WEB 3.0 IN LEARNING ENVIRONMENTS: A SYSTEMATIC REVIEW

Year 2021, Volume: 22 Issue: 1, 148 - 169, 31.12.2020

Esra Acıkgul Fırat Selcuk Fırat

https://doi.org/10.17718/tojde.849898

Cited By: 5

Abstract

Web 3.0 technologies have inevitably affected educational research. Many studies have been conducted on
the use of Web 3.0 tools in learning environments. The synthesis and summarization of the results of these
studies with a systematic review is considered important in terms of being the source of future research and
helping to spread the use of these technologies in education. Hence the purpose of this systematic review is
to obtain a better understanding of how Web 3.0 technologies can be used to enhance quality of educational
settings. The systematic analysis was conducted by 81 papers from 2005 to 2020. The PRISMA Statement was
used in the research and report generation process. Papers related to semantic, augmented reality, intelligent
tutoring system, 3d visual environments, 3d games and ontologies is included in the study. The results
show that in 2008 and 2013 there was an increase in the number of studies. In addition, most experimental
studies have been conducted in this literature and the studies in the discipline of science education are more
than other disciplines. When the data collection tools used in the studies were examined, it was found
that the majority of the studies were quantitative and most benefited from surveys, questionnaires and
observational information in the data collection process. In addition, the majority of studies focus on the
learning usefulness and learning outcomes of the software used in the research. Furthermore, suggestions for
future researches were made in line with the limitations and results of the study.

Keywords

Systematic review, Semantic Web, augmented and virtual reality, intelligent tutoring systems

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