Disleksi için Yenilikçi Eğitim Teknolojileri: Artırılmış Gerçekliğin Rolü

Yıl 2025, Cilt: 37 Sayı: 1, 27 - 33, 27.03.2025

Mehmet Şahin Açıkkapı

Öz

Bu çalışma, disleksili öğrencilerin okuma-yazma becerilerini geliştirmeye yönelik mevcut teknolojik araçların ve artırılmış gerçeklik teknolojisinin katkılarını incelemektedir. Geleneksel çözümler arasında metni sese dönüştürme araçları, kelime tanımlama yazılımları ve etkileşimli okuma uygulamaları yer alırken, bu araçlar genellikle iki boyutlu ekran deneyimiyle sınırlı kalmaktadır. Artırılmış gerçeklik teknolojisi, öğrencilerin çok-duyulu, mekânsal ve etkileşimli bir öğrenme ortamında çalışmasına olanak tanıyarak görsel-işitsel destek sunmaktadır. Artırılmış gerçeklik uygulamaları, kelime tanıma, telaffuz, anlamlandırma ve öğrenmeyi pekiştirme süreçlerini üç boyutlu modeller, sesli geri bildirim ve gerçek zamanlı ipuçları ile desteklemektedir. Bu makalede, artırılmış gerçeklik tabanlı okuma uygulamasının bireysel pratik, iş birliğine dayalı sınıf çalışmaları ve evde ebeveyn katılımı gibi senaryolardaki uygulama örnekleri sunulmuş, geleneksel teknolojik araçlarla karşılaştırmalı olarak avantajları ve yenilikçi yönleri değerlendirilmiştir. Gelecekte yapılacak çalışmalara ilişkin öngörüler paylaşılarak artırılmış gerçekliğin uzun vadeli etkilerinin analizine ve farklı öğrenme profillerine yönelik kişiselleştirilebilir modellerin geliştirilmesinin ne kadar kıymetli olabileceğine ilişkin planlamalar verilmiştir.

Anahtar Kelimeler

Disleksi, artırılmış gerçeklik, eğitim teknolojileri, metni sese dönüştürme.

Innovative Educational Technologies for Dyslexia: The Role of Augmented Reality

Öz

This study examines the contributions of existing technological tools and augmented reality technology in improving the literacy skills of students with dyslexia. Traditional solutions, such as text-to-speech tools, word definition software, and interactive reading applications, are often limited to a two-dimensional screen experience. Augmented reality technology, on the other hand, provides visual-auditory support by allowing students to work in a multi-sensory, spatial, and interactive learning environment. Augmented reality applications support processes such as word recognition, pronunciation, comprehension, and reinforcement of learning through three-dimensional models, auditory feedback, and real-time cues. This paper presents application examples of augmented reality-based reading applications in scenarios such as individual practice, collaborative classroom activities, and parental involvement at home. It evaluates their advantages and innovative aspects compared to traditional technological tools. Predictions for future research are also shared, emphasizing the value of analyzing the long-term effects of augmented reality and developing personalized models tailored to different learning profiles.

Anahtar Kelimeler

Dyslexia, augmented reality, educational technologies, text-to-speech

Kaynakça

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