İlkokul Öncesi Çocuklar İçin Artırılmış Gerçeklikli Dil Öğrenme Aracının Etkinliğinin İstatistiksel Analizi

Öz

Artırılmış Gerçeklik (AR) teknolojisi, dil eğitimi de dâhil olmak üzere pek çok alanda yaygın bir şekilde kullanılmaktadır. Ancak, AR teknolojisinin erken çocukluk eğitimindeki uygulamaları üzerine sınırlı araştırma bulunmaktadır. Bu makale, anaokulu öncesi dönemi çocuklarında İngilizce yeni kelime öğrenme süreçlerinde artırılmış gerçeklik (AR) uygulamasının etkisini incelemeyi amaçlamaktadır. Geleneksel yöntemlerle (örneğin, resimli kelime kartları) kelime öğrenme ile AR uygulaması kullanarak öğrenmenin etkinliğini karşılaştırmak için ön-test/son-test deneysel tasarımına dayalı bir çalışma yürütülmüştür. Veriler, üç farklı anaokulundan yaşları 4, 5 ve 6 olan öğrencilerden toplanmıştır. Deney gruplarında öğretim materyali olarak AR uygulaması kullanılırken, kontrol gruplarında resimli flascardlar kullanılmıştır. Kontrol ve deney gruplarının ön-test ve son-test puanlarını karşılaştırmak amacıyla Mixed ANOVA modeli kullanılmıştır. Aynı zamanda grupların ön-test ve son-test puanlarının iç tutarlılığını değerlendirmek için güvenilirlik analizi gerçekleştirilmiştir. Bu analizde Cronbach’s alfa katsayısı kullanılarak güvenilirlik tahminleri elde edilmiştir Ayrıca her yaş grubu için hangi kelimelerin daha zor hangi kelimelerin daha kolay öğrenildiğinin analizi yapılmıştır. Sonuçlara göre, tüm yaş grupları için Cronbach alfa değerleri .80 ile .95 arasında çıkmıştır (> .70). Ayrıca, her yaş grubu için ön-test ve son-test sonuçları arasında istatistiksel olarak anlamlı bir fark olduğu bulunmuştur (her yaş grubu için p<0.05). Ek olarak, dört yaş (p=0.00, p<0.005) ve beş yaş grupları (p=0.045, p<0.05) için AR uygulaması öğretim materyali olarak kullanıldığında, deney gruplarında öğrenilen kelime sayısının kontrol gruplarında öğrenilen kelime sayısına oranla daha fazla olduğu tespit edilmiştir.

Anahtar Kelimeler

• Arttırılmış Gerçeklik
• Yabanci Dil Öğrenimi
• Erken Eğitim
• Karışık ANOVA
• Cronbach Alfa

Statistical Analysis of the Effectiveness of An Augmented Reality Language Learning Tool for Pre-elementary School Children

Abstract

Augmented Reality (AR) technology has been utilized in many fields, including language education. However, there is limited research on its application in early childhood education. This paper focuses on the statistical analysis of an AR application’s efficacy for learning new vocabulary at the pre-elementary school level. We used a pre-test/post-test experimental design study to compare the effectiveness of learning foreign language vocabulary using traditional approaches (flashcards) and using an AR app. The data were collected from three daycares on students at three age groups, 4, 5, and 6 years old. The Mixed ANOVA Model is used to compare the control and treatment groups’ means through pre-test and post-test scores. We also conducted a reliability analysis to see groups’ pre-test and post-test scores are internally consistent. Cronbach’s alpha scores were used as the reliability estimate. Moreover, the item-total correlation and item difficulty for each age group were calculated. The results show that Cronbach’s alpha values for all age groups are between .80 and .95. (>.70). The item analysis results identified the easiest and the most difficult questions on the vocabulary test. The results of the Mixed ANOVA Model show the statistically significant difference between pre-tests and post-test results (time factor) for each age group (p=0.00, p<0.05 for each age group). We also show there is an interaction effect between pre/post-test scores and control/treatment groups for four-year-olds (p=0.00, p<0.005) and five-year-olds (p=0.045, p<0.05) in learning a foreign language when AR apps are utilized in the classroom.

Keywords

• Augmented Reality
• Foreign Language Learning
• Early Education
• Mixed ANOVA
• Cronbach’s alpha

Kaynakça

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