Effects of Augmented Reality in Teaching Old Turkish Language Mementoes on Student Achievement and Motivation

Year 2019, Volume: 10 Issue: 2, 198 - 213, 16.04.2019

Nurullah Sahin , Mehmet Fatih Ozcan

https://doi.org/10.30935/cet.554501

Abstract

The Turkish history
has a very rich content in literary context as well as political and administrative
achievements. The Turkish language, which dates back to B.C., has become one of
the great languages that continues its existence until modern day, leaving
priceless reference guide behind. The purpose of this research is to
investigate the effects of lessons taught using activities designed with Augmented
Reality Technology on the academic achievement and motivation of students in
the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig
and Divanu Lugati’t-Turk which are among the cultural heritages called “Old
Turkish Language Mementoes.” In this context, Augmented Reality environments
were designed in relation to the mentioned works and authors and these designs
were uploaded to AURASMA 3D application and made available for smart phones.
Quantitative research model was adapted in the study and the quasi-experimental
method with pre-test-post-test control group was used. At the end of the study
whose procedures took 6 weeks in total with the involvement of 50 college students,
it was determined that AR activities has a positive effect on the academic
success of the students and increases the academic success of the students, and
it creates a positive environment which motivates the students towards the
lesson and learning. 

Keywords

Augmented reality, Educational technology, Old Turkish language mementoes, Academic achievement, Student motivation

References

• Abdusselam, M. S. & Karal, H. (2012). Fizik ogretiminde artirilmis gerceklik ortamlarinin ogrenci akademik basarisi uzerine etkisi: 11. sinif manyetizma konusu. Egitim ve Ogretim Araştirmalari Dergisi, 1(4), 170-182.
• Akturk, Z. & Acemoglu, H. (2011). Saglik calisanlari icin arastirma ve pratik istatistik. Istanbul: Anadolu Ofset.
• Altunisik, R., Coskun, R. Bayraktaroglu, S., & Yildirim, E. (2010). Sosyal bilimlerde arastirma yontemleri: SPSS uygulamali. Sakarya: Sakarya Yayincilik.
• Armutlulu, I. H. (2008). Isletmelerde uygulamalı istatistik. Istanbul: Alfa.
• Azuma, R., Baillot, Y., Behringer, R., Feiner, S. K., Julier, S., & Macintyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
• Balci, A. (2006). Sosyal bilimlerde arastirma: Yontem, teknik ve ilkeler. Ankara: PegemA.
• Basturk, R. (2011). Non-parametrik istatistiksel yontemler. Ankara: Ani.
• Batdi, V. (2017). Egitlence uygulamalarinin akademik basariya etkisi: Meta-analitik bir calisma. Gazi Universitesi Egitim Fakultesi Dergisi, 37(1), 47-62.
• Bekleyen, N. & Yilmaz, A. (2012). Language learning strategies and mobile learning. In D. Koksal (Ed.), Proceedings book of the 7th International ELT Research Conference: Philosophical perspectives in ELT research (pp. 161-170). Ankara: Nobel.
• Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubsk, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.
• Buyukozturk, S., Cokluk, O., & Koklu, N. (2013). Sosyal bilimler icin istatistik. Ankara: PegemA.
• Buyukozturk, S. (2007). Deneysel desenler, ontest-sontest kontrol grubu desen ve veri analizi. Ankara: PegemA.
• Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
• Cakir, R., Solak, E., & Tan, S. S. (2015). Artirilmis gerceklik teknolojisi ile Ingilizce kelime ogretiminin ogrenci performansina etkisi. Gazi Egitim Bilimleri Dergisi, 1(1), 45-58.
• Cetinkaya, H. H. & Akcay, M. (2013). Egitim ortamlarinda arttirilmis gerçeklik uygulamalari. XV. Akademik Bilisim Konferansi Bildirileri (ss. 1031-1035). Antalya: Akdeniz Universitesi.
• Cil, B. (2008). Istatistik. Ankara: Detay.
• Demirer, V. & Erbas, C. (2015). Mobil artirilmis gerceklik uygulamalarinin incelenmesi ve egitimsel acidan degerlendirilmesi. Mersin Universitesi Egitim Fakultesi Dergisi, 11(3), 802-814.
• De Winter, J. C. F. (2013). Using the Student’s t-test with extremely small sample sizes. Practical Assessment Research & Evaluation, 18(10), 1-12.
• El Sayed, N. A., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: Augmented reality student card - An augmented reality solution for the education field. Computers & Education, 56(4), 1045-1061.
• Ibili, E. & Sahin, S. (2013). Artirilmis gerceklik ile interaktif 3D geometri kitabi yaziliminin tasarimi ve gelistirilmesi: ARGE3D. Afyon Kocatepe Universitesi Fen ve Muhendislik Bilimleri Dergisi, 13(1), 1-8, 2013.
• Icten, T. & Bal, G. (2017). Artirilmis gerceklik teknolojisi uzerine yapilan akademik calismalarin icerik analizi. Bilisim Teknolojileri Dergisi, 10(4), 401-415.
• Juan, C. M., Llop, E., & Abad, F. (2010). Learning words using augmented reality. Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference on, (ss. 422-426).
• Karasar, N. (2003). Bilimsel arastirma yontemi. (12. baski). Ankara: Nobel.
• Kartal, M. (2006). Bilimsel arastirmalarda hipotez testleri. Ankara: Nobel.
• 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.
• Kukulska-Hulme, A. & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271-289.
• Kutu, H. & Sozbilir, M. (2011). Ogretim materyalleri motivasyon anketinin Turkceye uyarlanmasi: Guvenirlik ve gecerlik calismasi. Necatibey Egitim Fakultesi Elektronik Fen ve Matematik Egitimi Dergisi, 5(1), 292-312.
• Kucuk, S., Yilmaz, R., & Goktas, Y. (2014). Ingilizce ogreniminde artirilmis gerçeklik: Ogrencilerin basari, tutum ve bilissel yuk duzeyleri. Egitim ve Bilim, 39(176), 393-404.
• Levine, D. M., Ramsey, P. P., & Smidt, R. K. (2001). Applied statistics for engineers and scientists. Upper Saddle, NJ: Prentice Hall.
• Liu, T.-Y., Tan, T. H., & Chu, Y.L. (2010). QR code and augmented reality-supported mobile English learning system. In X. Jiang, M. Y. Ma, & C. W. Chen (Eds.), Mobile multimedia processing (pp. 37-529. Berlin Heidelberg: Springer.
• Mahadzi, N. & Phung, L. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38.
• Ozcan, M. F., Ozkan, A., & Sahin, N. (2017). The influence of the augmented reality application on students' performances in Ottoman Turkish readings. Universal Journal of Educational Research, 5(12), 27-33.
• Ozdamar, K. (2003). SPSS ile biyoistatistik. Eskisehir: Kaan Kitabevi.
• Ozdamar, K. (2002). Paket programlar ile istatistiksel veri analizi. Eskisehir: Kaan Kitabevi.
• Ozdemir, M. (2017). Artirilmis gerceklik teknolojisi ile ogrenmeye yonelik deneysel calismalar: Sistematik bir inceleme. Mersin University Journal of the Faculty of Education, 13(2), 609-632.
• Ozdemir, M., Cavus, S., Arcagok, S., & Demir, M. (2018). The effect of augmented reality applications in the learning process: A metaanalysis study. Eurasian Journal of Educational Research, 74, 165-186.
• Pérez-López, D. & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. The Turkish Online Journal of Educational Technology, 12(4), 19-28.
• Pallant, J. (2016). SPSS survival manual. Philadelphia: Open University Press.
• Polatcan, F. (2015). Turkce ogretmeni adaylarinin bilgisayar kullanimina iliskin tutum ve gorusleri. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 12(32), 388-400.
• Sarikaya, M. (2015). Artirilmis gerceklik uygulamalarinin ogrencilerin akademik basarilari, kavram yanilgilari ve derse katilimlarina etkisi (Yayimlanmamis doktora tezi). Gazi Universitesi, Ankara.
• Shelton, B. E. & Hedley, N. R. (2004). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning, 1, 323-357.
• Tulu, M. & Yilmaz, M. (2012). iPhone ile artirilmis gerceklik uygulamalarinin egitim alaninda kullanilmasi. Akademik Bilisim Kongresi. Usak Universitesi.
• Wu, H.K., Lee, S.Y., Chang, H.Y., & Liang, J.C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
• Yilmaz, Z. A. & Batdi, V. (2016). Artirilmis gerceklik uygulamalarinin egitimle butunlestirilmesinin meta-analitik ve tematik karsilastirmali analizi. Egitim ve Bilim, 41(188), 273-289.