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An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places

Year 2025, Volume: 13 Issue: 3, 147 - 159, 30.09.2025

Derya Sönmez

https://doi.org/10.17478/jegys.1668145

Abstract

In the rapidly changing world of the 21st century, technology-focused skills are reflected in educational environments in order to help individuals achieve success. Augmented reality applications are among the most important applications used in education. The aim of this research is to examine the social validity by determining the opinions of gifted students on augmented reality–supported differentiated instruction about historical places. In this research, a case study design, one of the qualitative research methods, was used. The hypothesis of the research is expressed as “the opinions of gifted students regarding augmented reality-supported teaching of historical places are positive.” The participants of the research consist of 12 gifted primary school 3rd grade students studying in a science and art center located in the Eastern Mediterranean Region of Türkiye in the 2024-2025 academic year. The activity self-assessment form was used as the data collection tool. Descriptive analysis was used in the analysis of the data. The data obtained from the self-assessment form was transferred to writing without changing the student opinions. It was determined that the students had positive opinions regarding the teaching of historical places supported by augmented reality. It was determined that it provided permanent, fun and concrete learning for the students. Having different options while downloading the augmented reality application was seen as a difficulty. Activities can be designed for different lessons, topics and contents related to augmented reality, especially in teaching abstract concepts.

Keywords

Augmented reality Gifted students Teaching historical places Differentiated instruction Social validity

References

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There are 26 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Differentiated Instruction
Authors

Derya Sönmez 0000-0003-1265-9059

Early Pub Date August 31, 2025
Publication Date September 30, 2025
Submission Date March 29, 2025
Acceptance Date July 4, 2025
Published in Issue Year 2025 Volume: 13 Issue: 3

Cite

APA Sönmez, D. (2025). An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places. Journal for the Education of Gifted Young Scientists, 13(3), 147-159. https://doi.org/10.17478/jegys.1668145
AMA Sönmez D. An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places. JEGYS. September 2025;13(3):147-159. doi:10.17478/jegys.1668145
Chicago Sönmez, Derya. “An Investigation into the Social Validity of Differentiated Instruction for Gifted Students Supported by Augmented Reality on the Topic of Historical Places”. Journal for the Education of Gifted Young Scientists 13, no. 3 (September 2025): 147-59. https://doi.org/10.17478/jegys.1668145.
EndNote Sönmez D (September 1, 2025) An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places. Journal for the Education of Gifted Young Scientists 13 3 147–159.
IEEE D. Sönmez, “An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places”, JEGYS, vol. 13, no. 3, pp. 147–159, 2025, doi: 10.17478/jegys.1668145.
ISNAD Sönmez, Derya. “An Investigation into the Social Validity of Differentiated Instruction for Gifted Students Supported by Augmented Reality on the Topic of Historical Places”. Journal for the Education of Gifted Young Scientists 13/3 (September2025), 147-159. https://doi.org/10.17478/jegys.1668145.
JAMA Sönmez D. An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places. JEGYS. 2025;13:147–159.
MLA Sönmez, Derya. “An Investigation into the Social Validity of Differentiated Instruction for Gifted Students Supported by Augmented Reality on the Topic of Historical Places”. Journal for the Education of Gifted Young Scientists, vol. 13, no. 3, 2025, pp. 147-59, doi:10.17478/jegys.1668145.
Vancouver Sönmez D. An investigation into the social validity of differentiated instruction for gifted students supported by augmented reality on the topic of historical places. JEGYS. 2025;13(3):147-59.
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