Araştırma Makalesi
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3D Map Experience for Youth with Virtual/Augmented Reality Applications

Yıl 2020, Cilt 5, Sayı 3, 175 - 182, 25.12.2020
https://doi.org/10.46578/humder.771954

Öz

Human beings have started using maps since prehistoric times. The first men has made maps to the cave walls but nowadays the maps are being used with virtual/augmented reality (VR/AR) applications. With the use of 3D VR/AR applications, traditional map education can be given to the youth explicitly. With this technology, students can learn the maps enthusiastically and develop their spatial abilities. In this study, a 3D model of the Harran University Osmanbey Campus was created and prepared for the use of VR/AR applications. This model was then transferred to the Unity Game Engine Software for augmented reality applications that students can see on tablets and smartphones. The resulting application was presented in a science festival where students experienced these technologies. It has been observed that students approached more enthusiastically to these technologies as a learning material because of the interactive nature of these technologies.

Kaynakça

  • [1] P. Fisher and D. Unwin, Virtual reality in geography. CRC Press, 2001.
  • [2] I. Stojšić, A. I. Džigurski, O. Maričić, L. I. Bibić, and S. Đ. Vučković, “Possible application of virtual reality in geography teaching,” J. Subj. Didact., vol. 1, no. 2, pp. 83–96, 2016.
  • [3] C. Dede, “Theoretical perspectives influencing the use of information technology in teaching and learning,” in International handbook of information technology in primary and secondary education, Springer, 2008, pp. 43–62.
  • [4] M. Hussein and C. Nätterdal, “The benefits of virtual reality in education-A comparision Study,” CHALMERS UNIVERSITY OF TECHNOLOGY UNIVERSITY OF GOTHENBURG, 2015.
  • [5] T. J. Bastiaens, L. C. Wood, and T. Reiners, “New Landscapes and New Eyes: The Role of Virtual World Design for Supply Chain Education,” Ubiquitous Learn. An Int. J., vol. 6, no. 1, pp. 37–49, 2014.
  • [6] J. Piaget and B. Inhelder, The child’s conception of space. London, Routledge & Kegan Paul, 1956.
  • [7] S. C. Somerville and P. E. Bryant, “Young children’s use of spatial coordinates,” Child Dev., pp. 604–613, 1985.
  • [8] M. S. Joshi, M. MacLean, and W. Carter, “Children’s journey to school: Spatial skills, knowledge and perceptions of the environment,” Br. J. Dev. Psychol., vol. 17, no. 1, pp. 125–139, 1999.
  • [9] P. Hennerdal, “Beyond the periphery: Child and adult understanding of world map continuity,” Ann. Assoc. Am. Geogr., vol. 105, no. 4, pp. 773–790, 2015.
  • [10] A. Weber, B. Jenny, M. Wanner, J. Cron, P. Marty, and L. Hurni, “Cartography meets gaming: navigating globes, block diagrams and 2D maps with gamepads and joysticks,” Cartogr. J., vol. 47, no. 1, pp. 92–100, 2010.
  • [11] R. Gerber, “Map design for children,” Cartogr. J., vol. 30, no. 2, pp. 154–158, 1993.
  • [12] B. B. PETCHENIK, “Fundamental considerations about atlases for children,” Cartogr. Int. J. Geogr. Inf. Geovisualization, vol. 24, no. 1, pp. 16–23, 1987.
  • [13] J. Bobrich and S. Otto, “Augmented maps,” Int. Arch. Photogramm. Remote Sens. Spat. Inf. Sci., vol. 34, no. 4, pp. 502–505, 2002.
  • [14] D. Schmalstieg and G. Reitmayr, “Augmented reality as a medium for cartography,” in Multimedia Cartography, Springer, 2007, pp. 267–281.
  • [15] Z. Yovcheva, D. Buhalis, and C. Gatzidis, “Smartphone augmented reality applications for tourism,” E-review Tour. Res., vol. 10, no. 2, pp. 63–66, 2012.
  • [16] J. A. Quaye-Ballard, “Virtual Reality: A Tool for Cartographic Visualization,” J. Sci. Technol., vol. 28, no. 1, pp. 136–145, 2008.
  • [17] A. Morrison et al., “Like bees around the hive: a comparative study of a mobile augmented reality map,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 2009, pp. 1889–1898.
  • [18] M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (Long. Beach. Calif)., vol. 45, no. 7, pp. 56–63, 2012.
  • [19] C.-H. Chen, Y.-Y. Chou, and C.-Y. Huang, “An augmented-reality-based concept map to support mobile learning for science,” Asia-Pacific Educ. Res., vol. 25, no. 4, pp. 567–578, 2016.
  • [20] I. Radu, “Augmented reality in education: a meta-review and cross-media analysis,” Pers. Ubiquitous Comput., vol. 18, no. 6, pp. 1533–1543, 2014.
  • [21] J. Zhang, Y.-T. Sung, H.-T. Hou, and K.-E. Chang, “The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction,” Comput. Educ., vol. 73, pp. 178–188, 2014.
  • [22] R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Comput. Educ., vol. 68, pp. 570–585, 2013.
  • [23] L. Freina and M. Ott, “A literature review on immersive virtual reality in education: state of the art and perspectives,” in The international scientific conference elearning and software for education, 2015, vol. 1, no. 133, pp. 10–1007.

Arttırılmış/Sanal Gerçeklik Uygulamalarıyla Gençlere Yönelik 3B Harita Deneyimi

Yıl 2020, Cilt 5, Sayı 3, 175 - 182, 25.12.2020
https://doi.org/10.46578/humder.771954

Öz

İnsanlar tarafından tarih öncesinden mağara duvarlarına çizilen haritalar günümüzde sanal/arttırılmış gerçeklik (VR/AR) uygulamalarıyla yapılarak kullanılmaktadırlar. Haritaların üretimi ve kullanılmasında bu yeni teknolojilerin kullanılmasıyla okullardaki harita eğitimi de değişime uğramıştır. Harita eğitiminde 3 boyutlu dünyanın 2 boyutlu klasik kağıt veya duvar haritalarından nispeten zor olan öğretimi, VR/AR uygulamaları kullanarak kolaylaştırmak gençlerde mekansal algıyı erken yaşlarda güçlendirmektedir. Bu çalışmada Harran Üniversitesi Osmanbey Kampüsü'nün 3 boyutlu bir modeli oluşturulmuş ve VR/AR uygulamalarında kullanmak üzere hazırlanmıştır. Ardında bu model Unity oyun motoru yazılımı kullanılarak öğrencilerin kullanımı için arttırılmış gerçeklik uygulaması şeklinde tablet ve akıllı telefonlara aktarılmıştır. Ortaya çıkan bu uygulama, bu tür teknolojilerin farklı yaş gruplarından öğrencilerin deneyimleyebildiği bir bilim festivalinde kullanıcılara sunulmuştur. Öğrencilerin, bu teknolojilerin etkileşimli ve eğlenmeye yönelik doğası nedeniyle bir öğrenme materyali olarak daha hevesle yaklaştıkları gözlenmiştir.

Kaynakça

  • [1] P. Fisher and D. Unwin, Virtual reality in geography. CRC Press, 2001.
  • [2] I. Stojšić, A. I. Džigurski, O. Maričić, L. I. Bibić, and S. Đ. Vučković, “Possible application of virtual reality in geography teaching,” J. Subj. Didact., vol. 1, no. 2, pp. 83–96, 2016.
  • [3] C. Dede, “Theoretical perspectives influencing the use of information technology in teaching and learning,” in International handbook of information technology in primary and secondary education, Springer, 2008, pp. 43–62.
  • [4] M. Hussein and C. Nätterdal, “The benefits of virtual reality in education-A comparision Study,” CHALMERS UNIVERSITY OF TECHNOLOGY UNIVERSITY OF GOTHENBURG, 2015.
  • [5] T. J. Bastiaens, L. C. Wood, and T. Reiners, “New Landscapes and New Eyes: The Role of Virtual World Design for Supply Chain Education,” Ubiquitous Learn. An Int. J., vol. 6, no. 1, pp. 37–49, 2014.
  • [6] J. Piaget and B. Inhelder, The child’s conception of space. London, Routledge & Kegan Paul, 1956.
  • [7] S. C. Somerville and P. E. Bryant, “Young children’s use of spatial coordinates,” Child Dev., pp. 604–613, 1985.
  • [8] M. S. Joshi, M. MacLean, and W. Carter, “Children’s journey to school: Spatial skills, knowledge and perceptions of the environment,” Br. J. Dev. Psychol., vol. 17, no. 1, pp. 125–139, 1999.
  • [9] P. Hennerdal, “Beyond the periphery: Child and adult understanding of world map continuity,” Ann. Assoc. Am. Geogr., vol. 105, no. 4, pp. 773–790, 2015.
  • [10] A. Weber, B. Jenny, M. Wanner, J. Cron, P. Marty, and L. Hurni, “Cartography meets gaming: navigating globes, block diagrams and 2D maps with gamepads and joysticks,” Cartogr. J., vol. 47, no. 1, pp. 92–100, 2010.
  • [11] R. Gerber, “Map design for children,” Cartogr. J., vol. 30, no. 2, pp. 154–158, 1993.
  • [12] B. B. PETCHENIK, “Fundamental considerations about atlases for children,” Cartogr. Int. J. Geogr. Inf. Geovisualization, vol. 24, no. 1, pp. 16–23, 1987.
  • [13] J. Bobrich and S. Otto, “Augmented maps,” Int. Arch. Photogramm. Remote Sens. Spat. Inf. Sci., vol. 34, no. 4, pp. 502–505, 2002.
  • [14] D. Schmalstieg and G. Reitmayr, “Augmented reality as a medium for cartography,” in Multimedia Cartography, Springer, 2007, pp. 267–281.
  • [15] Z. Yovcheva, D. Buhalis, and C. Gatzidis, “Smartphone augmented reality applications for tourism,” E-review Tour. Res., vol. 10, no. 2, pp. 63–66, 2012.
  • [16] J. A. Quaye-Ballard, “Virtual Reality: A Tool for Cartographic Visualization,” J. Sci. Technol., vol. 28, no. 1, pp. 136–145, 2008.
  • [17] A. Morrison et al., “Like bees around the hive: a comparative study of a mobile augmented reality map,” in Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 2009, pp. 1889–1898.
  • [18] M. Billinghurst and A. Duenser, “Augmented reality in the classroom,” Computer (Long. Beach. Calif)., vol. 45, no. 7, pp. 56–63, 2012.
  • [19] C.-H. Chen, Y.-Y. Chou, and C.-Y. Huang, “An augmented-reality-based concept map to support mobile learning for science,” Asia-Pacific Educ. Res., vol. 25, no. 4, pp. 567–578, 2016.
  • [20] I. Radu, “Augmented reality in education: a meta-review and cross-media analysis,” Pers. Ubiquitous Comput., vol. 18, no. 6, pp. 1533–1543, 2014.
  • [21] J. Zhang, Y.-T. Sung, H.-T. Hou, and K.-E. Chang, “The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction,” Comput. Educ., vol. 73, pp. 178–188, 2014.
  • [22] R. Wojciechowski and W. Cellary, “Evaluation of learners’ attitude toward learning in ARIES augmented reality environments,” Comput. Educ., vol. 68, pp. 570–585, 2013.
  • [23] L. Freina and M. Ott, “A literature review on immersive virtual reality in education: state of the art and perspectives,” in The international scientific conference elearning and software for education, 2015, vol. 1, no. 133, pp. 10–1007.

Ayrıntılar

Birincil Dil İngilizce
Konular Uzaktan Algılama
Bölüm Araştırma Makaleleri
Yazarlar

Abdulkadir MEMDUHOGLU (Sorumlu Yazar)
Harran Üniversitesi Harita Mühendisliği Bölümü
0000-0002-9072-869X
Türkiye


Halil İbrahim ŞENOL
Harran Üniversitesi Harita Mühendisliği Bölümü
0000-0003-0235-5764
Türkiye


Songül AKDAĞ
Harran Üniversitesi Harita Mühendisliği Bölümü
0000-0003-2278-4232
Türkiye


Mustafa ULUKAVAK
Harran Üniversitesi Harita Mühendisliği Bölümü
0000-0003-2092-3075
Türkiye

Yayımlanma Tarihi 25 Aralık 2020
Yayınlandığı Sayı Yıl 2020, Cilt 5, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { humder771954, journal = {Harran Üniversitesi Mühendislik Dergisi}, issn = {}, eissn = {2528-8733}, address = {}, publisher = {Harran Üniversitesi}, year = {2020}, volume = {5}, pages = {175 - 182}, doi = {10.46578/humder.771954}, title = {3D Map Experience for Youth with Virtual/Augmented Reality Applications}, key = {cite}, author = {Memduhoglu, Abdulkadir and Şenol, Halil İbrahim and Akdağ, Songül and Ulukavak, Mustafa} }
APA Memduhoglu, A. , Şenol, H. İ. , Akdağ, S. & Ulukavak, M. (2020). 3D Map Experience for Youth with Virtual/Augmented Reality Applications . Harran Üniversitesi Mühendislik Dergisi , 5 (3) , 175-182 . DOI: 10.46578/humder.771954
MLA Memduhoglu, A. , Şenol, H. İ. , Akdağ, S. , Ulukavak, M. "3D Map Experience for Youth with Virtual/Augmented Reality Applications" . Harran Üniversitesi Mühendislik Dergisi 5 (2020 ): 175-182 <https://dergipark.org.tr/tr/pub/humder/issue/58494/771954>
Chicago Memduhoglu, A. , Şenol, H. İ. , Akdağ, S. , Ulukavak, M. "3D Map Experience for Youth with Virtual/Augmented Reality Applications". Harran Üniversitesi Mühendislik Dergisi 5 (2020 ): 175-182
RIS TY - JOUR T1 - 3D Map Experience for Youth with Virtual/Augmented Reality Applications AU - Abdulkadir Memduhoglu , Halil İbrahim Şenol , Songül Akdağ , Mustafa Ulukavak Y1 - 2020 PY - 2020 N1 - doi: 10.46578/humder.771954 DO - 10.46578/humder.771954 T2 - Harran Üniversitesi Mühendislik Dergisi JF - Journal JO - JOR SP - 175 EP - 182 VL - 5 IS - 3 SN - -2528-8733 M3 - doi: 10.46578/humder.771954 UR - https://doi.org/10.46578/humder.771954 Y2 - 2020 ER -
EndNote %0 Harran Üniversitesi Mühendislik Dergisi 3D Map Experience for Youth with Virtual/Augmented Reality Applications %A Abdulkadir Memduhoglu , Halil İbrahim Şenol , Songül Akdağ , Mustafa Ulukavak %T 3D Map Experience for Youth with Virtual/Augmented Reality Applications %D 2020 %J Harran Üniversitesi Mühendislik Dergisi %P -2528-8733 %V 5 %N 3 %R doi: 10.46578/humder.771954 %U 10.46578/humder.771954
ISNAD Memduhoglu, Abdulkadir , Şenol, Halil İbrahim , Akdağ, Songül , Ulukavak, Mustafa . "3D Map Experience for Youth with Virtual/Augmented Reality Applications". Harran Üniversitesi Mühendislik Dergisi 5 / 3 (Aralık 2020): 175-182 . https://doi.org/10.46578/humder.771954
AMA Memduhoglu A. , Şenol H. İ. , Akdağ S. , Ulukavak M. 3D Map Experience for Youth with Virtual/Augmented Reality Applications. Harran Üniversitesi Mühendislik Dergisi. 2020; 5(3): 175-182.
Vancouver Memduhoglu A. , Şenol H. İ. , Akdağ S. , Ulukavak M. 3D Map Experience for Youth with Virtual/Augmented Reality Applications. Harran Üniversitesi Mühendislik Dergisi. 2020; 5(3): 175-182.
IEEE A. Memduhoglu , H. İ. Şenol , S. Akdağ ve M. Ulukavak , "3D Map Experience for Youth with Virtual/Augmented Reality Applications", Harran Üniversitesi Mühendislik Dergisi, c. 5, sayı. 3, ss. 175-182, Ara. 2020, doi:10.46578/humder.771954