İlkokul Öncesi Çocuklar İçin Artırılmış Gerçeklikli Dil Öğrenme Aracının Etkinliğinin İstatistiksel Analizi

Yıl 2023, , 111 - 127, 30.09.2023

Elif Topsakal , Oguzhan Topsakal

https://doi.org/10.29228/ijlet.71198

Öz

Artırılmış Gerçeklik (AR) teknolojisi, dil eğitimi de dâhil olmak üzere pek çok alanda
yaygın bir şekilde kullanılmaktadır. Ancak, AR teknolojisinin erken çocukluk
eğitimindeki uygulamaları üzerine sınırlı araştırma bulunmaktadır. Bu makale,
anaokulu öncesi dönemi çocuklarında İngilizce yeni kelime öğrenme süreçlerinde
artırılmış gerçeklik (AR) uygulamasının etkisini incelemeyi amaçlamaktadır. Geleneksel
yöntemlerle (örneğin, resimli kelime kartları) kelime öğrenme ile AR uygulaması
kullanarak öğrenmenin etkinliğini karşılaştırmak için ön-test/son-test deneysel
tasarımına dayalı bir çalışma yürütülmüştür. Veriler, üç farklı anaokulundan yaşları 4,
5 ve 6 olan öğrencilerden toplanmıştır. Deney gruplarında öğretim materyali olarak AR
uygulaması kullanılırken, kontrol gruplarında resimli flascardlar kullanılmıştır. Kontrol
ve deney gruplarının ön-test ve son-test puanlarını karşılaştırmak amacıyla Mixed
ANOVA modeli kullanılmıştır. Aynı zamanda grupların ön-test ve son-test puanlarının
iç tutarlılığını değerlendirmek için güvenilirlik analizi gerçekleştirilmiştir. Bu analizde
Cronbach’s alfa katsayısı kullanılarak güvenilirlik tahminleri elde edilmiştir Ayrıca her
yaş grubu için hangi kelimelerin daha zor hangi kelimelerin daha kolay öğrenildiğinin
analizi yapılmıştır. Sonuçlara göre, tüm yaş grupları için Cronbach alfa değerleri .80 ile
.95 arasında çıkmıştır (> .70). Ayrıca, her yaş grubu için ön-test ve son-test sonuçları
arasında istatistiksel olarak anlamlı bir fark olduğu bulunmuştur (her yaş grubu için
p<0.05). Ek olarak, dört yaş (p=0.00, p<0.005) ve beş yaş grupları (p=0.045, p<0.05) için
AR uygulaması öğretim materyali olarak kullanıldığında, deney gruplarında öğrenilen
kelime sayısının kontrol gruplarında öğrenilen kelime sayısına oranla daha fazla olduğu
tespit edilmiştir.

Anahtar Kelimeler

Arttırılmış Gerçeklik, Yabanci Dil Öğrenimi, Erken Eğitim, Karışık ANOVA, Cronbach Alfa

Statistical Analysis of the Effectiveness of An Augmented Reality Language Learning Tool for Pre-elementary School Children

Öz

Augmented Reality (AR) technology has been utilized in many fields, including language education. However, there is limited research on its application in early childhood education. This paper focuses on the statistical analysis of an AR application’s efficacy for learning new vocabulary at the pre-elementary school level. We used a pre-test/post-test experimental design study to compare the effectiveness of learning foreign language vocabulary using traditional approaches (flashcards) and using an AR app. The data were collected from three daycares on students at three age groups, 4, 5, and 6 years old. The Mixed ANOVA Model is used to compare the control and treatment groups’ means through pre-test and post-test scores. We also conducted a reliability analysis to see groups’ pre-test and post-test scores are internally consistent. Cronbach’s alpha scores were used as the reliability estimate. Moreover, the item-total correlation and item difficulty for each age group were calculated. The results show that Cronbach’s alpha values for all age groups are between .80 and .95. (>.70). The item analysis results identified the easiest and the most difficult questions on the vocabulary test. The results of the Mixed ANOVA Model show the statistically significant difference between pre-tests and post-test results (time factor) for each age group (p=0.00, p<0.05 for each age group). We also show there is an interaction effect between pre/post-test scores and control/treatment groups for four-year-olds (p=0.00, p<0.005) and five-year-olds (p=0.045, p<0.05) in learning a foreign language when AR apps are utilized in the classroom.

Anahtar Kelimeler

Augmented Reality, Foreign Language Learning, Early Education, Mixed ANOVA, Cronbach’s alpha

Kaynakça

• Antonaci, A., Klemke, R., & Specht, M. (2015). Towards design patterns for augmented reality serious games. In Springer (pp. 273-282). https://doi.org/10.1007/978-3-319-25684-9_20
• Barreira, J., Bessa, M., Pereira, L. C., Adão, T., Peres, E., & Magalhães, L. (2012). MOW: Augmented reality game to learn words in different languages: Case study: Learning English names of animals in elementary school. Proceedings (pp. 1-6).
• Carmigniani, J., & Furht, B. (2011). Augmented reality: An overview. In B. Furht (Ed.), Handbook of Augmented Reality (pp. 3-46). Springer.
• Chang, Y. J., Chen, C. H., Huang, W. T., & Huang, W. S. (2011). Investigating students' perceived satisfaction, behavioral intention, and effectiveness of English learning using augmented reality. In Proceedings - IEEE International Conference on Multimedia and Expo (pp. 1-6).
• Chen, R., & Chan, K. K. (2019). Using augmented reality flashcards to learn vocabulary in early childhood education. Journal of Educational Computing Research, 57(7), 1812-1831. https://doi.org/10.1177/0735633119854028
• Dalim, C. S. C., Piumsomboon, T., Dey, A., Billinghurst, M., & Sunar, S. (2016). TeachAR: An interactive augmented reality tool for teaching basic English to non-native children. In Adjunct Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR-Adjunct 2016 (pp. 344–345).
• Emmerich, F., Klemke, R., & Hummes, T. (2017). Design patterns for augmented reality learning games. In J. Dias, P. Santos, & R. Veltkamp (Eds.), Games and Learning Alliance. GALA 2017. Lecture Notes in Computer Science (Vol. 10653, pp. 161-172). Springer.
• Fossey, A. (2013, December 13). Item analysis report – Item-total correlation discrimination. Retrieved from https://blog.questionmark.com/item-analysis-report-item-total-correlation discrimination
• Frey, F. (2017). Test theory, classical test theory. In International Encyclopedia of Communication Research Methods (pp. 1–6), https://doi.org/10.1002/9781118901731.iecrm0247.
• George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston, MA: Allyn & Bacon.
• Gundogmus, N., & Orhan, G. (2016). Foreign language teaching with augmented reality application. The Eurasia Proceedings of Educational & Social Sciences, 4, 309–312.
• Ibrahim, A., Huynh, B., Downey, J., Hollerer, T., Chun, D., & O’donovan, J. (2018). ARbis Pictus: A study of vocabulary learning with augmented reality. IEEE Transactions on Visualization and Computer Graphics, 24(11), 2867–2874.
• James, A., & Christensen, P. M. (2008). Research with children: Perspectives and practices (2nd ed.). New York, NY: Routledge.
• Kayaoǧlu, M. N., Akbaş, R., & Öztürk, Z. (2011). A small-scale experimental study: Using animations to learn vocabulary. Turkish Online Journal of Educational Technology, 10, 24–30.
• Kline, T. J. (2005). Classical test theory: Assumptions, equations, limitations, and item analyses. In Psychological Testing: A Practical Approach to Design and Evaluation (pp. 91–106). SAGE Publications, Inc.
• Küçük, S., Yilmaz, R. M., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Egitim ve Bilim, 39, 393–404.
• Malet, F., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175–192.
• Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2018). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 329-346.
• Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 1–8.
• Salkind, N. J. (2010). Encyclopedia of research design. SAGE Publications, Inc.
• Salmon, J., & Nyhan, J. (2013). Augmented Reality Potential and Hype: Towards an evaluative framework in foreign language teaching. The Journal of Language Teaching and Learning, 54-68.
• Scrivner, O., Madewell, J., Buckley, C., & Perez, N. (2016). Augmented reality digital technologies (ARDT) for foreign language teaching and learning. In FTC 2016 - Proceedings of Future Technologies Conference (pp. 395-398).
• Solak, E., & Cakır, R. (2017). Investigating the role of augmented reality technology in the language classroom. Croatian Journal of Education, 18.
• Suruchi, S., & Rana, S. S. (2012). Test item analysis and relationship between difficulty level and discrimination index of test items in an achievement test in Biology. Paripex Indian Journal of Research, 3, 56-58.
• Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s Alpha. International Journal of Medical Education, 2, 53-55. https://doi.org/10.5116/ijme.4dfb.8dfd
• Vate-U-Lan, P. (2012). An Augmented Reality 3D Pop-Up Book: The development of a multimedia project for English language teaching. Proceedings of the 2012 International Conference on Multimedia Engineering (pp. 890-895). https://doi.org/10.1109/ICME.2012.79
• Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240–248.
• Zeng, J., & Wyse, A. (2009). Introduction to classical test theory. Paper presented at the Michigan Department of Education; Office of Educational Assessment and Accountability. Retrieved from https://www.michigan.gov on January 21, 2023.