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

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.

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.

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

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.

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.
There are 34 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Gökhan Dağdalan 0000-0002-2837-0578

Erol Taş 0000-0003-4077-7351

Erdem Kaya 0000-0002-1524-7829

Publication Date April 27, 2021
Submission Date October 30, 2020
Acceptance Date December 18, 2020
Published in Issue Year 2021 Volume: 9 Issue: 17

Cite

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

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