaleci, D., Demirel, T. & Akkuş, İ. (2016). Örnek bir artırılmış gerçeklik uygulaması tasarımı. XVIII. Akademik Bilişim Konferansı, Aydın, Türkiye.
  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S. & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.
  • Kaufmann, G. (2003). Expanding the mood-creativity equation. Creativity Research Journal, 15(2-3), 131-135. https://doi.org/10.1207/S15326934CRJ152&3_03.
  • Ke, F. & Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41.
  • Kerawalla, L., Luckin, R., Seljeflot, S. & Woolard, A. (2006). Make it real?: Exploring the potential of ugmented reality for teaching primary school science. Virtual reality, 10(3-4), 163-174.
  • Kıranlı, S. & Yıldırım, Y. (2013). Technology usage competencies of teachers: Prior to Fatih project implementation. Electronic Journal of Social Sciences, 12(47), 88-105.
  • Klopfer, E. & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Liarokapis, F. & Anderson, E. F. (2010). Using augmented reality as a medium to assist teaching in higher education. Proc. of the 31st Annual Conference of the European Association for Computer Graphics (Eurographics 2010), Education Program, 9-16.
  • Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Liu, P. E. & Tsai, M. (2013). Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44(1), E1-E4. doi:10.1111/j.1467-8535.2012.01302.x
  • Lu, S. J. & Liu, Y. C. (2015). Integrating augmented reality technology to enhance children's learning in marine education. Environmental Education Research, 21(4), 525-541.
  • MEB (2018a). Eğitimde Fatih Projesi. http://fatihprojesi.meb.gov.tr/, 04.08.2019 tarihinde erişilmiştir.
  • MEB (2018b). Sosyal bilgiler dersi öğretim programı (İlkokul ve Ortaokul 4., 5., 6. ve 7. Sınıflar). http://mufredat.meb.gov.tr/Dosyalar/201812103847686SOSYAL%20B%C4%B0LG%C4%B0LER%20%C3%96%C4%9ERET%C4%B0M%20PROGRAMI%20.pdf.
  • MEB (2019). 2023 Eğitim vizyon belgesi. http://2023vizyonu.meb.gov.tr/ (24.02.2019’da erişilmiştir.).
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage.
  • Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber (S. Turan, Çeviri Ed.). Ankara: Nobel Yayın Dağıtım.
  • Nakamura, J. & Csikszentmihalyi, M. (2002). The concept of flow. In C. R. Snyder ve S. J. Lopez (Eds.), Handbook of positive psychology (pp. 89-105). Oxford University Press.
  • NCSS. (1994). Curriculum standards for social studies: Expectations of excellence. Washington DC: National Council for the Social Studies.
  • Özel, C. & Uluyol, Ç. (2016). Bir arttırılmış gerçeklik uygulamasının geliştirilmesi ve öğrenci görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 20(3), 793-823.
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There are 66 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Murat Ekici 0000-0002-1532-7300

Cemil Cahit Yeşibursa 0000-0001-8568-6061

Publication Date April 15, 2021
Acceptance Date April 7, 2020
Published in Issue Year 2021 Volume: 9 Issue: 2

Cite

APA Ekici, M., & Yeşibursa, C. C. (2021). Artırılmış Gerçekliğin Sosyal Bilgiler Dersinde Kullanımı Hakkında Ortaokul Öğrencilerinin Görüşleri. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(2), 289-302. https://doi.org/10.18506/anemon.676477

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.