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

Year 2021, Volume: 9 Issue: 17, 62 - 79, 27.04.2021

Gökhan Dağdalan , Erol Taş , Erdem Kaya

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

Cited By: 2

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

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