The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Gökhan Dağdalan; Erol Taş; Erdem Kaya

doi:10.18009/jcer.818342

EN TR

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Abstract

In this study, it is aimed to examine the effects of virtual reality supported science education on the subject of “Nervous System” from the unit of “Controller and Regulatory System” on 6th grade the students’ cognitive levels and meta cognitive awareness. The sample of the study is 108 6th grade students (1st experimental group 36, 2nd experimental group 36, control group 36) from a public school in Altınordu district from city of Ordu in 2018-2019 educational year. While virtual reality method was applied for the first experimental group, animation supported teaching applications were applied for the second experimental group. For the control group, the students were taught with science education curriculum. As a result, it is determined that the students from virtual reality experimental group had significantly higher points than the other two groups. It is also observed that the students who were taken virtual reality based science lessons had higher metacognitive awareness.

Keywords

science education , computer supported education , virtual reality , animation , metacognitive awareness

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Öz

In this study, it is aimed to examine the effects of virtual reality supported science education on the subject of “Nervous System” from the unit of “Controller and Regulatory System” on 6th grade the students’ cognitive levels and meta cognitive awareness. The sample of the study is 108 6th grade students (1st experimental group 36, 2nd experimental group 36, control group 36) from a public school in Altınordu district from city of Ordu in 2018-2019 educational year. While virtual reality method was applied for the first experimental group, animation supported teaching applications were applied for the second experimental group. For the control group, the students were taught with science education curriculum. As a result, it is determined that the students from virtual reality experimental group had significantly higher points than the other two groups. It is also observed that the students who were taken virtual reality based science lessons had higher metacognitive awareness.

Anahtar Kelimeler

Science education , computer supported education , virtual reality , animation , metacognitive awareness

References

Akdemir, A. (2009). Virtual reality technology on laparoscopic surgery instruction. Master’s Thesis, Ege University, Izmir, Turkey.
Arici, V. A. (2013). A study on virtual reality softwares on science education fort the unit of “Solar System and Beyond: Space Mystery”. Master’s Thesis, Adnan Menderes University, Aydin, Turkey.
Aslan, Efe, H. (2015). Animasyon destekli çevre eğitiminin akademik başarıya, akılda kalıcılığa ve çevreye yönelik tutuma etkisi. Journal of Computer and Education Research, 3 (5), 120-133.
Basturk, R. (2016). Non-parametric statistical techniques with SPSS examples, Ankara, Turkey: Ani Publishing.
Bayraktar, E., & Kaleli, F. (2007, January). Virtual reality and fields of applilcation. Academical Informatics Conference, January 31 - February 2, Kutahya, Turkey.
Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom: practical ideas. Teaching English with Technology, 18(3), 33-53.
Cepni. S. (2014). Introduction to research and project studies, Celebler Matbacılık, Trabzon, Turkey: Celebler Publishing.
Chandrasekera, T., & Yoon, S. Y. (2018). Augmented reality, virtual reality and their effect on learning style in the creative design process. Design and Technology Education, 23(1), 55-75.
Chen, C. H., Yang, J. C., Shen, S., & Jeng, M. C. (2007). A desktop virtual reality earth motion system in astronomy education. Educational Technology and Society, 10, 289-304.
Cid, C., & Lopez, R. E. (2010). The impact of stereo display on student understanding of phases of the moon. Astronomy Education Review, 9, 1-7.

Coruh, L. (2011). Evaluation of effectiveness of virtual reality application as a learning model on Art History, Doctoral Dissertation, Gazi University, Ankara, Turkey.
Esgin, E., Pamukcu, B.S., Ergul, P., & Ansay, S. (2011, September). The effect of using 3D online social material on students’ achievement and motivation: Second Life Application. 5th International Computer ve Instructional Technologies Symposium, September 22-24, Fırat University, Elazig.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitivedevelopmental inquiry, American Psychologist, 34(10), 906-911.
Fung, F. M., Choo, W. Y., Ardisara, A., Zimmermann, C. D., Watts, S., Koscielniak, T., Blanc, E., Coumoul, X., & Dumke, R. (2019). Applying a virtual reality platform in environmental chemistry education to conduct a field trip to an overseas site. Journal of Chemical Education, 96(2), 382-386.
Griol, D., Molina, J. M., & Callejas, Z. (2014). An approach to develop intelligent learning environments by means of immersive virtual worlds. Journal of Ambient Intelligence and Smart Environments, 6(2), 237-255.
Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: an exploratory study examining science knowledge retention when using augmented reality/virtual reality mobile applications. Cyberpsychol Behavior and Social Network, 22(2), 105-110.
Hudson, P. (2010, August). Educating EFL preservice teachers for teaching astronomy. Asia TEFL Conference, Hanoi University of Languages International Studies, August 6-8, Hanoi, Vietnam.
Jagals, D., & Van der Walt, M. (2018). Metacognitive awareness and visualisation in the imagination: the case of the invisible circles. Pythagoras, 39(1), 1-10.
Karakelle, S., & Sarac, S. (2007). Metacognition awareness scale for children: Study of validity and relability. Turkish Psychology Writings, 10(20), 87-103.
Kutluca, T., Arslan, S., & Özpınar, İ. (2010). Developing a scale to measure ınformation and communication technology utilization levels. Journal of Turkish Science Education, 7 (4), 37-45.
Liou, W. K., & Chang, C. Y. (2018). Virtual reality classroom applied to science education. 23rd International Scientific-Professional Conference on Information Technology (IT), 19-24 February, Žabljak, Montenegro.
Nunaki, J. H., Damopolii, I., Kandowangko, N. Y. & Nusantari, E. (2019). The effectiveness of inquiry-based learning to train the students' metacognitive skills based on gender differences. International Journal of Instruction, 12(2), 505-516.
Ozonur, M. (2013). Designing second life softwares as virtual reality environment and exploring the effects of those softwares in terms of various variables on the students who get internet-based distance education. Doctoral Dissertation, Mersin University, Mersin, Turkey.
Palmer, D. H. (2006). Sources of self-efficacy in a science methods course for primary teacher education students. Research in Science Education, 36(4), 337-353.
Paşa, S., Bolat, Y. İ. & Karataş, F. Ö. (2015). Changes of the chemistry teacher candidates’ attitudes towards and views about information and communication technologies: chembiodraw application. Journal of Computer and Education Research, 3(6), 71-98.
Pilgrim, J. M., & Pilgrim, J. (2016). The use of virtual reality tools in the reading-language arts classroom. Texas Journal of Literacy Education, 4(2), 90-97.
Shin, Y. S. (2002). Virtual reality simulations in Web-based science education. Computer Applications in Engineering Education, 10(1), 18-25.
Struyf, A., Haydée De Loof, Jelle Boeve-de Pauw & Peter Van Petegem (2019). Students’ engagement in different STEM learning environments: integrated STEM education as promising practice?, International Journal of Science Education, 41(10), 1387-1407.
Topuz, Y. (2018). Comparing virtual reality and 3D materials in anatomy education in terms of academic achievement and cognitive load. Master’s Thesis, Marmara University, Istanbul, Turkey. URL-1. eba.gov.tr. (Accessed: 07.08.2019)
Wakil, K., Rahman, R., Hasan, D., Mahmood, P., & Jalal, T. (2019). Phenomenon-based learning for teaching ict subject through other subjects in primary schools. Journal of Computer and Education Research, 7 (13), 205-212. DOI: 10.18009/jcer.553507
Wu, D. (2014). An introduction to ICT in education in China: ICT in education in global context, Ed.: Huang, R., Kinshuk & Price, J. K., Springer, Berlin, Germany, 65-84.
Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
Yoav, Y., Mintz, R. & Litvak, S. (2001). 3D-virtual reality in science education: an implication for astronomy teaching. Journal of Computers in Mathematics and Science Teaching, 20(3), 293-305.
Youngblut, C. (1998). Educational uses of virtual reality technology. Virginia, USA: Institute for defense analyses alexandria va.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Gökhan Dağdalan ^*
0000-0002-2837-0578
Türkiye

Erol Taş
0000-0003-4077-7351
Türkiye

Erdem Kaya
0000-0002-1524-7829
Türkiye

Publication Date

April 27, 2021

Submission Date

October 30, 2020

Acceptance Date

December 18, 2020

Published in Issue

Year 2021 Volume: 9 Number: 17

DOI

https://doi.org/10.18009/jcer.818342

IZ

https://izlik.org/JA26GH92XU

APA

Dağdalan, G., Taş, E., & Kaya, E. (2021). The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products. Journal of Computer and Education Research, 9(17), 62-79. https://doi.org/10.18009/jcer.818342

Cited By

Animation Special Effects Production Method and Art Color Research Based on Visual Communication Design

Scientific Programming

https://doi.org/10.1155/2022/7835917

Research on the reform and effect evaluation of three-dimensional motion animation blended teaching based on fuzzy evaluation model

Applied Mathematics and Nonlinear Sciences

https://doi.org/10.2478/amns-2024-0043

download 13894 13896 13897 14842 33656 33655

This work is licensed under a Creative Commons Attribution 4.0 International License.

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Abstract

Keywords

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Öz

Anahtar Kelimeler

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite

Cited By

Animation Special Effects Production Method and Art Color Research Based on Visual Communication Design

Research on the reform and effect evaluation of three-dimensional motion animation blended teaching based on fuzzy evaluation model

The methodology for creating animation using virtual reality in the context of big data

Virtual reality applications integrated into the 5E learning Model in environmental topics in science education

Analysing the Technological Pedagogical Content Knowledge Levels of Physical Education and Sports Teachers

Journal of ‘Computers & Education’ from Past to Present: Bibliomeric Analysis (1978-2025)

Multidisciplinary Applications of VR&AR Technologies in Professional Training: A Multicentre Simulation Study

Harnessing artificial intelligence in healthcare: Advancing diagnosis, treatment, and patient-centered care