Arttırılmış Gerçeklik Uygulaması ile İlgili Atomun Yapısının Öğretimine İlişkin Ortaokul Öğrencilerinin Görüşleri

Abstract

Atom kavramı çıplak gözle görülemeyen yapısı nedeni ile zihinlerde farklı şekillerde canlandırılabilmektedir. Artırılmış gerçeklik (AR) uygulaması ise bu tür kavramların öğretiminde kullanılabilecek uygulamalardan biridir. Bu çalışmada AR uygulamasının öğretimde kullanılmasına ilişkin öğrenci görüşlerinin araştırılması amaçlanmıştır. Araştırmada nitel araştırma desenlerinden fenomoloji deseni kullanılmıştır. Çalışma grubunu bir devlet ortaokulunda öğrenim gören 26 yedinci sınıf öğrencisi oluşturmaktadır. Atomun yapısının öğretimi için AR uygulaması düzenlenmiştir. Araştırma kapsamında, veri toplama aracı olarak araştırmacılar tarafından hazırlanan ve kapsam geçerliği için uzman görüşüne sunulan dört açık uçlu sorudan oluşan görüşme formu kullanılmıştır. Öğrencilerin sorulara verdikleri cevapları incelendiğinde; AR uygulamasının diğer derslerde ve farklı konularda da kullanılabileceği, bu uygulamanın konuyu somutlaştırdığından dolayı daha öğretici olduğu, kullanıldığı konunun daha iyi kavranabilmesine sebep olduğu ve üç boyutlu görüntü sağlama olanaklarından dolayı derse katılımı da artırdığı yönünde olumlu görüşlere sahip oldukları belirlenmiştir. Ortaya çıkan sonuçlardan hareketle önerilerde bulunulmuştur.

Keywords

• arttırılmış gerçeklik
• atomun yapısı
• ortaokul öğrencileri
• öğrenci görüşleri

Secondary School Students' Opinions on Teaching the Structure of the Atom with Augmented Reality Application

Abstract

This study is aimed at developing an achievement test on quadrilaterals for seventh-grade students. The concept of the atom can be visualized in different ways in the mind due to its structure, which the naked eye cannot see. Augmented reality (AR) is one of the applications that can be used to teach such concepts. This study aimed to investigate students' views on the use of AR applications in teaching. Phenomenological design, one of the qualitative research designs, was used in the study. The study group consisted of 26 -graders in a public secondary school. AR application was organized to teach the structure of the atom. Within the scope of the study, an interview form consisting of four open-ended questions prepared by the researchers and submitted to expert opinion for content validity was used as a data collection tool. When the students' answers to the questions were examined, it was determined that they had positive opinions that AR application could be used in other courses and different subjects, that this application was more instructive because it concretized the subject, that it caused a better understanding of the subject it was used in, and that it increased participation in the lesson due to the possibilities of providing three-dimensional images. Suggestions were made based on the results.

Keywords

• augmented reality
• atomic structure
• secondary school students
• student views

References

1. Ab Aziz, N., Ab Aziz, K., Avijit, P., Yusof, A. M., & Noor, N. S. M. (2012). Providing augmented reality based education for students with attention defcit hyperactive disorder via cloud computing: Its advantages. Advanced communication technology (ICACT), 2012 14th International Conference on Advanced Communication Technology (ICAAT) (pp. 577–581). IEEE. PyeongChang, South Korea. https://ieeexplore.ieee.org/xpl/conhome/6170041/proceeding
2. Agustina, I., Siregar, L. A., Husain, D. L., Asfahani, A., & Pahmi, P. (2023). Utilization of Digital Technology in Children's Education to Enhance Creative and Interactive Learning. At-Tarbawi: Jurnal Pendidikan, Sosial Dan Kebudayaan, 10(2), 276-283.
3. Akcayir, M., & Akcayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic literature review. Educ. Res. Rev. 20, 1–11.
4. Alrige, M., Bitar, H., Al-Suraihi, W., Bawazeer, K., & Al-Hazmi, E. (2021). MicroWorld: An Augmented-Reality Arabian App to Learn Atomic Space. Technologies, 9(3), 53. https://doi.org/10.3390/technologies9030053.
5. Anıl, Ö., & Batdi, V. (2023). Use of augmented reality in science education: A mixed methods research with the multi complementary approach. Education and Information Technologies, 28:5147–5185 https://doi.org/10.1007/s10639-022-11398-6.
6. Arvanitis, T. N., Petrou, A., Knight, J. F., Savas, S., Sotiriou, S., Gargalakos, M., & Gialouri, E. (2009). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and ubiquitous computing, 13(3), 243-250.
7. Beltozar-Clemente, S., Sierra-Liñan, F., Zapata-Paulini, J., & Cabanillas-Carbonell, M. (2022). Augmented reality mobile application to improve the astronomy teaching-learning process. Advances in Mobile Learning Educational Research, 2(2), 464-474.
8. Bostan Sarıoğlan, A., Şen, R., & Altaş, R. (2021). What do secondary school students think about experimental practices in science lessons taught in distance education?. Journal of Educational Technology and Online Learning, 4(2), 193-214.

9. Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri (6. ed.). Ankara: Pegem A Publishing.
10. Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in human behavior, 37, 31-40. https://doi.org/10.1016/j.chb.2014.04.018.
11. Chen, C. C., Chen, H. R., & Wang, T. Y. (2022). Creative situated augmented reality learning for astronomy curricula. Educational Technology & Society, 25(2), 148-162.
12. Chen, S. Y., & Liu, S. Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111, 106418. https://doi.org/10.1016/j.chb.2020.106418.
13. Cokelez, A., & Yalçın, S. (2012). Investigation of mental models of elementary 7th grade students about atom concept. Elementeary Education Online, 11(2) 452-471.
14. Coşkun, H., & Özkaya, A. (2023). The Effect of 7th Grade "Cell and Divisions" Unit Teaching with Augmented Reality Technology on Students' Academic Achievement. Journal of Teacher Education and Lifelong Learning, 5(2), 538-554.
15. Deng, X., & Yu, Z. (2023). A meta-analysis and systematic review of the effect of chatbot technology use in sustainable education. Sustainability, 15(4), 2940.
16. Di Serio, A., Ibanez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586- 596.
17. Ewais, A., & Troyer, O. D. (2019). A usability and acceptance evaluation of the use of augmented reality for learning atoms and moleculers reaction by primary school female students in Palestine. Journal of Educational Computing Research, 57(7), 1643-1670.
18. Fitria, T. N. (2023). Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review. International Journal of Computer and Information System (IJCIS), 4(1), 14-25.
19. Fleck, S., & Simon, G. (2013, November). An augmented reality environment for astronomy learning in elementary grades: an exploratory study. In Proceedings of the 25th Conference on l'Interaction Homme-Machine (pp. 14-22).
20. Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of Augmented Reality on students' learning gains. Educational Research Review, 27, 244-260. https://doi.org/10.1016/j.edurev.2019.04.001.
21. Garzón, J., Pavón, & Baldiris, S. (2019). Systematic review and meta analysis of augmented reality in educational settings. Virtual Reality, 23:447–459 https://doi.org/10.1007/s10055-019-00379-9.
22. Grassini, S. (2023). Shaping the future of education: exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692.
23. Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching chemistry. Science Education, 80(5), 509-534.
24. Hejnová, E., & Králík, J. (2019, September). Images of atoms in physics textbooks for lower secondary schools vs. misconceptions of pupils about atoms. In AIP Conference Proceedings (Vol. 2152, No. 1). AIP Publishing.
25. Hidayat, R., & Wardat, Y. (2024). A systematic review of augmented reality in science, technology, engineering and mathematics education. Education and Information Technologies, 29(8), 9257-9282.
26. İzgi Onbaşılı, Ü. (2018). Artırılmış gerçeklik uygulamalarının ilkokul öğrencilerinin artırılmış gerçeklik uygulamalarına yönelik tutumlarına ve fen motivasyonlarına etkisi. Ege Journal of Education, 19(1), 320-337.
27. Kaya, A. (2023). Addressing student misconceptions about atoms and examining instructor strategies for overcoming them. Journal of Pedagogical Research, 7(4), 251-262.
28. Kljun, M., Geroimenko, V., & Čopič Pucihar, K. (2020). Augmented Reality in Education: Current Status and Advancement of the Field. In: Geroimenko, V. (eds) Augmented Reality in Education. Springer Series on Cultural Computing. Springer, Cham. https://doi.org/10.1007/978-3-030-42156-4_1.
29. Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science‐based augmented reality games. New directions for youth development, 128, 85-94.
30. Klopfer, E., & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
31. Koumpouros, Y. (2024). Revealing the true potential and prospects of augmented reality in education. Smart Learning Environments, 11:2 https://doi.org/10.1186/s40561-023-00288-0.
32. Kurniawana, M. H., Suharjitoa, D., & Witjaksono, G. (2018). Human Anatomy Learning Systems Using Augmented Reality on Mobile Application. Procedia Computer Science, Volume 135, Pages 80-88.
33. Lee, H. (2024). The rise of ChatGPT: Exploring its potential in medical education. Anatomical Sciences Education, 17(5), 926-931.
34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd Education). Calif.: SAGE Publications.
35. Olim, S. C., & Nisi, V. (2020). Augmented reality towards facilitating abstract concepts learning. In Entertainment Computing–ICEC 2020: 19th IFIP TC 14 International Conference, ICEC 2020, Xi'an, China, November 10–13, 2020, Proceedings 19 (pp. 188-204). Springer International Publishing.
36. Özeren, S., & Top, E. (2023). The effects of Augmented Reality applications on the academic achievement and motivation of secondary school students. Malaysian Online Journal of Educational Technology, 11(1), 25-40.
37. Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35.
38. Rangel-de Lazaro, G., & Duart, J. M. (2023). You can handle, you can teach it: Systematic review on the use of extended reality and artificial intelligence technologies for online higher education. Sustainability, 15(4), 3507.
39. Rizov, T., & Rizova, E. D. (2015). Augmented reality as a teaching tool in higher education. International Journal of Cognitive Research in Science, Engineering and Education:(IJCRSEE), 3(1), 7-15.
40. Rose, P., Beeby, J. & Parker, D. (1995). Academic rigour in the lived experience of researchers using phenomenological methods in nursing. Journal of Advanced Nursing, 21(6), 2648.1995.21061123.x
41. Somyürek, S. (2014). Öğrenme sürecinde z kuşağının dikkatini çekme: Artırılmış gerçeklik. Eğitim Teknolojisi Kuram ve Uygulama 4(1), 63-80.
42. Spector, J. M., & Denton, T. X. (2016, March). Smart learning environments: Concepts and issues. Society for Information Technology & Teacher Education International Conference, Savannah, GA
43. Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students' acceptance and use of technology. Interactive Learning Environments, 1-14.
44. Sumadio, D. D., & Rambli, D. R. A. (2010). Preliminary evaluation on user acceptance of the augmented reality use for education. Proceedings of Second İnternational Conference on Computer Engineering and Applications (pp. 461–465).
45. Tarng, W., Lin, Y. J., & Ou, K. L. (2021). A virtual experiment for learning the principle of Daniell cell based on augmented reality. Applied Sciences, 11(2), 762. https://doi.org/10.3390/app11020762.
46. Wijayanto, P. W., Thamrin, H. M., Haetami, A., Mustoip, S., & Oktiawati, U. Y. (2023). The potential of metaverse technology in education as a transformation of learning media in Indonesia. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(2), 396-407.
47. 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.
48. Yu, Z. (2023). A meta-analysis of the effect of virtual reality technology in education. Interactive Learning Environments, 31(8), 4956-4976.
49. Zhu, C., Sun, M., Luo, J., Li, T., & Wang, M. (2023). How to Harness the Potential of ChatGPT in Education?. Knowledge Management & E-Learning, 15(2), 133-152.