Derleme
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Systematic Review: Augmented Reality Applications Used in Education of Mentally Handicapped Individuals

Yıl 2024, Cilt: 8 Sayı: 1, 29 - 52, 24.07.2024

Öz

This study aimed to examine augmented reality applications used in the education of Mentally Handicapped Individuals. For this purpose, SAGE, EbscoHost, Google Scholar, Springer Link and ProQuest databases were searched using the words “augmented reality”, “artificial reality”, “intervention”, “intellectual disability” and “mental retardation”. As a result of searching the specified keywords in databases, 15 studies were reached. The studies included in the research were “publication date”, “number of subjects”, “age of the subjects”, “diagnoses”, “dependent variable”, "environment in which they were educated”, “independent variable”, “experimental design”, “social validity”, “permanence", “generalization” and “research result” headings were presented as a table as sub-problems of the research and analyzed quantitatively. According to the results of the research, it has been observed that the augmented reality application is effective in the education of mentally handicapped ındividuals, and the behaviors learned by the augmented reality application are permanent after the education is completed. In addition, it has been observed that generalization studies have been carried out in a limited number of studies.

Kaynakça

  • Afrianto, I., Faris, A. F., & Atin, S. (2019). Hijaiyah letter interactive learning for mild mental retardation children using Gillingham method and augmented reality. International Journal of Advanced Computer Science and Applications, 10(6), 334-341. https://doi.org/10.14569/ijacsa.2019.0100643
  • Aslan, C. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120.
  • Bahçalı, T., & Odluyurt, S. (2021). Otizm spektrum bozukluğu ve zihin yetersizliği olan bireylerle gerçekleştirilmiş artırılmış gerçeklik uygulamalarının incelenmesi. Turkish Journal of Special Education Research and Practice, 3(1), 72-93. https://doi.org/10.37233/TRSPED.2021.0113
  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.
  • Benda, P. Ulman, M., & Šmejkalová M. (2015). Augmented reality as a working aid for ıntellectually disabled persons for work in horticulture. Agris on-line Papers in Economics and Informatics, VII (4), https://ageconsearch.umn.edu/record/231890/
  • Bridges, S. A., Robinson, O. P. Stewart, E. W., Kwon, D., & Mutua, K. (2019). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1), 3-14. https://doi.org/10.1177/0162643419836411
  • Çakır, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on ındividuals with special education needs. Education and Information Technologies, 24 (2), 1631-1659. https://doi.org/10.1007/s10639-018-9848-6
  • Carr, J. E., Austin, J. L. Britton, L. N. Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions. 14, 223-231. https://doi.org/10.1002/(SICI)1099-078X(199910/12)14:4<223:AID-BIN37>3.0.CO;2-Y
  • Chang, Y. J., Kang, Y. S., & Huang, P. C. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34(10), 3049-3056. https://doi.org/10.1016/j.ridd.2013.06.026
  • Diegmann, P., Kraepelin, S. M., Eynden, S., & Basten, D. (2015). Benefits of augmented reality in educational environments: A systematic literature review. 12th International Conference on Wirtschaftsinformatik. 1542-1556. https://core.ac.uk/download/pdf/301364757.pdf
  • Hemingway, P., & Brereton, N. (2009). What is a systematic review? Hayward Medical Communications, 2, 1-8. http://www.bandolier.org.uk/painres/download/whatis/Syst-review.pdf
  • İçten, T., & Bal, G. (2017). Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi. İlişim Teknolojileri Dergisi, 10(4), 401-415. https://doi.org/10.17671/gazibtd.290253.
  • Johnston, L., Beard, L. A., & Carpenter, L. B. (2007). Assistive technology: Access for all students. Pearson Merrill Prentice Hall.
  • Kang, Y., & Chang, Y. (2019). Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use. Journal of Applied Research in Intellectual Disabilities, 33, 409-419. https://doi.org/10.1111/jar.12683.
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/download/article-file/753523
  • Kellems, R. O., Cacciatore, G., Hansen, B. D., Sabey, C. V., Bussey, H. C., & Morris, J. R. (2020). Effectiveness of video prompting delivered via augmented reality for teaching transition-related math skills to adults with ıntellectual disabilities. Journal of Special Education Technology, 36(4), 258-270. https://doi.org/10.1177/0162643420916879
  • Köse, H., & Güner-Yıldız, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921-1936.
  • Küçüközyiğit, M. S., & Şafak, P. (2015). Arttırıcı ve alternatif iletişim teknikleri [Augmentative and alternative communication techniques]. Journal of Instructional Technologies & Teacher Education. 4(1), 27-37. https://dergipark.org.tr/tr/download/article-file/231330
  • Kutlu, M., Schreglmann, S., & Cinisli, N. A. (2018). Özel eğitim alanında çalışan öğretmenlerin özel eğitimde yardımcı teknolojilerin kullanımına ilişkin görüşleri. YYÜ Eğitim Fakültesi Dergisi, 15(1), 1540-1569., http://dx.doi.org/10.23891/efdyyu.
  • Lin, C.-Y., & Chang, Y.-M. (2015). Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities, 37, 1-8. https://doi.org/10.1016/j.ridd.2014.10.016
  • Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2010). QR code and augmented reality-supported mobile English learning system. Jiang, X., Ma, M. Y., & Chen, C. W. (Ed.), Mobile multimedia processing. Lecture notes in computer science (Vol. 5960, pp. 37-52). Springer-Verlag.
  • McMahon, D. D., Cihak, D. F., & Wright, R. E. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 47(3), 157-172. https://doi.org/10.1080/15391523.2015.1047698
  • McMahon, D. D., Cihak, D. F., Gibbons, M. M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergens. Journal of Special Education Technology, 28(3), 21-32. https://doi.org/10.1177/016264341302800302
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2015). Augmented reality for teaching science vocabulary to postsecondary education students with ıntellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. https://doi.org/10.1080/15391523.2015.1103149
  • McMahon, D., Smith, C. C., Cihak, D. F., Wright, R., & Gibbons, M. (2015). Effects of digital navigation aids on adults with intellectual disabilities: Comparison of printed map, Google maps, and augmented reality via the iPad and iPhone. Journal of Special Education Technology, 30, 157-165. https://doi.org/10.1177/0162643415618927
  • Moore, D. J., McGrath, P., & Thorpe, J. (2000). Computer aided learning for people with autism: A framework for research and development. Innovations in Education and Training International, 37, 218-228. https://doi.org/10.1080/13558000050138452
  • Olcay-Gül, S. (2016). Kalıcılık. E. Tekin-iftar (Ed). Uygulamalı davranış analizi içinde (ss. 607-627). Vize Yayıncılık.
  • Özgüç, S., C. (2013). Özel eğitimde yardımcı teknolojiler. A. Cavkaytar (Ed.), Özel eğitim [Special education] içinde (ss. 391-407). Vize Yayıncılık
  • Özokçu, O. (2013). Zihin yetersizliği olan öğrenciler. A. Cavkaytar (Edit), Özel Eğitim [Special education] içinde (ss. 59-77). Vize Yayıncılık
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5). https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
  • Richard, E., Billaudeau, V., Richard, P., & Gaudin, G. (2007). Augmented reality for rehabilitation of cognitively disabled children: A preliminary study. Virtual Rehabilitation, 102-108. https://doi:10.1109/ICVR.2007.4362148
  • Şafak, P. (2012). Ağır ve çoklu yetersizliği olan çocukların eğitimi. Vize Yayıncılık.
  • Şafak, P., & Yavuz, M. (2018). Otizm spektrum bozukluğu olan bireylerin eğitiminde kullanılan kisisel görüş noktası ile yapılan uygulamaların incelenmesi. Turkish Studies, 13(27), 1323-1343. http://dx.doi.org/10.7827/TurkishStudies.14334
  • Sani-Bozkurt, S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60. https://dergipark.org.tr/tr/download/article-file/403817
  • Savner, J. L., & Myles, B. S. (2000). Making visual supports work in the home and community: strategies for individuals with autism and asperger syndrome. Shawnee Mission, KS: Autism Asperger.
  • Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports. American Journal on Intellectual and Developmental Disabilities, 126(6), 439-442. https://doi.org/10.1352/1944-7558-126.6.439
  • Scheuermann, B., & Webber, J. (2002). Autism, teaching does make a difference. Wadsworth Group: Canada.
  • Serio, A. D., Ibanez, M. B., & Kloos, C. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers and Education, 68, 586-596. https://doi.org/10.1016/j.compedu.2012.03.002
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2017). examining augmented reality to improve navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32(1), 3-11. https://doi.org/10.1177/0162643416681159
  • Sucuoğlu, B. (2010). Zihin engelli bireylerin özellikleri. B. Sucuoğlu (ed.), Zihin engelliler ve eğitimleri içinde (ss. 203-238). Kök yayıncılık
  • Süzer, T. (2016). Genelleme. E. Tekin-İftar (ed.), Uygulamalı davranış analizi içinde (ss. 629-668). Vize Yayıncılık
  • Ucelli, G., Conti, G., De Amicis, R., & Servidio, R. (2005). Learning using augmented reality technology: Multiple means of interaction for teaching children the theory of colours. Dans M. Maybury, O. Stock et W. Wahlster (ed.), Intelligent Technologies for Interactive Entertainment. First international conference INTETAIN 2005 (s. 192-202). Springer. https://doi.org/10.1007/11590323_20
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203-214. https://doi.org/10.1901/jaba.1978.11-203
  • Yalın, H. İ. (2003). Öğretim teknolojisi ve materyal geliştirme. Nobel Yayıncılık.
  • Yavuz, M., Karaaslan, D., & Yıkmış, A. (2021). Effectiveness of concept map presented using augmented reality in teaching basic features of animals to children with intellectual disabilities. International Technology and Education Journal, 5(2), 32-44. https://itejournal.com/articles/effectiveness-of-concept-map-presented-using-augmented-reality-in-teaching-basic-features-of-animals-to-children-with-intellectual-disabilities.pdf
  • Yılmaz Yenioğlu, B., Ergüleç, F., & Yenioğlu, S. (2021). Augmented reality for learning in special education: A systematic literature review. Interactive Learning Environments, 12, 1-17. https://doi.org/10.1080/10494820.2021.1976802

Sistematik Derleme: Zihin Engelli Bireylerin Eğitiminde Kullanılan Arttırılmış Gerçeklik Uygulamaları

Yıl 2024, Cilt: 8 Sayı: 1, 29 - 52, 24.07.2024

Öz

Bu çalışmada zihin engelli çocukların eğitimlerinde kullanılan artırılmış gerçeklik uygulamalarının incelenmesi amaçlanmıştır. Bu amaçla SAGE, EbscoHost, Google Scholar, Springer Link ve ProQuest veri tabanları “augmented reality”, “artificial reality”, “intervention”, “intellectual disability” ve “mental retardation” kelimeleri kullanılarak taranmıştır. Belirtilen anahtar kelimelerin veri tabanlarında aranması sonucunda 15 çalışmaya ulaşılmıştır. Araştırmaya dahil edilen çalışmalar, “yayın tarihi”, “denek sayısı” “deneklerin yaşı”, “tanıları”, “bağımlı değişken”, “eğitim aldıkları ortam”, “bağımsız değişken”, “deneysel desen”, “sosyal geçerlilik”, “kalıcılık”, “genelleme” ve “araştırma sonucu” başlıkları olarak araştırmanın birer alt problemi olarak tablo olarak sunulmuş ve nicel olarak analiz edilmiştir. Araştırma sonuçlarına göre artırılmış gerçeklik uygulamasının zihin engelli bireylerin eğitiminde etkili olduğu, artırılmış gerçeklik uygulaması ile zihin engelli bireylerin öğrendiği davranışların öğrenim bittikten sonra kalıcı olduğu gözlenmiştir. Bunun yanında sınırlı sayıda araştırmada genelleme çalışmasının yapıldığı gözlenmiştir.

Kaynakça

  • Afrianto, I., Faris, A. F., & Atin, S. (2019). Hijaiyah letter interactive learning for mild mental retardation children using Gillingham method and augmented reality. International Journal of Advanced Computer Science and Applications, 10(6), 334-341. https://doi.org/10.14569/ijacsa.2019.0100643
  • Aslan, C. (2018). Özel eğitim öğretmenlerinin yardımcı teknolojilere yönelik tutumları. Eğitim Teknolojisi Kuram ve Uygulama, 8(1), 102-120.
  • Bahçalı, T., & Odluyurt, S. (2021). Otizm spektrum bozukluğu ve zihin yetersizliği olan bireylerle gerçekleştirilmiş artırılmış gerçeklik uygulamalarının incelenmesi. Turkish Journal of Special Education Research and Practice, 3(1), 72-93. https://doi.org/10.37233/TRSPED.2021.0113
  • Baragash, R. S., Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single-subject design studies. European Journal of Special Needs Education, 35(3), 382-397.
  • Benda, P. Ulman, M., & Šmejkalová M. (2015). Augmented reality as a working aid for ıntellectually disabled persons for work in horticulture. Agris on-line Papers in Economics and Informatics, VII (4), https://ageconsearch.umn.edu/record/231890/
  • Bridges, S. A., Robinson, O. P. Stewart, E. W., Kwon, D., & Mutua, K. (2019). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1), 3-14. https://doi.org/10.1177/0162643419836411
  • Çakır, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on ındividuals with special education needs. Education and Information Technologies, 24 (2), 1631-1659. https://doi.org/10.1007/s10639-018-9848-6
  • Carr, J. E., Austin, J. L. Britton, L. N. Kellum, K. K., & Bailey, J. S. (1999). An assessment of social validity trends in applied behavior analysis. Behavioral Interventions. 14, 223-231. https://doi.org/10.1002/(SICI)1099-078X(199910/12)14:4<223:AID-BIN37>3.0.CO;2-Y
  • Chang, Y. J., Kang, Y. S., & Huang, P. C. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34(10), 3049-3056. https://doi.org/10.1016/j.ridd.2013.06.026
  • Diegmann, P., Kraepelin, S. M., Eynden, S., & Basten, D. (2015). Benefits of augmented reality in educational environments: A systematic literature review. 12th International Conference on Wirtschaftsinformatik. 1542-1556. https://core.ac.uk/download/pdf/301364757.pdf
  • Hemingway, P., & Brereton, N. (2009). What is a systematic review? Hayward Medical Communications, 2, 1-8. http://www.bandolier.org.uk/painres/download/whatis/Syst-review.pdf
  • İçten, T., & Bal, G. (2017). Artırılmış gerçeklik teknolojisi üzerine yapılan akademik çalışmaların içerik analizi. İlişim Teknolojileri Dergisi, 10(4), 401-415. https://doi.org/10.17671/gazibtd.290253.
  • Johnston, L., Beard, L. A., & Carpenter, L. B. (2007). Assistive technology: Access for all students. Pearson Merrill Prentice Hall.
  • Kang, Y., & Chang, Y. (2019). Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use. Journal of Applied Research in Intellectual Disabilities, 33, 409-419. https://doi.org/10.1111/jar.12683.
  • Karaçam, Z. (2013). Sistematik derleme metodolojisi: Sistematik derleme hazırlamak için bir rehber. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 6(1), 26-33. https://dergipark.org.tr/en/download/article-file/753523
  • Kellems, R. O., Cacciatore, G., Hansen, B. D., Sabey, C. V., Bussey, H. C., & Morris, J. R. (2020). Effectiveness of video prompting delivered via augmented reality for teaching transition-related math skills to adults with ıntellectual disabilities. Journal of Special Education Technology, 36(4), 258-270. https://doi.org/10.1177/0162643420916879
  • Köse, H., & Güner-Yıldız, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26(2), 1921-1936.
  • Küçüközyiğit, M. S., & Şafak, P. (2015). Arttırıcı ve alternatif iletişim teknikleri [Augmentative and alternative communication techniques]. Journal of Instructional Technologies & Teacher Education. 4(1), 27-37. https://dergipark.org.tr/tr/download/article-file/231330
  • Kutlu, M., Schreglmann, S., & Cinisli, N. A. (2018). Özel eğitim alanında çalışan öğretmenlerin özel eğitimde yardımcı teknolojilerin kullanımına ilişkin görüşleri. YYÜ Eğitim Fakültesi Dergisi, 15(1), 1540-1569., http://dx.doi.org/10.23891/efdyyu.
  • Lin, C.-Y., & Chang, Y.-M. (2015). Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities, 37, 1-8. https://doi.org/10.1016/j.ridd.2014.10.016
  • Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2010). QR code and augmented reality-supported mobile English learning system. Jiang, X., Ma, M. Y., & Chen, C. W. (Ed.), Mobile multimedia processing. Lecture notes in computer science (Vol. 5960, pp. 37-52). Springer-Verlag.
  • McMahon, D. D., Cihak, D. F., & Wright, R. E. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 47(3), 157-172. https://doi.org/10.1080/15391523.2015.1047698
  • McMahon, D. D., Cihak, D. F., Gibbons, M. M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergens. Journal of Special Education Technology, 28(3), 21-32. https://doi.org/10.1177/016264341302800302
  • McMahon, D. D., Cihak, D. F., Wright, R. E., & Bell, S. M. (2015). Augmented reality for teaching science vocabulary to postsecondary education students with ıntellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. https://doi.org/10.1080/15391523.2015.1103149
  • McMahon, D., Smith, C. C., Cihak, D. F., Wright, R., & Gibbons, M. (2015). Effects of digital navigation aids on adults with intellectual disabilities: Comparison of printed map, Google maps, and augmented reality via the iPad and iPhone. Journal of Special Education Technology, 30, 157-165. https://doi.org/10.1177/0162643415618927
  • Moore, D. J., McGrath, P., & Thorpe, J. (2000). Computer aided learning for people with autism: A framework for research and development. Innovations in Education and Training International, 37, 218-228. https://doi.org/10.1080/13558000050138452
  • Olcay-Gül, S. (2016). Kalıcılık. E. Tekin-iftar (Ed). Uygulamalı davranış analizi içinde (ss. 607-627). Vize Yayıncılık.
  • Özgüç, S., C. (2013). Özel eğitimde yardımcı teknolojiler. A. Cavkaytar (Ed.), Özel eğitim [Special education] içinde (ss. 391-407). Vize Yayıncılık
  • Özokçu, O. (2013). Zihin yetersizliği olan öğrenciler. A. Cavkaytar (Edit), Özel Eğitim [Special education] içinde (ss. 59-77). Vize Yayıncılık
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5). https://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
  • Richard, E., Billaudeau, V., Richard, P., & Gaudin, G. (2007). Augmented reality for rehabilitation of cognitively disabled children: A preliminary study. Virtual Rehabilitation, 102-108. https://doi:10.1109/ICVR.2007.4362148
  • Şafak, P. (2012). Ağır ve çoklu yetersizliği olan çocukların eğitimi. Vize Yayıncılık.
  • Şafak, P., & Yavuz, M. (2018). Otizm spektrum bozukluğu olan bireylerin eğitiminde kullanılan kisisel görüş noktası ile yapılan uygulamaların incelenmesi. Turkish Studies, 13(27), 1323-1343. http://dx.doi.org/10.7827/TurkishStudies.14334
  • Sani-Bozkurt, S. (2017). Özel eğitimde dijital destek: Yardımcı teknolojiler. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(2), 37-60. https://dergipark.org.tr/tr/download/article-file/403817
  • Savner, J. L., & Myles, B. S. (2000). Making visual supports work in the home and community: strategies for individuals with autism and asperger syndrome. Shawnee Mission, KS: Autism Asperger.
  • Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). An overview of intellectual disability: Definition, diagnosis, classification, and systems of supports. American Journal on Intellectual and Developmental Disabilities, 126(6), 439-442. https://doi.org/10.1352/1944-7558-126.6.439
  • Scheuermann, B., & Webber, J. (2002). Autism, teaching does make a difference. Wadsworth Group: Canada.
  • Serio, A. D., Ibanez, M. B., & Kloos, C. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers and Education, 68, 586-596. https://doi.org/10.1016/j.compedu.2012.03.002
  • Smith, C. C., Cihak, D. F., Kim, B., McMahon, D. D., & Wright, R. (2017). examining augmented reality to improve navigation skills in postsecondary students with intellectual disability. Journal of Special Education Technology, 32(1), 3-11. https://doi.org/10.1177/0162643416681159
  • Sucuoğlu, B. (2010). Zihin engelli bireylerin özellikleri. B. Sucuoğlu (ed.), Zihin engelliler ve eğitimleri içinde (ss. 203-238). Kök yayıncılık
  • Süzer, T. (2016). Genelleme. E. Tekin-İftar (ed.), Uygulamalı davranış analizi içinde (ss. 629-668). Vize Yayıncılık
  • Ucelli, G., Conti, G., De Amicis, R., & Servidio, R. (2005). Learning using augmented reality technology: Multiple means of interaction for teaching children the theory of colours. Dans M. Maybury, O. Stock et W. Wahlster (ed.), Intelligent Technologies for Interactive Entertainment. First international conference INTETAIN 2005 (s. 192-202). Springer. https://doi.org/10.1007/11590323_20
  • Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203-214. https://doi.org/10.1901/jaba.1978.11-203
  • Yalın, H. İ. (2003). Öğretim teknolojisi ve materyal geliştirme. Nobel Yayıncılık.
  • Yavuz, M., Karaaslan, D., & Yıkmış, A. (2021). Effectiveness of concept map presented using augmented reality in teaching basic features of animals to children with intellectual disabilities. International Technology and Education Journal, 5(2), 32-44. https://itejournal.com/articles/effectiveness-of-concept-map-presented-using-augmented-reality-in-teaching-basic-features-of-animals-to-children-with-intellectual-disabilities.pdf
  • Yılmaz Yenioğlu, B., Ergüleç, F., & Yenioğlu, S. (2021). Augmented reality for learning in special education: A systematic literature review. Interactive Learning Environments, 12, 1-17. https://doi.org/10.1080/10494820.2021.1976802
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Zihinsel Engelli Eğitimi, Eğitim Teknolojisi ve Bilgi İşlem
Bölüm Eğitim Bilimleri
Yazarlar

Pınar Şafak 0000-0002-3386-9816

Pınar Demiryürek 0000-0003-1035-5246

Mehmet Yavuz 0000-0003-0762-1611

Yayımlanma Tarihi 24 Temmuz 2024
Gönderilme Tarihi 3 Nisan 2024
Kabul Tarihi 20 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 1

Kaynak Göster

APA Şafak, P., Demiryürek, P., & Yavuz, M. (2024). Sistematik Derleme: Zihin Engelli Bireylerin Eğitiminde Kullanılan Arttırılmış Gerçeklik Uygulamaları. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 8(1), 29-52.