Sanal Gerçeklik Teknolojisinin Makine Mühendisliği Birinci Sınıf Öğrencilerinin Uzamsal Görselleştirme Becerilerine Etkisi

Abstract

Bu çalışmada, sanal gerçeklik teknolojisinin makine mühendisliği birinci sınıftaki öğrencilerin uzamsal görselleştirme becerisine etkisi araştırılmıştır.  2017-2018 güz döneminin başında deney ve kontrol grupları oluşturulmuştur. Sanal gerçeklik teknolojisi kullanılarak hazırlanan eğitim materyalleri sadece deney grubu ile yapılan teknik resim dersinde kullanılmıştır. Hem deney, hem de kontrol grubuna dönem başında ve sonunda Purdue Uzamsal Görselleştirme Testi uygulanmış ve deney grubuna anket yapılmıştır. Test sonuçlarının değerlendirmesi sonucu sanal gerçeklik teknolojisinin öğrencilerin uzamsal görselleştirme becerilerinde istatistiksel olarak anlamlı bir gelişme sağladığı tespit edilmiştir. Yapılan anket sonucu, bu teknolojinin derse ilgilerini ve motivasyonlarını artırdığını, klasik olarak işlenen teknik resim dersinde kavramakta zorluk yaşadıkları konuları kavrama konusunda yararlı olduğunu, gelecek yıllarda da kullanılması gerektiği öğrenciler tarafından belirtmiştir.

Keywords

• Sanal gerçeklik teknolojisi,Uzamsal görselleştirme becerisi,Purdue uzamsal görselleştirme testi

References

1. [1] R. B. Guay, Spatial ability measurement: A critique and an alternative. Paper presented at the Annual Meeting of the American Educational Research Association, Boston, MA (ERIC Document Reproduction Service No. ED189166),1980.
2. [2] Yue, J. (2002). Spatial visualization skills at various educational levels. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition, Session 2438
3. [3] Adánez, G.P., & Velasco, A.D. (2002). Predicting academic success of engineering students in technical drawing from visualization test scores. Journal of Geometry and Graphics, 6(1), 99–109.
4. [4] García-Domínguez, M; Sanjuán-Hernanpérez, A.; Roca-González, C.; Romero-Mayoral, J. & MartínGutiérrez,J. (2015). Improving the Teaching- Learning Process of Graphic Engineering Students Through Strengthening of their Spatial Skills. International Journal of Engineering Education.Publishing:Tempus Publications, 31(3), 814-828
5. [5] Martin Gutierrez, J., Garcia Dominguez, M., & Roca Gonzalez, C. (2015). Using 3D virtual Technologies to train spatial skills in engineering.International Journal of Engineering Education, 31(1), 323-334.
6. [6] Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.[7] Zimmerman, B. J., & Martinez-Pons, M.(1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614-628.
7. [8] Burton, L. J., & Dowling, D. G. (2009). Key factors that influence engineering students' academic success: A longitudinal study. In Proceedings of the Research in Engineering Education Symposium (REES 2009) (pp. 1-6). University of Melbourne
8. [9] Potter, C., Van Der Merwe, E., Kaufman, W., & Delacour, J. (2006). A longitudinal evaluative study of student difficulties with engineering graphics. European Journal of Engineering Education, 31(02), 201-214.

9. [10] Sheppard, S., & Jennison, R. (1997). Freshman engineering design experiences and organizational framework. International Journal of Engineering Education, 13, 190-197.
10. [11] Sorby, S. A. (2009a). Assessment of a" new and improved" course for the development of 3-D spatial skills. Engineering Design Graphics Journal, 69(3), 6. [12] Sorby, S. A. (2009b). Developing 3-D spatial visualization skills. Engineering Design Graphics Journal, 63(2), 21-32
11. [13] Rafi, A., Samsudin, K., & Said, C. (2008). Training in spatial visualization. The effects of training method and gender. Educational Technology & Society, 11(3), 127-140.
12. [14] Gutierrez J.M,. González C. R.-, Dominguez M.C.,- 2017, Virtual Technologies to Develop Visual-Spatial Ability in Engineering Students Universidad de Las Palmas de Gran Canaria, SPAIN ,EURASIA Journal of Mathematics Science and Technology Education ISSN 1305-8223 (online) 1305-8215 (print) 13(2):441-468 DOI 10.12973/ eurasia.2017.00625a
13. [15] Spanish Official State Gazette. (2009). /http://www.boe.es/boe/dias/2009/02/18S Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. Computer Graphics and Applications, 21(6), 34-47. [16] Kul, S. 2014. İstatistik Sonuçlarının Yorumu: P Değeri Ve Güven Aralığı Nedir? Bulletin of Pleura / Plevra Bülteni . Vol. 8 Issue 1, p11-13. 3p.
14. [17] Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th ed. London: Routledge Falmer.
15. [18] Creswell, J. W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. 4th Ed.Boston, MA: Pearson.
16. [19] Fraenkel, J. R., N. E. Wallen, and H. H. Hyun. 2012. How to Design and Evaluate Research in Education. 8th ed.New York: McGraw-Hill
17. [20] Guay R. B. 1980. “Spatial Ability Measurement: A Critique and an Alternative.” Paper presented at the annual meeting of the American education research association, Boston.
18. [21] Guay, R., E. McDaniel. 1978. “Correlates of Performance on Spatial Aptitude Tests (Final report).” U.S. Army Research Institute
19. [22] Battista, M. T., G. H. Wheatley, and G.Talsma. 1982. “The Importance of Spatial Visualization and Cognitive Development for Geometry Learning in Pre-service Elementary Teachers.” Journal for Research in Mathematics Education 13 (5): 332–340.
20. [23] Carter, LaRussa, and Bodner 1987Carter, C. S., M. A. LaRussa, and G. M.Bodner. 1987. “A Study of Two Measures of Spatial Ability as Predictors of Success in Different Levels of General Chemistry.” Journal of Research in Science Education24 (7): 645–657