Sosyal Bilgiler Öğretmenleri ve Öğretmen Adaylarının Eğitsel Artırılmış Gerçeklik Uygulaması Geliştirme Deneyimleri

Yıl 2021, Cilt: 11 Sayı: 1, 56 - 63, 30.04.2021

Ayşe Seyhan , Sevda Küçük

Öz

Bu çalışmanın amacı, sosyal bilgiler öğretmeni ve öğretmen adaylarının Artırılmış Gerçeklik (AG) uygulaması geliştirme deneyimlerini
ve bu teknolojinin sosyal bilgiler öğretiminde kullanımına yönelik görüşlerini ortaya çıkarmaktır. Araştırmanın örneklemini, Türkiye’nin
farklı illerinde görev yapan 30 sosyal bilgiler öğretmeni ve 10 farklı üniversitenin sosyal bilgiler eğitimi bölümlerinde okuyan 30 öğretmen
adayı olmak üzere toplam 60 kişi oluşturmaktadır. Elde edilen veriler betimsel istatistiki yöntemlerle analiz edilmiştir. Araştırmanın
sonucunda katılımcılar, AG teknolojisinin sosyal bilgiler öğretiminde kullanılmasını yenilikçi, esnek, etkili, eğlenceli ve ilgi çekici olarak
değerlendirmişlerdir. Sosyal bilgiler derslerinde AG uygulamalarının kullanılmasının etkili bir öğrenme ortamı ve çoklu ortam öğretimi
oluşturacağını belirtmişlerdir. Ayrıca AG uygulamalarının sınıfta kullanılmasında internete erişim, bağlantı hızı ve sınıf disiplinini sağlama
gibi bazı faktörleri de sınırlılık olarak dile getirmişlerdir.

Anahtar Kelimeler

artırılmış gerçeklik, sosyal bilgiler eğitimi, öğretmen eğitimi, öğretim teknolojileri

Destekleyen Kurum

TÜBİTAK

Proje Numarası

TÜBİTAK 4004

Teşekkür

Bu çalışma TÜBİTAK 4004 Doğa ve Bilim Okulları programı kapsamında desteklenmiştir.

Social Studies Teachers’ and Prospective Teachers’ Experiences on Developing Educational Augmented Reality Aplications

Öz

The aim of this study is to reveal the experiences of social studies teachers and prospective teachers in developing augmented reality
applications and their views on the use of this technology in social studies teaching. The sample of the study consists of 60 people,
including a total that 30 social studies teachers working in different cities of Turkey and 30 prospective teachers studying in the social
studies education departments of 10 different universities. The data obtained by the questionnaire were analyzed by descriptive statistical
methods. As a result of the research, participants evaluated the use of augmented reality technology in social studies teaching as innovative,
flexible, effective, entertaining and interesting. It was stated that the use of augmented reality applications in social studies courses would
create an effective learning environment and multimedia teaching. They also stated that some limitation factors such as accessing the
internet, connection speed and providing class discipline in the use of augmented reality applications in the classroom.

Proje Numarası

TÜBİTAK 4004

Kaynakça

• Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development. Boston: Allyn and Bacon.
• Ardito, C., Buono, P., Costabile, M. F., Lanzilotti, R., & Piccinno, A. (2009). Enabling interactive exploration of cultural heritage: An experience of designing systems for mobile devices. Knowledge, Technology & Policy, 22(1), 79–86.
• Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
• Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The magic book-moving seamlessly between reality and virtuality, IEEE Computer Graphics and Application, 21(3), 6-8.
• Bujak, K.R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544.
• Carbonell, C. C., & Bermejo, L. A. A. (2017). Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and Geographic Information Science, 44(3), 259–270.
• Cheng, K-H., & Tsai, C-C. (2012). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462.
• Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. London: Sage Publications.
• Damala, A., Cubaud, P., Bationo, A., Houlier, P., & Marchal, I. (2008). Bridging the gap between the digital and the physical: Design and evaluation of a mobile augmented reality guide for the Museum Visit. In Proceedings of the 3rd International Conference on Digital Interactive Media in Entertainment and Arts (pp. 120–127). New York, NY: ACM.
• Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
• Hsiao, K., & Rashvand, H. (2011). Integrating body language movements in augmented reality learning environment. Human-Centric Computing and Information Sciences, 1(1), 1-10.
• Huizenga, J., Admiraal, W., Akkerman, S., & Ten Dam, G. (2009). Mobile game-based learning in secondary education: Engagement, motivation and learning in a mobile city game. Journal of Computer Assisted Learning, 25(4), 332–344.
• Ifenthaler, D., & Eseryel, D. (2013). Facilitating complex learning by mobile augmented reality learning environments. In Reshaping learning: Frontiers of learning technologies in a global context (pp.415-438). Springer, Berlin, Germany.
• Kamphuis, C., Barsom, E., Schijven, M., & Christoph, N. (2014). Augmented reality in medical education? Perspectives on Medical Education, 4(1), 300-311.
• Kerawalla, L., Luckin, R., Selijefot, S., & Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174.
• Kreijns, K., Acker, F. V., Vermeulen, M., & Buuren, H. V. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29, 217–225.
• Krevelen, D.W.F.V., & Poelman, R. (2010). A survey of augmented reality technologies, applications and limitations. The International Journal of Virtual Reality, 9(2), 1–20.
• Prensky, M. R. (2012). From digital natives to digital wisdom: Hopeful essays for 21st century learning. Corwin Press.
• Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1–11.
• Reigeluth, C. M. (2013). Instructional-design theories and models: A new paradigm of instructional theory, Volume II. Routledge.
• Shen, C. X., Liu, R. D., & Wang, D. (2013). Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 29(1), 185–192.
• Tekedere, H., & Göker, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental & Science Education, 11(16), 9469–9481.
• Turan, Z., Meral, E., & Sahin, I. F. (2018). The impact of mobile augmented reality in geography education: achievements, cognitive loads and views of university students. Journal of Geography in Higher Education, 42(3), 427-441.
• Vassilakis, K., Charalampakos, O., Glykokokalos, G., Kontokalou, P., Kalogiannakis, M., & Vidakis, N. (2018). Learning by playing: An LBG for the Fortification Gates of the Venetian walls of the city of Heraklion. EAI Endorsed Transactions on Creative Technologies. 5(16), 1-10.
• Wojciechowski, R., & Cellary, W (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585.
• Wu, H.K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education, Computers & Education, 62, 41-49.
• Yilmaz, Z. A., & Batdi, V. (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education in Science, 41(188), 273–289.
• Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six?. British Journal of Educational Technology, 48(3), 824-841.
• Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.
• Yusoff, R.C., Zaman, H.B., & Ahmad, A.(2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27 (Special issue, 8), 1369-1387.