Artırılmış Gerçeklikle Beraber Özetleme Stratejisi Kullanmanın Öğrencilerin Bilişsel Yük ve Başarısına Etkisi

Yıl 2023, , 144 - 173, 31.01.2023

Özkan Özbay , Süleyman Sadi Seferoğlu

https://doi.org/10.37679/trta.1208221

Öz

Artırılmış gerçeklik birçok alanda olduğu gibi eğitim alanında da son yıllarda yaygın olarak kullanılmaya başlanan bir teknolojidir. Bu nedenle de araştırmacıların ilgisini çeken bir konu durumundadır. Ancak yapılan çalışmalarda artırılmış gerçekliğin bilişsel yük ve başarı üzerindeki etkilerine ilişkin farklı sonuçların ortaya çıktığı görülmüştür. Bu çalışma bağlamında artırılmış gerçeklik ile beraber üretici öğrenme stratejilerinden biri olan özetleme stratejisini kullanmanın öğrencilerin bilişsel yük ve başarılarına etkisi araştırılmıştır. Çalışmada nicel araştırma yöntemlerinden olan ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışmanın katılımcılarını bir devlet üniversitesindeki Sağlık Bilimleri Fakültesinin Acil Yardım ve Afet Yönetimi Bölümünde 2022-2023 eğitim öğretim yılı güz döneminde öğrenim görmekte olan 3. sınıf öğrencileri oluşturmaktadır. Çalışmada yer alan 34 öğrencinin 17’si deney, 17’si kontrol grubuna yansız olarak atanmışlardır. Veri toplama aracı olarak katılımcıların demografik özelliklerini belirlemek için kişisel bilgi formu, uygulanan yöntemin etkililiğini belirlemek için başarı testi ve bilişsel yükü belirlemek için ise bilişsel yük ölçeği kullanılmıştır. Deneysel uygulama sırasında deney grubundaki öğrencilerden bir konu içeriğini artırılmış gerçeklik ile beraber özetleme stratejisi kullanarak çalışmaları istenirken, kontrol grubundaki öğrencilerden aynı konu içeriğini sadece artırılmış gerçeklik kullanarak çalışmaları istenmiştir. Elde edilen bulgular doğrultusunda deney grubundaki öğrencilerin başarı puanlarının kontrol grubundaki öğrencilerinkine göre anlamlı bir farklılık gösterdiği sonucuna ulaşılmıştır. Ayrıca deney grubundaki öğrencilerin bilişsel yükleri kontrol grubundaki öğrencilerinkine göre daha düşük olmuştur.

Anahtar Kelimeler

Artırılmış Gerçeklik, Bilişsel Yük, Çoklu Ortam, Öğrenme, Özetleme Stratejisi

The Effect of using Summarizing Strategy in Learning with Augmented Reality on Students' Cognitive Load and Achievement

Öz

Augmented reality technologies have been widely used in the field of education as well as in many other fields. Thus, it has attracted attention of many researchers. However, studies show different results regarding the effects of augmented reality on cognitive load and achievement. In the context of this study, the effect of using augmented reality and the summarizing strategy, which is one of the productive learning strategies, on students' cognitive load and success was investigated. In this study, a quasi-experimental design with a pretest - posttest control group, which is one of the quantitative research methods, was used. The participants of the study consist of 3rd year students studying in the Emergency Aid and Disaster Management Department of the Faculty of Health Sciences at a state university in the fall semester of the 2022-2023 academic year. During the study, 17 of the 34 students were assigned to the experimental group and 17 to the control group. As a data collection tool, a personal information form was used to determine the demographic characteristics of the participants, an achievement test to determine the effectiveness of the applied method, and a cognitive load scale to determine the cognitive load. During the experimental application, the students in the experimental group were asked to use augmented reality, which describes the content of a topic, together with the summarization strategy, while the students in the control group were asked to use augmented reality, which describes that. According to the findings, it was concluded that the achievement scores of the students in the experimental group showed a significant difference compared to the students in the control group. This means that the students in the experimental group had higher success. Furthermore, it was observed that the cognitive load of the students in the experimental group was lower than that of the students in the control group.

Anahtar Kelimeler

Augmented Reality, Cognitive Load, Multimedia, Learning, Summarizing Strategy

Kaynakça

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