Research Article
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Year 2022, , 243 - 262, 31.01.2022
https://doi.org/10.31681/jetol.925340

Abstract

References

  • Abdüsselam, M. S. & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. sınıf manyetizma konusu örneği [The effect of mixed reality environments on the students' academic achievement in physics education: 11th grade magnetism topic example]. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Altınpulluk, M., & Kesim, H. (2015). Geçmişten günümüze artırılmış gerçeklik uygulamalarında gerçekleşen paradigma değişimleri [Paradigm shifts in augmented reality applications from the past to the present]. Eskişehir Academic Informatics Congress. doi:10.13140/2.1.3721.2967
  • Baum, L. F. (1901). The master key an electrical fairy tale. Public Domain.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methology]. (8th Edt.). Ankara: Pegem Academy.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Upper Saddle River, NJ: Pearson Education.
  • Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38.
  • Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Pegem Academy.
  • Çiltaş, A., Güler, G., & Sözbilir, M. (2012). Türkiye’de matematik eğitimi araştırmaları: Bir içerik analizi çalışması [Mathematics education research in Turkey: A content analysis study]. Educational Sciences: Theory & Practice, 12(1), 565-580.
  • Demirer, V., & Erbaş, Ç. (2015). Mobil artırılmış gerçeklik uygulamalarının incelenmesi ve eğitimsel açıdan değerlendirilmesi [Investigation of mobile augmented reality applications and evaluation of educational perspective]. Mersin University Journal of The Faculty of Education, 11(3), 802-813.
  • Di Serio, Á., Ibáñez, 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.
  • Elçiçek, M. (2021). Tendencies in Turkey-based academic studies on distance education during the covid-19 pandemic. Journal of Educational Technology & Online Learning, 4(3), 406-417
  • Eyüp, B. (2020). Türkçe öğretmenleri ile ilgili yapılan lisansüstü tezlerin eğilimleri: Bir içerik analizi (2000-2019) [Trends of postgraduate theses about Turkish language teachers: A content analysis (2000-2019)]. RumeliDE Journal of Language and Literature Studies, 21, 536-558.
  • Field, A.P. (2001). Meta-analysis of correlation coefficients: A Monte Carlo comparison of fixed- and random-effects methods. Psychological Methods, 6(2), 161-180.
  • Fraenkel, J. K., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: Mc Graw-Hill, Inc.
  • Freitas, R., & Campos, P. (2008). SMART: a System of augmented reality for teaching 2nd grade students. Proceedings of the 22nd British Computer Society Conference on Human-Computer Interaction (HCI 2008), 27-30. Liverpool John Moores University, UK.
  • Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage Publications.
  • İçten, T., & Bal.G. (2017). Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi [A content analysis of the academic works on the augmented reality technology]. The Journal of Information Technologies, 10(4), 401-415.
  • Kapucu, M. S. & Yıldırım, İ. (2019). Türkiye'de sanal ve artırılmış gerçeklik üzerine eğitimde yapılan çalışmalara ilişkin metodolojik bir inceleme [Methodological review of the studies performed on virtual reality and augmented reality in education in Turkey]. Academic Perspective, 73, 26-46.
  • Kipper, G., & Rampolla, J. (2012). Augmented reality: “an emerging technologies guide to AR”. Syngress, Waltham.
  • Korucu, A. T., Usta, E., & Yavuzaslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi [Using augmented reality in education: A content analysis of the studies in 2007-2016 period). Journal of Subject Teaching Research, 2(2), 84-95.
  • Korucu, A. T., Yavuzaslan, İ. F., & Usta, E. (2016). Ortaöğretim öğrencilerin artırılmış gerçeklik uygulamaları hakkında ürettikleri metaforlar [Metaphors created by secondary education students regarding augmented reality applications]. Journal Of European Education, 6(1), 16-31.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Maulana, I., Asrowi, & Suryani, N. (2020). The Use Of Mobile-Based Augmented Reality In Science Learning To Improve Learning Motivation. Journal of Educational Technology & Online Learning, 3(3), 363-371
  • Metin, M. (2014). Nicel Veri Toplama Araçları. M Metin (Ed) Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri (pp.161-214), Ankara: Pegem A Yayıncılık.
  • Oğuzman T., Metin M. , Kaya H. (2021) Türkiye’deki astronomi eğitimi araştırmalarının incelenmesi: bir betimsel içerik analizi, Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5 (1) 43-65
  • Özaydın Aydoğdu, Y., & Eryılmaz, S. (2019). Yükseköğretim kurumlarında artırılmış gerçeklik uygulamalarına yönelik yapılmış araştırmaların incelenmesi [Investigation of researches on augmented reality applications in higher education institutions]. Kastamonu Education Journal, 27(5), 2129-2140.
  • Polat, S., & Ay, O. (2016). Meta-sentez: Kavramsal bir çözümleme [Meta-synthesis: A conceptual analysis]. Journal of Qualitative Research in Education, 4(1), 52-64.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi [Tendencies of the researches published in Education and Science journal: Content analysis]. Education and Science, 39(173), 428-449
  • Sırakaya, M., & Alsancak Sırakaya, D. (2018). Trends in educational augmented reality studies: a systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60-74.
  • Sözbilir, M., Kutu, H., & Yaşar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon& D. Jorde (Eds). The World of Science Education: Handbook of Research in Europe (pp.341-374). Rotterdam: Sense Publishers.
  • Sünger, İ. (2019). Artırılmış Gerçeklik Kavramı Üzerine İçerik Analizi Çalışması [A content analysis on augmented reality concept] (Unpublished Master Thesis). Balıkesir University Institute of Science Computer Education and Instructional Technology, Balıkesir.
  • Şahin, Ç., & Kaya, G (2020). Alternatif ölçme değerlendirme ile ilgili yapılan araştırmaların incelenmesi: bir içerik analizi [A review of the research on alternative assessment evaluation: A content analysis]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 10(2), 798-812.
  • Tülü, M., & Yılmaz, M. (2012). iPhone ile artırılmış gerçeklik uygulamalarının eğitim alanında kullanılması [The use of augmented reality applications with iPhone in the field of education]. Academic Informatics Conference, 1-3 February, Uşak.
  • Vaughan-Nichols, S. J. (2009). Augmented reality: no longer a novelty? Computer, 42(12), 19-22.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers&Education, 68, 570–585.
  • Woods, B. (2014). How augmented reality is augmenting its own future. https://thenextweb.com/insider/2014/01/31/augmented-reality-augmenting-future/ (Date of access: 29.03.2021)
  • 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.
  • Yavuz, S. (2016). Content analysis related to theses in environmental education: The Case of Turkey (2011-2015). Journal of Education and Training Studies, 4(10),118-125.
  • Yavuz, M., Kayalı, B. & Tutal, Ö. (2021). Trend of distance education research in the covid-19 period: A bibliometric and content analysis. Journal of Educational Technology & Online Learning, 4(2), 256-279.
  • Yeh, M. & Wickens, C.D. (2001). Display signaling in augmented reality: Effects of cue reliability and image realism on attention allocation and trust calibration. Human Factors: The Journal of the Human Factors and Ergonomics Society, 43(3), 355-365.
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. Seçkin Publishing, Ankara.
  • Yiğitol, B., & Sarı, T. (2020). Küresel salgınlar ile mücadelede Endüstri 4.0 teknolojilerinin rolü [The role of Industry 4.0 technologies in the fight against the global pandemic]. Pamukkale University Journal of Social Sciences Institute, 41, 53-73.
  • Zhu, M., Sari, A., & Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014-2016). The Internet and Higher Education, 37, 31-39.

A content analysis of studies published in the field of augmented reality in education

Year 2022, , 243 - 262, 31.01.2022
https://doi.org/10.31681/jetol.925340

Abstract

This review study was carried out using content analysis and it was aimed to analyze the articles published in national journals in the field of augmented reality. The sample of this study, in which the content analysis method was used, consists of 87 academic studies conducted in the field of augmented reality in education in Turkey between 2012 and 2020. Studies obtained as a result of scanning were analyzed according to some variables such as the publication year, purpose, subject area, approach / method, sample group, sample number, data collection tool of study. As a result of the analysis of the research, it was observed that the first studies started in 2012 and increased with each year. It has been determined that most of the studies are aimed at determining the effect of augmented reality on students' achievement. In addition, it was seen that the vast majority of researches were carried out in the field of science education, using the experimental research method with 40-60 university students. Furthermore; it has been determined that the achievement test in quantitative studies and interview form in qualitative research is more preferred as a data collection tool.

References

  • Abdüsselam, M. S. & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. sınıf manyetizma konusu örneği [The effect of mixed reality environments on the students' academic achievement in physics education: 11th grade magnetism topic example]. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Altınpulluk, M., & Kesim, H. (2015). Geçmişten günümüze artırılmış gerçeklik uygulamalarında gerçekleşen paradigma değişimleri [Paradigm shifts in augmented reality applications from the past to the present]. Eskişehir Academic Informatics Congress. doi:10.13140/2.1.3721.2967
  • Baum, L. F. (1901). The master key an electrical fairy tale. Public Domain.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methology]. (8th Edt.). Ankara: Pegem Academy.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
  • Creswell, J. W. (2012). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Upper Saddle River, NJ: Pearson Education.
  • Çalık, M. & Sözbilir, M. (2014). İçerik analizinin parametreleri [Parameters of content analysis]. Education and Science, 39(174), 33-38.
  • Çepni, S. (2005). Araştırma ve proje çalışmalarına giriş [Introduction to research and project studies]. Pegem Academy.
  • Çiltaş, A., Güler, G., & Sözbilir, M. (2012). Türkiye’de matematik eğitimi araştırmaları: Bir içerik analizi çalışması [Mathematics education research in Turkey: A content analysis study]. Educational Sciences: Theory & Practice, 12(1), 565-580.
  • Demirer, V., & Erbaş, Ç. (2015). Mobil artırılmış gerçeklik uygulamalarının incelenmesi ve eğitimsel açıdan değerlendirilmesi [Investigation of mobile augmented reality applications and evaluation of educational perspective]. Mersin University Journal of The Faculty of Education, 11(3), 802-813.
  • Di Serio, Á., Ibáñez, 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.
  • Elçiçek, M. (2021). Tendencies in Turkey-based academic studies on distance education during the covid-19 pandemic. Journal of Educational Technology & Online Learning, 4(3), 406-417
  • Eyüp, B. (2020). Türkçe öğretmenleri ile ilgili yapılan lisansüstü tezlerin eğilimleri: Bir içerik analizi (2000-2019) [Trends of postgraduate theses about Turkish language teachers: A content analysis (2000-2019)]. RumeliDE Journal of Language and Literature Studies, 21, 536-558.
  • Field, A.P. (2001). Meta-analysis of correlation coefficients: A Monte Carlo comparison of fixed- and random-effects methods. Psychological Methods, 6(2), 161-180.
  • Fraenkel, J. K., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: Mc Graw-Hill, Inc.
  • Freitas, R., & Campos, P. (2008). SMART: a System of augmented reality for teaching 2nd grade students. Proceedings of the 22nd British Computer Society Conference on Human-Computer Interaction (HCI 2008), 27-30. Liverpool John Moores University, UK.
  • Hart, C. (1998). Doing a literature review: Releasing the social science research imagination. London: Sage Publications.
  • İçten, T., & Bal.G. (2017). Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi [A content analysis of the academic works on the augmented reality technology]. The Journal of Information Technologies, 10(4), 401-415.
  • Kapucu, M. S. & Yıldırım, İ. (2019). Türkiye'de sanal ve artırılmış gerçeklik üzerine eğitimde yapılan çalışmalara ilişkin metodolojik bir inceleme [Methodological review of the studies performed on virtual reality and augmented reality in education in Turkey]. Academic Perspective, 73, 26-46.
  • Kipper, G., & Rampolla, J. (2012). Augmented reality: “an emerging technologies guide to AR”. Syngress, Waltham.
  • Korucu, A. T., Usta, E., & Yavuzaslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi [Using augmented reality in education: A content analysis of the studies in 2007-2016 period). Journal of Subject Teaching Research, 2(2), 84-95.
  • Korucu, A. T., Yavuzaslan, İ. F., & Usta, E. (2016). Ortaöğretim öğrencilerin artırılmış gerçeklik uygulamaları hakkında ürettikleri metaforlar [Metaphors created by secondary education students regarding augmented reality applications]. Journal Of European Education, 6(1), 16-31.
  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. NY: Cambridge University Press.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Maulana, I., Asrowi, & Suryani, N. (2020). The Use Of Mobile-Based Augmented Reality In Science Learning To Improve Learning Motivation. Journal of Educational Technology & Online Learning, 3(3), 363-371
  • Metin, M. (2014). Nicel Veri Toplama Araçları. M Metin (Ed) Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri (pp.161-214), Ankara: Pegem A Yayıncılık.
  • Oğuzman T., Metin M. , Kaya H. (2021) Türkiye’deki astronomi eğitimi araştırmalarının incelenmesi: bir betimsel içerik analizi, Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5 (1) 43-65
  • Özaydın Aydoğdu, Y., & Eryılmaz, S. (2019). Yükseköğretim kurumlarında artırılmış gerçeklik uygulamalarına yönelik yapılmış araştırmaların incelenmesi [Investigation of researches on augmented reality applications in higher education institutions]. Kastamonu Education Journal, 27(5), 2129-2140.
  • Polat, S., & Ay, O. (2016). Meta-sentez: Kavramsal bir çözümleme [Meta-synthesis: A conceptual analysis]. Journal of Qualitative Research in Education, 4(1), 52-64.
  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Eğitim ve Bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi [Tendencies of the researches published in Education and Science journal: Content analysis]. Education and Science, 39(173), 428-449
  • Sırakaya, M., & Alsancak Sırakaya, D. (2018). Trends in educational augmented reality studies: a systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60-74.
  • Sözbilir, M., Kutu, H., & Yaşar, M. D. (2012). Science education research in Turkey: A content analysis of selected features of papers published. In J. Dillon& D. Jorde (Eds). The World of Science Education: Handbook of Research in Europe (pp.341-374). Rotterdam: Sense Publishers.
  • Sünger, İ. (2019). Artırılmış Gerçeklik Kavramı Üzerine İçerik Analizi Çalışması [A content analysis on augmented reality concept] (Unpublished Master Thesis). Balıkesir University Institute of Science Computer Education and Instructional Technology, Balıkesir.
  • Şahin, Ç., & Kaya, G (2020). Alternatif ölçme değerlendirme ile ilgili yapılan araştırmaların incelenmesi: bir içerik analizi [A review of the research on alternative assessment evaluation: A content analysis]. Nevşehir Hacı Bektaş Veli University Journal of ISS, 10(2), 798-812.
  • Tülü, M., & Yılmaz, M. (2012). iPhone ile artırılmış gerçeklik uygulamalarının eğitim alanında kullanılması [The use of augmented reality applications with iPhone in the field of education]. Academic Informatics Conference, 1-3 February, Uşak.
  • Vaughan-Nichols, S. J. (2009). Augmented reality: no longer a novelty? Computer, 42(12), 19-22.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers&Education, 68, 570–585.
  • Woods, B. (2014). How augmented reality is augmenting its own future. https://thenextweb.com/insider/2014/01/31/augmented-reality-augmenting-future/ (Date of access: 29.03.2021)
  • 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.
  • Yavuz, S. (2016). Content analysis related to theses in environmental education: The Case of Turkey (2011-2015). Journal of Education and Training Studies, 4(10),118-125.
  • Yavuz, M., Kayalı, B. & Tutal, Ö. (2021). Trend of distance education research in the covid-19 period: A bibliometric and content analysis. Journal of Educational Technology & Online Learning, 4(2), 256-279.
  • Yeh, M. & Wickens, C.D. (2001). Display signaling in augmented reality: Effects of cue reliability and image realism on attention allocation and trust calibration. Human Factors: The Journal of the Human Factors and Ergonomics Society, 43(3), 355-365.
  • Yıldırım, A., & Şimşek, H. (2013). Nitel araştırma yöntemleri [Qualitative research methods]. Seçkin Publishing, Ankara.
  • Yiğitol, B., & Sarı, T. (2020). Küresel salgınlar ile mücadelede Endüstri 4.0 teknolojilerinin rolü [The role of Industry 4.0 technologies in the fight against the global pandemic]. Pamukkale University Journal of Social Sciences Institute, 41, 53-73.
  • Zhu, M., Sari, A., & Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014-2016). The Internet and Higher Education, 37, 31-39.
There are 45 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Mahmut Emre Turhan 0000-0002-8835-270X

Mustafa Metin 0000-0002-6936-510X

Ebru Ezberci Çevik 0000-0003-4219-3296

Publication Date January 31, 2022
Published in Issue Year 2022

Cite

APA Turhan, M. E., Metin, M., & Ezberci Çevik, E. (2022). A content analysis of studies published in the field of augmented reality in education. Journal of Educational Technology and Online Learning, 5(1), 243-262. https://doi.org/10.31681/jetol.925340


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