Research Article
BibTex RIS Cite

Artırılmış Gerçeklik Teknolojisi ile Öğrenmeye Yönelik Deneysel Çalışmalar: Sistematik Bir İnceleme

Year 2017, Volume: 13 Issue: 2, 609 - 632, 07.09.2017
https://doi.org/10.17860/mersinefd.336746

Abstract

Son
yıllarda, Artırılmış Gerçeklik (AG) teknolojisinin kullanımına yönelik araştırmalar,
eğitim teknolojilerine yönelik araştırma eğilimleri arasında ilk sıralara doğru
önemli adımlar atmaktadır. Gerçekleştirilen birçok çalışma, AG teknolojisinin
öğrenmeyi ne derece artırdığı, ne tür avantajlar sağladığı, ne gibi zorlukları
beraberinde getirdiği ve hangi eğitim alanları için uygun olduğu konusunda
birçok soruya cevaplar aramıştır. Bu çalışmada, AG destekli
öğrenme ortamlarını AG destekli olmayan diğer farklı öğrenme ortamları veya
araçları ile çeşitli pedagojik özellikler açısından karşılaştıran deneysel
çalışmaların sistematik olarak incelenmesi amaçlanmıştır.
Bu bağlamda,
incelenen çalışmalarda ele alınan ‘eğitim alanı’, ‘hedef kitlenin eğitim
seviyesi’, ‘bağımlı değişkenler’, ‘AG’nin öğrenmede etkililiği’, ‘AG’nin öğrenme
ortamlarında kullanımına yönelik faydalar’, ‘AG uygulamalarında karşılaşılan
zorluklar’, ‘kullanılan AG türü ve içeriği’, ‘ihtiyaç duyulan yazılımlar ve görüntüleme
aygıtları’ gibi faktörler değerlendirilmiştir. Araştırmanın amacı ve belirlenen
özel kriterler doğrultusunda 2011-2016 yılları
arasında yayımlanan ve SSCI’da taranan toplam 25 deneysel çalışma sistematik
alanyazın inceleme metodu kullanılarak analiz edilmiştir. Sonuç olarak AG
destekli öğrenme ortamlarının öğrencilerin öğrenme süreçlerini nasıl
etkilediğine yönelik bulgular tartışılmıştır. Ayrıca öğrencilerin öğrenme
süreçlerini destekleyecek yeni AG tasarımlarına yönelik bazı önerilerde bulunulmuştur

References

  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355-385.
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S. ve MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca, J., Baldiris, S., Fabregat, R. ve Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.
  • Barsom, E. Z., Graafland, M. ve Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical endoscopy, 30(10), 4174-4183.
  • Billinghurst, M., Kato, H. ve Poupyrev, I. (2001). The magic book-moving seamlessly between reality and virtuality. IEEE Computer Graphics and applications, 21(3), 6-8.
  • Bokyung, K. (2008). Investigation on the relationships among media characteristics, presence, flow, and learning effects in augmented reality based learning. Multimedia and E-Content Trends içinde (ss.. 21-37). Vieweg+ Teubner.
  • Bower, M., Howe, C., McCredie, N., Robinson, A. ve Grover, D. (2014). Augmented reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.
  • Bressler, D. M. ve Bodzin, A. M. (2013). A mixed methods assessment of students' flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517.
  • Chang, H. Y., Hsu, Y. S. ve Wu, H. K. (2016a). A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. Interactive Learning Environments, 24(6), 1148-1161.
  • Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L. ve Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197.
  • Chang, R. C., Chung, L. Y. ve Huang, Y. M. (2016b). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T. ve Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Educational Technology & Society, 18(2), 166-178.
  • Chen, C. M. ve Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652.
  • Chen, C. P. ve Wang, C. H. (2015). Employing augmented-reality-embedded instruction to disperse the imparities of individual differences in earth science learning. Journal of Science Education and Technology, 24(6), 835-847.
  • Chiang, T. H., Yang, S. J. ve Hwang, G. J. (2014a). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Chiang, T. H., Yang, S. J. ve Hwang, G. J. (2014b). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Demirer, V. ve Erbaş, Ç. (2015). Mobil artırılmış gerçeklik uygulamalarının incelenmesi ve eğitimsel açıdan değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 802-813.
  • DiSerio, Á., Ibáñez, M. B. ve Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
  • Dunleavy, M. ve Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology içinde (ss. 735-745). Springer New York
  • Dunleavy, M., Dede, C. ve Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
  • Erbaş, Ç. ve Demirer, V. (2014). Eğitimde artırılmış gerçeklik uygulamaları: Google Glass örneği. Journal of Instructional Technologies & Teacher Education, 3(2), 8-16.
  • Erbaş, Ç. ve Demirer, V. (2015). Eğitimde sanal ve artırılmış gerçeklik uygulamaları. B. Akkoyunlu, A. İşman ve H.F. Odabaşı (Yay. haz.), Eğitim Teknolojileri Okumaları içinde (s.131-148) 2015.
  • Gavish, N., Gutiérrez, T., Webel, S., Rodríguez, J., Peveri, M., Bockholt, U. ve Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778-798.
  • Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C. ve Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388.
  • Hsiao, H. S., Chang, C. S., Lin, C. Y. ve Wang, Y. Z. (2016). Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223.
  • Hsiao, K. F., Chen, N. S. ve Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331-349.
  • Huang, T. C., Chen, C. C. ve Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82.
  • Ibáñez, M. B., Di-Serio, Á., Villarán-Molina, D. ve Delgado-Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1–13.
  • Karasar, N. (2004). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
  • Ke, F. ve Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41.
  • Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434.
  • Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26.
  • Leslie, K. C., Low, R., Jin, P. ve Sweller, J. (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Educational technology research and development, 60(1), 1-13.
  • Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y. ve Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
  • Liou, W. K., Bhagat, K. K. ve Chang, C. Y. (2016). Beyond the flipped classroom: A highly interactive cloud-classroom (HIC) embedded into basic materials science courses. Journal of Science Education and Technology, 25(3), 460-473.
  • Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
  • Mayer, R. E. (2005). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. The Cambridge handbook of multimedia learning, 183-200.
  • Moreno, R. (2006). Does the modality principle hold for different media? A Test of the method affects learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.
  • Özdemir, M., İzmirli, S. ve Sahin-İzmirli, O. (2016). The effects of captioning videos on academic achievement and motivation: reconsideration of redundancy principle in instructional videos. Educational Technology & Society, 19(4), 1-10.
  • Passig, D., Tzuriel, D. ve Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308.
  • Richards, D. ve Taylor, M. (2015). A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem. Computers & Education, 86, 157–171.
  • Santos, M. E. C., Chen, A., Taketomi, T., Yamamoto, G., Miyazaki, J. ve Kato, H. (2014). Augmented reality learning experiences: Survey of prototype design and evaluation. Learning Technologies, IEEE Transactions on, 7(1), 38-56.
  • Satpute, T., Pingale, S. ve Chavan, V. (2015, January). Augmented reality in e-learning review of prototype designs for usability evaluation. Communication, Information & Computing Technology (ICCICT), 2015 International Conference on içinde (ss. 1-4). IEEE.
  • Schunk, D. H. (1996). Learning theories. New Jersey, NJ: Printice Hall Inc.
  • Serino, M., Cordrey, K., McLaughlin, L. ve Milanaik, R. L. (2016). Pokémon Go and augmented virtual reality games: a cautionary commentary for parents and pediatricians. Current opinion in pediatrics, 28(5), 673-677.
  • Sommerauer, P. ve Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68.
  • Tsai, M. K., Liu, P. H. E. ve Yau, N. J. (2013). Using electronic maps and augmented reality‐based training materials as escape guidelines for nuclear accidents: An explorative case study in Taiwan. British Journal of Educational Technology, 44(1), E18-E21.
  • UNESCO Institute for Statistics (2015), International Standard Classification of Education fields of education and training 2013 (ISCED-F 2013): detailed field descriptions, International Standard Classification of Education (ISCED), UIS, Montreal, Erişim adresi: http://dx.doi.org/10.15220/978-92-9189-179-5-en
  • UNESCO Institute for Statistics (2015), Operational Manual: Guidelines for Classifying National Education Programmes and Related Qualifications: ISCED 2011, OECD Publishing, Paris., Erişim adresi: http://dx.doi.org/10.1787/9789264228368-en
  • Wang, H. Y., Duh, H. B. L., Li, N., Lin, T. J. ve Tsai, C. C. (2014). An investigation of university students’ collaborative inquiry learning behaviors in an augmented reality simulation and a traditional simulation. Journal of Science Education and Technology, 23(5), 682-691.
  • Webster, R. (2016). Declarative knowledge acquisition in immersive virtual learning environments. Interactive Learning Environments, 24(6), 1319-1333.
  • Wei, X., Weng, D., Liu, Y. ve Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234.
  • Wojciechowski, R. ve Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570-585.
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y. ve Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41–49.
  • Yalçın, B., İnal, C. ve Kalaycı, İ. (2008). GPS ölçü süresinin nokta konum doğruluğu ile ilişkisi. Selcuk University Journal of Engineering, Science and Technology,23(1), 19-26.
  • Yılmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248.
  • Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C. ve Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.
  • Zhang, J., Sung, Y. T., Hou, H. T. ve Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178-188.
Year 2017, Volume: 13 Issue: 2, 609 - 632, 07.09.2017
https://doi.org/10.17860/mersinefd.336746

Abstract

References

  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and virtual environments, 6(4), 355-385.
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S. ve MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca, J., Baldiris, S., Fabregat, R. ve Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.
  • Barsom, E. Z., Graafland, M. ve Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical endoscopy, 30(10), 4174-4183.
  • Billinghurst, M., Kato, H. ve Poupyrev, I. (2001). The magic book-moving seamlessly between reality and virtuality. IEEE Computer Graphics and applications, 21(3), 6-8.
  • Bokyung, K. (2008). Investigation on the relationships among media characteristics, presence, flow, and learning effects in augmented reality based learning. Multimedia and E-Content Trends içinde (ss.. 21-37). Vieweg+ Teubner.
  • Bower, M., Howe, C., McCredie, N., Robinson, A. ve Grover, D. (2014). Augmented reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.
  • Bressler, D. M. ve Bodzin, A. M. (2013). A mixed methods assessment of students' flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505-517.
  • Chang, H. Y., Hsu, Y. S. ve Wu, H. K. (2016a). A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. Interactive Learning Environments, 24(6), 1148-1161.
  • Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L. ve Lee, C. M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197.
  • Chang, R. C., Chung, L. Y. ve Huang, Y. M. (2016b). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T. ve Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Educational Technology & Society, 18(2), 166-178.
  • Chen, C. M. ve Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652.
  • Chen, C. P. ve Wang, C. H. (2015). Employing augmented-reality-embedded instruction to disperse the imparities of individual differences in earth science learning. Journal of Science Education and Technology, 24(6), 835-847.
  • Chiang, T. H., Yang, S. J. ve Hwang, G. J. (2014a). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Chiang, T. H., Yang, S. J. ve Hwang, G. J. (2014b). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Demirer, V. ve Erbaş, Ç. (2015). Mobil artırılmış gerçeklik uygulamalarının incelenmesi ve eğitimsel açıdan değerlendirilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(3), 802-813.
  • DiSerio, Á., Ibáñez, M. B. ve Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586-596.
  • Dunleavy, M. ve Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology içinde (ss. 735-745). Springer New York
  • Dunleavy, M., Dede, C. ve Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
  • Erbaş, Ç. ve Demirer, V. (2014). Eğitimde artırılmış gerçeklik uygulamaları: Google Glass örneği. Journal of Instructional Technologies & Teacher Education, 3(2), 8-16.
  • Erbaş, Ç. ve Demirer, V. (2015). Eğitimde sanal ve artırılmış gerçeklik uygulamaları. B. Akkoyunlu, A. İşman ve H.F. Odabaşı (Yay. haz.), Eğitim Teknolojileri Okumaları içinde (s.131-148) 2015.
  • Gavish, N., Gutiérrez, T., Webel, S., Rodríguez, J., Peveri, M., Bockholt, U. ve Tecchia, F. (2015). Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks. Interactive Learning Environments, 23(6), 778-798.
  • Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C. ve Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359-388.
  • Hsiao, H. S., Chang, C. S., Lin, C. Y. ve Wang, Y. Z. (2016). Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223.
  • Hsiao, K. F., Chen, N. S. ve Huang, S. Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331-349.
  • Huang, T. C., Chen, C. C. ve Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82.
  • Ibáñez, M. B., Di-Serio, Á., Villarán-Molina, D. ve Delgado-Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1–13.
  • Karasar, N. (2004). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
  • Ke, F. ve Hsu, Y. C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41.
  • Keller, J. M. (1983). Motivational design of instruction. Instructional design theories and models: An overview of their current status, 1(1983), 383-434.
  • Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26.
  • Leslie, K. C., Low, R., Jin, P. ve Sweller, J. (2012). Redundancy and expertise reversal effects when using educational technology to learn primary school science. Educational technology research and development, 60(1), 1-13.
  • Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y. ve Tsai, C. C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.
  • Liou, W. K., Bhagat, K. K. ve Chang, C. Y. (2016). Beyond the flipped classroom: A highly interactive cloud-classroom (HIC) embedded into basic materials science courses. Journal of Science Education and Technology, 25(3), 460-473.
  • Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
  • Mayer, R. E. (2005). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. The Cambridge handbook of multimedia learning, 183-200.
  • Moreno, R. (2006). Does the modality principle hold for different media? A Test of the method affects learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149-158.
  • Özdemir, M., İzmirli, S. ve Sahin-İzmirli, O. (2016). The effects of captioning videos on academic achievement and motivation: reconsideration of redundancy principle in instructional videos. Educational Technology & Society, 19(4), 1-10.
  • Passig, D., Tzuriel, D. ve Eshel-Kedmi, G. (2016). Improving children's cognitive modifiability by dynamic assessment in 3D Immersive Virtual Reality environments. Computers & Education, 95, 296-308.
  • Richards, D. ve Taylor, M. (2015). A Comparison of learning gains when using a 2D simulation tool versus a 3D virtual world: An experiment to find the right representation involving the Marginal Value Theorem. Computers & Education, 86, 157–171.
  • Santos, M. E. C., Chen, A., Taketomi, T., Yamamoto, G., Miyazaki, J. ve Kato, H. (2014). Augmented reality learning experiences: Survey of prototype design and evaluation. Learning Technologies, IEEE Transactions on, 7(1), 38-56.
  • Satpute, T., Pingale, S. ve Chavan, V. (2015, January). Augmented reality in e-learning review of prototype designs for usability evaluation. Communication, Information & Computing Technology (ICCICT), 2015 International Conference on içinde (ss. 1-4). IEEE.
  • Schunk, D. H. (1996). Learning theories. New Jersey, NJ: Printice Hall Inc.
  • Serino, M., Cordrey, K., McLaughlin, L. ve Milanaik, R. L. (2016). Pokémon Go and augmented virtual reality games: a cautionary commentary for parents and pediatricians. Current opinion in pediatrics, 28(5), 673-677.
  • Sommerauer, P. ve Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68.
  • Tsai, M. K., Liu, P. H. E. ve Yau, N. J. (2013). Using electronic maps and augmented reality‐based training materials as escape guidelines for nuclear accidents: An explorative case study in Taiwan. British Journal of Educational Technology, 44(1), E18-E21.
  • UNESCO Institute for Statistics (2015), International Standard Classification of Education fields of education and training 2013 (ISCED-F 2013): detailed field descriptions, International Standard Classification of Education (ISCED), UIS, Montreal, Erişim adresi: http://dx.doi.org/10.15220/978-92-9189-179-5-en
  • UNESCO Institute for Statistics (2015), Operational Manual: Guidelines for Classifying National Education Programmes and Related Qualifications: ISCED 2011, OECD Publishing, Paris., Erişim adresi: http://dx.doi.org/10.1787/9789264228368-en
  • Wang, H. Y., Duh, H. B. L., Li, N., Lin, T. J. ve Tsai, C. C. (2014). An investigation of university students’ collaborative inquiry learning behaviors in an augmented reality simulation and a traditional simulation. Journal of Science Education and Technology, 23(5), 682-691.
  • Webster, R. (2016). Declarative knowledge acquisition in immersive virtual learning environments. Interactive Learning Environments, 24(6), 1319-1333.
  • Wei, X., Weng, D., Liu, Y. ve Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234.
  • Wojciechowski, R. ve Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570-585.
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y. ve Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41–49.
  • Yalçın, B., İnal, C. ve Kalaycı, İ. (2008). GPS ölçü süresinin nokta konum doğruluğu ile ilişkisi. Selcuk University Journal of Engineering, Science and Technology,23(1), 19-26.
  • Yılmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248.
  • Yoon, S. A., Elinich, K., Wang, J., Steinmeier, C. ve Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.
  • Zhang, J., Sung, Y. T., Hou, H. T. ve Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178-188.
There are 58 citations in total.

Details

Subjects Studies on Education
Journal Section Makaleler
Authors

Muzaffer Özdemir

Publication Date September 7, 2017
Published in Issue Year 2017 Volume: 13 Issue: 2

Cite

APA Özdemir, M. (2017). Artırılmış Gerçeklik Teknolojisi ile Öğrenmeye Yönelik Deneysel Çalışmalar: Sistematik Bir İnceleme. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 609-632. https://doi.org/10.17860/mersinefd.336746

Cited By
















Review of Articles Related to Mixed Reality in Education
Journal of Teacher Education and Lifelong Learning
Mertkan SİNOPLU
https://doi.org/10.51535/tell.894508


Once articles are published in the journal, the publishing rights belong to the journal. All articles published in the journal are licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license, which permits sharing by others.