EXAMINATION OF CURRENT APPLICATIONS IN EDUCATIONAL TECHNOLOGIES

Yıl 2023, Cilt: 4 Sayı: 2, 173 - 186, 10.11.2023

İsmail Tonbuloğlu

https://doi.org/10.59320/alanyazin.1369322

Öz

The use of educational technologies started in the past centuries and has been shaped by significant recent developments such as movies, radio, television, computers, mobile phones, internet, etc. Current areas in the context of educational technologies include the internet of things, augmented reality, virtual reality, wearable technologies, 360-degree videos, intelligent systems, massive open online courses, learning analytics and artificial intelligence. The use of current applications in educational technologies contributes to individualization, digital and physical interaction, increasing learning performance, gaining practical experience, gamification, motivating, encouraging, improving the learning experience and increasing its effectiveness, concretization, networking, feedback, providing effective and original content, creating alternative learning processes, data-based guidance and prediction. However, it has some limitations in terms of data security, data privacy, excessive use of technology, cognitive overload, and the transformation of a tool into an end. Considering these contributions and limitations, it is recommended that current applications in educational technologies should be utilized within the scope of educational goals and in appropriate educational contexts.

Anahtar Kelimeler

Educational technologies, instructional technologies, virtual reality, augmented reality, artificial intelligence, individualized learning, learning analytics

EĞİTİM TEKNOLOJİLERİNDE GÜNCEL UYGULAMALARIN İNCELENMESİ

Öz

Eğitim teknolojilerinin kullanımı, geçmiş yüzyıllarda başlayıp film, radyo, televizyon, bilgisayar, mobil telefon, internet vb. önemli yakın geçmişteki gelişmelerle şekillenmiştir. Eğitim teknolojileri bağlamında güncel alanlar olarak; nesnelerin interneti, artırılmış gerçeklik, sanal gerçeklik, giyilebilir teknolojiler, 360 derece videolar, zeki sistemler, kitlesel açık çevrimiçi dersler, öğrenme analitikleri ve yapay zeka alanları öne çıkmaktadır. Eğitim teknolojilerinde güncel uygulamaların kullanımı, bireyselleştirme, dijital ve fiziksel etkileşim, öğrenme performansını artırma, pratik deneyim kazanma, oyunlaştırma, motive etme, teşvik etme, öğrenme deneyimini iyileştirme ve etkinliğini artırma, somutlaştırma, ağ oluşturma, geri bildirim, etkili ve özgün içerik sunma, alternatif öğrenme süreçleri oluşturma, veriye dayalı yönlendirme ve öngörü gibi katkılar sunmaktadır. Bununla birlikte veri güvenliği, veri gizliği, aşırı teknoloji kullanımı, aşırı bilişsel yüklenme ve aracın amaca dönüşmesi gibi yönleriyle bazı sınırlıkları bulunmaktadır. Bu katkı ve sınırlılıkların göz önünde bulundurularak eğitim teknolojilerinde güncel uygulamalardan eğitim hedefleri kapsamında ve uygun eğitsel bağlamlarda yararlanılması önerilmektedir.

Anahtar Kelimeler

Eğitim teknolojileri, öğretim teknolojileri, bireyselleştirilmiş öğrenme, öğrenme analitiği, öğrenmenin zenginleştirilmesi

Kaynakça

• Abd-Ali, R. S., Radhi, S. A., & Rasool, Z. I. (2020). A survey: the role of the internet of things in the development of education. Indonesian Journal of Electrical Engineering and Computer Science, 19(1), 215-221. https://doi.org/10.11591/ijeecs.v19.i1.pp215-221
• Al-Absy, M. S. M. (2023). Effects of covid-19 pandemic on accounting students’ capability to use technology. International Journal of Learning, Teaching and Educational Research, 22(1), 247-267. https://doi.org/10.26803/ijlter.22.1.14
• Al-Emran, M., Al-Maroof, R., Al-Sharafi, M. A., & Arpaci, I. (2022). What impacts learning with wearables? An integrated theoretical model. Interactive Learning Environments, 30(10), 1897-1917.
• Alfy, S. E., Gómez, J. M., & Dani, A. (2019). Exploring the benefits and challenges of learning analytics in higher education institutions: a systematic literature review. Information Discovery and Delivery, 47(1), 25-34. https://doi.org/10.1108/idd-06-2018-0018
• Almusawi, H. A., Durugbo, C. M., & Bugawa, A. M. (2021). Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration. Computers & Education, 167, 104185, 1-19. https://doi.org/10.1016/j.compedu.2021.104185
• An, B.W.; Shin, J.H.; Kim, S.-Y.; Kim, J.; Ji, S.; Park, J.; Lee, Y.; Jang, J.; Park, Y.-G.; Cho, E., and et al. (2017). Smart sensor systems for wearable electronic devices. Polymers 9 (8), 1-42. https://doi.org/10.3390/polym9080303
• Asad, M. M., Naz, A., Churi, P., & Tahanzadeh, M. M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: a systematic literature review. Education Research International, 2021, 1-17. https://doi.org/10.1155/2021/7061623
• Bagheri, M., & Movahed, S. H. (2016, November). The effect of the Internet of Things (IoT) on education business model. In 2016 12th International Conference on Signal-Image Technology & Internet-Based Systems (SITIS) (pp. 435-441). IEEE. https://doi.org/10.1109/sitis.2016.74
• Bingol, I., Kursun, E., & Kayaduman, H. (2020). Factors for success and course completion in Massive Open Online Courses through the lens of participant types. Open Praxis, 12(2), 223-239. https://doi.org/10.5944/openpraxis.12.2.1067
• Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, (88), 343-353. https://doi.org/10.1016/j.compedu.2015.07.013
• Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies?. Computers & Education, (88), 343-353.
• Bozkurt, Ö. A. (2015). Kitlesel açık çevrimiçi dersler (Massive Open Online Courses-MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1), 56-81.
• Buchori, A., Prasetyowati, D., & Wijayanto, .. (2022). Design of virtual lab geometry using virtual to supplement learning in mathematics classes. KnE Social Sciences, 444-453. https://doi.org/10.18502/kss.v7i19.12464
• Carroll, J., Hopper, L., Farrelly, A. M., Lombard-Vance, R., Bamidis, P. D., & Konstantinidis, E. I. (2021). A scoping review of augmented/virtual reality health and wellbeing interventions for older adults: redefining immersive virtual reality. Frontiers in Virtual Reality, (2). https://doi.org/10.3389/frvir.2021.655338
• Challenor, J. & Ma, M. (2019). A review of augmented reality applications for history education and heritage visualisation. Multimodal Technologies and Interaction, 3(2), 39. https://doi.org/10.3390/mti3020039
• Chan, A. K. M., Botelho, M., & Lam, O. (2019). Use of learning analytics data in health care–related educational disciplines: systematic review. Journal of Medical Internet Research, 21(2), e11241. https://doi.org/10.2196/11241
• Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y., & Tsai, C. C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, (191), 104641.
• Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: a review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/access.2020.2988510
• Chen, W., Liu, X., Qiao, L., Wang, J., & Zhao, Y. (2020). Construction of virtual reality-interactive classroom based on deep learning algorithm. Wireless Communications and Mobile Computing, 2020, 1-9. https://doi.org/10.1155/2020/8870536
• Cihak, D. F., Moore, E., Wright, R., McMahon, D., Gibbons, M. M., & Smith, C. C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. https://doi.org/10.1177/0162643416651724
• Clow, D. (2013). An overview of learning analytics. Teaching in Higher Education, 18(6), 683-695. https://doi.org/10.1080/13562517.2013.827653
• Cypress, B. S. and Caboral‐Stevens, M. (2022). “sense of presence” in immersive virtual reality environment. Dimensions of Critical Care Nursing, 41(5), 235-245. https://doi.org/10.1097/dcc.0000000000000538
• Dang, A., Khanra, S., & Kagzi, M. (2022). Barriers towards the continued usage of massive open online courses: A case study in India. The International Journal of Management Education, 20(1), 100562.
• Donno, M. D., Tange, K., & Dragoni, N. (2019). Foundations and evolution of modern computing paradigms: cloud, iot, edge, and fog. IEEE Access, 7, 150936-150948. https://doi.org/10.1109/access.2019.2947652
• Dubé, A. K. and Wen, R. (2021). Identification and evaluation of technology trends in k-12 education from 2011 to 2021. Education and Information Technologies, 27(2), 1929-1958. https://doi.org/10.1007/s10639-021-10689-8 Ecampus, (2023). Bloom’s taxonomy revisited. https://ecampus.oregonstate.edu/faculty/artificial-intelligence-tools/blooms-taxonomy-revisited.pdf
• Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality?. International journal of emerging technologies in learning, 14(3). 234-242.
• Evens, M., Empsen, M., & Hustinx, W. (2023). A literature review on 360-degree video as an educational tool: towards design guidelines. Journal of Computers in Education, 10(2), 325-375.
• Fardinpour, A., Pedram, M. M., & Burkle, M. (2014). Intelligent learning management systems. International Journal of Distance Education Technologies, 12(4), 19-31. https://doi.org/10.4018/ijdet.2014100102
• Fardinpour, A., Pedram, M. M., & Burkle, M. (2014). Intelligent learning management systems. International Journal of Distance Education Technologies, 12(4), 19-31. https://doi.org/10.4018/ijdet.2014100102
• Fesol, S. F. A., Salam, S., & Bakar, N. (2018). Wearable technology in education to enhance technical moocs. International Journal on Advanced Science, Engineering and Information Technology, 8(5), 1873. https://doi.org/10.18517/ijaseit.8.5.3929
• Ghory, S. & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/10.53894/ijirss.v4i3.73
• Grubert, J., Langlotz, T., Zollmann, S., & Regenbrecht, H. (2017). Towards pervasive augmented reality: context-awareness in augmented reality. IEEE Transactions on Visualization and Computer Graphics, 23(6), 1706-1724. https://doi.org/10.1109/tvcg.2016.2543720
• Hinojo-Lucena, F., Díaz, I. A., Reche, M. d. P. C., & Rodríguez, J. M. R. (2019). Artificial intelligence in higher education: a bibliometric study on its impact in the scientific literature. Education Sciences, 9(1), 51. https://doi.org/10.3390/educsci9010051
• Howell, J., Roberts, L. D., Seaman, K., & Gibson, D. (2017). Are we on our way to becoming a “helicopter university”? academics’ views on learning analytics. Technology, Knowledge and Learning, 23(1), 1-20. https://doi.org/10.1007/s10758-017-9329-9
• Jameson, J. (2013). e‐leadership in higher education: the fifth “age” of educational technology research. British Journal of Educational Technology, 44(6), 889-915. https://doi.org/10.1111/bjet.12103
• Jia-jun, L., Pu, H., Li, Y., & Lian, J. (2018). Intelligent recommendation system for course selection in smart education. Procedia Computer Science, 129, 449-453. https://doi.org/10.1016/j.procs.2018.03.023
• Kardong-Edgren, S., Farra, S. L., Alinier, G., & Young, H. (2019). A call to unify definitions of virtual reality. Clinical Simulation in Nursing, 31, 28-34. https://doi.org/10.1016/j.ecns.2019.02.006
• Kassab, M., DeFranco, J., & Laplante, P. (2020). A systematic literature review on internet of things in education: Benefits and challenges. Journal of Computer Assisted learning, 36(2), 115-127.
• Kim, M., Jeon, C., & Kim, J. (2017). A study on immersion and presence of a portable hand haptic system for immersive virtual reality. Sensors, 17(5), 1141. https://doi.org/10.3390/s17051141
• Kim, Y. and Ahn, S. (2021). Factors influencing nursing students’ immersive virtual reality media technology-based learning. Sensors, 21(23), 8088. https://doi.org/10.3390/s21238088
• Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and virtual reality in education: Public perspectives, sentiments, attitudes, and discourses. Education Sciences, 12(11), 798.
• Lang, C., Siemens, G., Wise, A., & Gasevic, D. (2017). Handbook of learning analytics. SOLAR, Society for Learning Analytics and Research. SOLAR.
• Leveau, P. and Camus, e. S. (2023). Embodiment, immersion, and enjoyment in virtual reality marketing experiences. Psychology &Amp; Marketing, 40(7), 1329-1343. https://doi.org/10.1002/mar.21822
• Lie, S. S., Helle, N., Sletteland, N. V., Vikman, M. D., & Bonsaksen, T. (2022). Implementation of virtual reality in health professional higher education: protocol for a scoping review. JMIR Research Protocols, 11(7), e37222. https://doi.org/10.2196/37222
• Lu, Y., Papagiannidis, S., & Alamanos, E. (2018). Internet of things: a systematic review of the business literature from the user and organisational perspectives. Technological Forecasting and Social Change, 136, 285-297. https://doi.org/10.1016/j.techfore.2018.01.022
• Mayes, R., Natividad, G., & Spector, J. M. (2015). Challenges for educational technologists in the 21st century. Education Sciences, 5(3), 221-237. https://doi.org/10.3390/educsci5030221
• Moshinski, V., Позняковська, Н. М., Mikluha, O., & Voitko, M. (2021). Modern education technologies: 21stcentury trends and challenges. SHS Web of Conferences, 104, 03009. https://doi.org/10.1051/shsconf/202110403009
• Nevelsteen, K. J. L. (2017). Virtual world, defined from a technological perspective and applied to video games, mixed reality, and the metaverse. Computer Animation and Virtual Worlds, 29(1), e1752. https://doi.org/10.1002/cav.1752
• Niederhauser, D. S., Howard, S., Voogt, J., Agyei, D. D., Laferrière, T., Tondeur, J., … & Cox, M. (2018). Sustainability and scalability in educational technology initiatives: research-informed practice. Technology, Knowledge and Learning, 23(3), 507-523. https://doi.org/10.1007/s10758-018-9382-z
• Pelletier, K. Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., Grajek, S., Birdwell, T.,Liu, D., Mandernach, J., Moore, A., Porcaro, A., Rutledge, R. & Zimmern, J., (2023) EDUCAUSE Horizon Report, Teaching and Learning Edition. https://library.educause.edu/-/media/files/library/2023/4/2023hrteachinglearning.pdf
• Perez-Marcos, D. (2018). Virtual reality experiences, embodiment, videogames and their dimensions in neurorehabilitation. Journal of NeuroEngineering and Rehabilitation, 15(1). https://doi.org/10.1186/s12984-018-0461-0
• Pilli, O. and Admiraal, W. (2016). A taxonomy of massive open online courses. Contemporary Educational Technology, 7(3), 223-240. https://doi.org/10.30935/cedtech/6174
• Richey, S. B. (2018). Utilizing presence in augmented-reality applications to improve learning outcomes. Performance Improvement, 57(4), 10-18. https://doi.org/10.1002/pfi.21773
• Richey, S. B. (2018). Utilizing presence in augmented-reality applications to improve learning outcomes. Performance Improvement, 57(4), 10-18. https://doi.org/10.1002/pfi.21773
• Robert, J. & Muscanell, N. (2023). 2023 EDUCAUSE Horizon Action Plan: Generative AI. https://library.educause.edu/-/media/files/library/2023/9/2023horizonactplangenai.pdf
• Rojas-Sánchez, M. A., Palos-Sánchez, P. R., & Folgado-Fernández, J. A. (2023). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 28(1), 155-192.
• Salem, A. B. M., Mikhalkina, E. V., & Nikitaeva, A. Y. (2020). Exploration of knowledge engineering paradigms for smart education: techniques, tools, benefits and challenges. Transactions on Advances in Engineering Education, 1(9). Http://doi.org/10.37394/232010.2020.17.1
• Siemens, G. (2013). Learning analytics: The emergence of a discipline. American Behavioral Scientist, 57(10), 1380–1400.
• Siemens, G., Marmolejo-Ramos, F., Gabriel, F., Medeiros, K., Marrone, R., Joksimovic, S., & de Laat, M. (2022). Human and artificial cognition. Computers and Education: Artificial Intelligence, 3, 100107.
• Sinclair, J., Boyatt, R., Rocks, C., & Joy, M. (2015). Massive open online courses: a review of usage and evaluation. International Journal of Learning Technology, 10(1), 71. https://doi.org/10.1504/ijlt.2015.069450
• Solak, E. and Erdem, G. (2015). A content analysis of virtual reality studies in foreign language education. Participatory Educational Research, spi15(2), 21-26. https://doi.org/10.17275/per.15.spi.2.3
• Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. https://doi.org/10.1016/j.amsu.2021.01.051
• Uspabayeva, A., Sattarova, A., Mirza, N., Kubeeva, M., Abdualievich, Z. K., & Rysbayeva, G. (2022). Evaluation of high school students’ new trends in education: internet of things. International Journal of Emerging Technologies in Learning (iJET), 17(19), 159-175. https://doi.org/10.3991/ijet.v17i19.32183
• Verma, A., Singh, A., Anand, D., Aljahdali, H. M., Alsubhi, K., & Khan, B. (2021). Iot inspired intelligent monitoring and reporting framework for education 4.0. IEEE Access, 9, 131286-131305. https://doi.org/10.1109/access.2021.3114286
• Wang, L., Sukmawarti, S., & Suwanto, S. (2021). The application of augmented reality in elementary school education. Research, Society and Development, 10(3), e14910312823. https://doi.org/10.33448/rsd-v10i3.12823
• Wulf, J., Blohm, I., Leimeister, J. M., & Brenner, W. (2014). Massive open online courses. Business & Information Systems Engineering, 6, 111-114.
• Yin, Z. and Tsai, S. (2021). Research on virtual reality interactive teaching under the environment of big data. Mathematical Problems in Engineering, 2021, 1-11. https://doi.org/10.1155/2021/7980383
• Zhang, X., Cao, Z., & Wei, D. (2020). Overview of edge computing in the agricultural internet of things: key technologies, applications, challenges. IEEE Access, 8, 141748-141761. https://doi.org/10.1109/access.2020.3013005