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ARTIRILMIŞ GER&CCEDİL;EKLİĞİN UYGULAMALI EĞİTİMDE KULLANIMI: ANAKART MONTAJI

Yıl 2016, Cilt: 17 Sayı: 3, 301 - 316, 01.08.2016

Öz

Artırılmış gerçeklik, gerçek dünya görüntüsü üzerine eş zamanlı olarak sanal verilerin eklenerek zenginleştirilmesi olarak tanımlanabilir. Mobil teknolojilerde yaşanan gelişimle birlikte, artırılmış gerçeklik eğitim ortamlarında da yaygın olarak kullanılmaya başlanmıştır. Yaparak yaşayarak öğrenme için uygun ortamlar sunması, öğrencileri dünya gerçekliğinden soyutlamadan sanal verilerle gerçekliği zenginleştirmesi ve öğrenci merkezli öğrenme sağlaması gibi özellikleri artırılmış gerçeklik teknolojisini, nesnelere müdahale edilerek öğrenilmesi gereken bakım ve montaj konularında ideal yöntem haline getirmektedir. Bu çalışmada artırılmış gerçeklik kullanımının öğrencilerin anakart montaj süreleri ve montajda yaptıkları hata sayısı üzerinde etkisini belirlemek amaçlanmıştır. Ahi Evran Üniversitesi Mucur Meslek Yüksekokulu Bilgisayar Programcılığı programında öğrenim göre 40 öğrenciyle yürütülen çalışmada, öğrencilerin anakart montajını tamamlamaları video kaydına alınarak veri toplanmıştır. Araştırma sonucunda, artırılmış gerçeklik kullanan grubun anakart montajını yaklaşık %20 daha kısa sürede tamamladığı ve yaklaşık olarak %50 daha az hata yaptığı tespit edilmiştir. Ancak gruplar arasındaki bu farkların istatistiki olarak anlamlı olmadığı görülmüştür.

Kaynakça

  • Abdüsselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. sınıf manyetizma konusu örneği. Eğitim ve Öğretim Araştırmaları Dergisi, 1(4), 170–181.
  • Alfianita, V. (2014). Augmented Reality Application As Computer Assembly Learning Based On Android Mobile. Universitas Muhammadiyah Surakarta.
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. http://doi.org/10.1.1.30.4999
  • Bai, Z., Blackwell, F., & Coulouris, G. (2013). Through the looking glass: Pretend play for children with autism. In IEEE International Symposium on Mixed and Augmented Reality 2013 (pp. 49–58).
  • Baird, K. M. (1999). Evaluating the effectiveness of augmented reality and wearable computing for a manufacturing assembly task. Virginia Polytechnic Institute and State University.
  • Baird, K. M., & Barfield, W. (1999). Evaluating the effectiveness of augmented reality displays for a manual assembly task. Virtual Reality, 4(4), 250–259. http://doi.org/10.1007/BF01421808
  • Cai, H. (2013). Using augmented reality as motivators for youth enviromental education: An American Harts’s tongue fern conservation project. State University of New York.
  • Cai, S., Wang, X., & Chiang, F.-K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31– 40. http://doi.org/10.1016/j.chb.2014.04.018
  • Caudell, T. P., & Mizell, D. W. (1992). Augmented reality: An application of heads-up display technology to manual manufacturing processes. In System Sciences, 1992. Proceedings of the Twenty-Fifth Hawaii International Conference on (Vol. 2, pp. 659–669).
  • Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449–462.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. http://doi.org/10.1007/s40692-014-0021-y of Computers in Education, 1(4)
  • Henderson, S. J., & Feiner, S. (2009). Evaluating the benefits of augmented reality for task localization in maintenance of an armored personnel carrier turret. In 8th International Symposium Mixed and Augmented Reality (pp. 135–144).
  • Kaufmann, H. (2003). Collaborative augmented reality in education. Institute of Software Technology and Interactive Systems, Vienna University of Technology.
  • Ke, C., Kang, B., Chen, D., & Li, X. (2005). Affective Computing and Intelligent Interaction: First International Conference, ACII 2005, Beijing, China, October 22- 24, 2005. Proceedings. In J. Tao, T. Tan, & R. W. Picard (Eds.) (pp. 836–841). Berlin, http://doi.org/10.1007/11573548_107 Springer Berlin Heidelberg.
  • Kerawalla, L., Luckin, R., Seljeflot, 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.
  • Matcha, W., & Rambli, D. R. A. (2013). Exploratory study on collaborative interaction through the use of Aagmented reality in science learning. Procedia Computer Science, 25, 144–153. http://doi.org/10.1016/j.procs.2013.11.018
  • Özarslan, Y. (2013). Genişletilmiş gerçeklik ile zenginleştirilmiş öğrenme materyallerinin öğrenen başarısı ve memnuniyeti üzerindeki etkisi. Yayımlanmamış doktora tezi. Sosyal Bilimler Enstitüsü, Anandolu Üniversitesi, Eskişehir.
  • Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology - TOJET, 12(4), 19–28. Retrieved from http://eric.ed.gov/?id=EJ1018026
  • Rambli, D. R. A., Matcha, W., & Sulaiman, S. (2013). Fun learning with AR alphabet book for preschool children. Procedia Computer Science, 25, 211–219. http://doi.org/10.1016/j.procs.2013.11.026
  • Ramírez, H., Mendoza, E., Mendoza, M., & González, E. (2015). Application of augmented seality in statistical process control, to increment the productivity in manufacture. http://doi.org/10.1016/j.procs.2015.12.240 Computer Science, 75, 213–220.
  • Reiners, D., Stricker, D., Klinker, G., & Müller, S. (1999). Augmented reality for construction tasks: doorlock assembly. In International workshop on Augmented Reality: Placing Artificial Objects in Real Scenes (pp. 31–46).
  • Rios, H., González, E., Rodriguez, C., Siller, H. R., & Contero, M. (2013). A mobile solution to enhance training and execution of troubleshooting techniques of the engine air bleed system on Boeing 737. Procedia Computer Science, 25, 161–170. http://doi.org/10.1016/j.procs.2013.11.020
  • Rosenbaum, E., Klopfer, E., & Perry, J. (2006). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45. http://doi.org/10.1007/s10956-006-9036-0
  • Sääski, J., Salonen, T., Hakkarainen, M., Siltanen, S., Woodward, C., & Lempiäinen, J. (2008). Integration of design and assembly using augmented reality. In S. Ratchev & S. Koelemeijer (Eds.), Micro-Assembly Technologies and Applications: IFIP TC5 WG5.5 Fourth International Precision Assembly Seminar (IPAS’2008) Chamonix, France February 10--13, 2008 (pp. 395–404). Boston, MA: Springer US. http://doi.org/10.1007/978-0-387-77405-3_39
  • Schrier, K. (2006). Using augmented reality games to teach 21st century skills. In ACM SIGGRAPH 2006 Educators program on - SIGGRAPH ’06 (p. 15). New York, New York, USA: ACM Press. http://doi.org/10.1145/1179295.1179311
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (p. 8--pp).
  • Shelton, B. E., & Stevens, R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. In Proceedings of the 6th international conference for the learning sciences. Lawrence Erlbaum & Associates, Mahweh, NJ.
  • Sırakaya, M. (2015). Artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarıları, kavram yanılgıları ve derse katılımlarına etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sırakaya, M., & Seferoğlu, S. S. (2016). Öğrenme ortamlarında yeni bir araç: Bir eğitlence uygulaması olarak artırılmış gerçeklik. In A. İşman, F. Odabaşı, & B. Akkoyunlu (Eds.), Eğitim Teknolojileri Okumaları 2016 (pp. 417–438). Adapazarı: TOJET ve Sakarya Üniversitesi.
  • Singhal, S., Bagga, S., Goyal, P., & Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49(15), 1–5.
  • Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. http://doi.org/10.1007/s10956- 006-9037-z
  • Tang, A., Owen, C., Biocca, F., & Mou, W. (2003). Comparative effectiveness of augmented reality in object assembly. In SIGCHI conference on Human factors in computing systems (pp. 73–80). New York, New York, USA.
  • Tomi, A. Bin, & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130. http://doi.org/10.1016/j.procs.2013.11.015
  • Webel, S., Bockholt, U., Engelke, T., Gavish, N., Olbrich, M., & Preusche, C. (2013). An augmented reality training platform for assembly and maintenance skills. Robotics and http://doi.org/10.1016/j.robot.2012.09.013 Systems, 61(4), 398–403.
  • Westerfield, G., Mitrovic, A., & Billinghurst, M. (2015). Intelligent Augmented Reality Training for Motherboard Assembly. Int J Artif Intell Educ, (25), 157–172.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. http://doi.org/10.1016/j.compedu.2013.02.014
  • 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, http://doi.org/http://dx.doi.org/10.1016/j.compedu.2012.10.024 62, 41–49.
  • Yen, J.-C., Tsai, C.-H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia http://doi.org/10.1016/j.sbspro.2013.10.322 and Behavioral Sciences, 103, 165–173.
  • Yen, J. C., Tsai, C. H., & Wang, J. Y. (2012). The effects of augmented reality on students’ moon phases concept learning and their conceptual changes of misconception. In 2012 International Conference on Business and Information. Sapporo, Japan.
  • 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.
  • Zarzuela, M. M., Pernas, F. J. D., Martínez, L. B., Ortega, D. G., & Rodríguez, M. A. (2013). Mobile serious game using augmented reality for supporting children’s learning http://doi.org/10.1016/j.procs.2013.11.046 Procedia Computer Science, 25

Use Of Augmented Reality In Applied Training: Motherboard Assembly

Yıl 2016, Cilt: 17 Sayı: 3, 301 - 316, 01.08.2016

Öz

Augmented Reality AR can be defined as the technology which allows synchronous augmentation of real world images by virtual data. Rapid advances in mobile technologies have caused increase the use of AR for educational purposes. Characteristics such as learning by doing, enhancing reality with the help of virtual data without isolating students from the real world and student-centered learning, makes AR an ideal method in terms of maintenance and assembly which are topics that require learning by intervention and doing. This study aimed to determine the effect of AR technology on the time spent on motherboard assembly by the students and the number of errors they make. It was identified that compared to the students who learned about assembly with the help of printed materials, the students who were taught with the help of AR applications were able to complete the process in 20% less time and 50% less errors

Kaynakça

  • Abdüsselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. sınıf manyetizma konusu örneği. Eğitim ve Öğretim Araştırmaları Dergisi, 1(4), 170–181.
  • Alfianita, V. (2014). Augmented Reality Application As Computer Assembly Learning Based On Android Mobile. Universitas Muhammadiyah Surakarta.
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. http://doi.org/10.1.1.30.4999
  • Bai, Z., Blackwell, F., & Coulouris, G. (2013). Through the looking glass: Pretend play for children with autism. In IEEE International Symposium on Mixed and Augmented Reality 2013 (pp. 49–58).
  • Baird, K. M. (1999). Evaluating the effectiveness of augmented reality and wearable computing for a manufacturing assembly task. Virginia Polytechnic Institute and State University.
  • Baird, K. M., & Barfield, W. (1999). Evaluating the effectiveness of augmented reality displays for a manual assembly task. Virtual Reality, 4(4), 250–259. http://doi.org/10.1007/BF01421808
  • Cai, H. (2013). Using augmented reality as motivators for youth enviromental education: An American Harts’s tongue fern conservation project. State University of New York.
  • Cai, S., Wang, X., & Chiang, F.-K. (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31– 40. http://doi.org/10.1016/j.chb.2014.04.018
  • Caudell, T. P., & Mizell, D. W. (1992). Augmented reality: An application of heads-up display technology to manual manufacturing processes. In System Sciences, 1992. Proceedings of the Twenty-Fifth Hawaii International Conference on (Vol. 2, pp. 659–669).
  • Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449–462.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. http://doi.org/10.1007/s40692-014-0021-y of Computers in Education, 1(4)
  • Henderson, S. J., & Feiner, S. (2009). Evaluating the benefits of augmented reality for task localization in maintenance of an armored personnel carrier turret. In 8th International Symposium Mixed and Augmented Reality (pp. 135–144).
  • Kaufmann, H. (2003). Collaborative augmented reality in education. Institute of Software Technology and Interactive Systems, Vienna University of Technology.
  • Ke, C., Kang, B., Chen, D., & Li, X. (2005). Affective Computing and Intelligent Interaction: First International Conference, ACII 2005, Beijing, China, October 22- 24, 2005. Proceedings. In J. Tao, T. Tan, & R. W. Picard (Eds.) (pp. 836–841). Berlin, http://doi.org/10.1007/11573548_107 Springer Berlin Heidelberg.
  • Kerawalla, L., Luckin, R., Seljeflot, 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.
  • Matcha, W., & Rambli, D. R. A. (2013). Exploratory study on collaborative interaction through the use of Aagmented reality in science learning. Procedia Computer Science, 25, 144–153. http://doi.org/10.1016/j.procs.2013.11.018
  • Özarslan, Y. (2013). Genişletilmiş gerçeklik ile zenginleştirilmiş öğrenme materyallerinin öğrenen başarısı ve memnuniyeti üzerindeki etkisi. Yayımlanmamış doktora tezi. Sosyal Bilimler Enstitüsü, Anandolu Üniversitesi, Eskişehir.
  • Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology - TOJET, 12(4), 19–28. Retrieved from http://eric.ed.gov/?id=EJ1018026
  • Rambli, D. R. A., Matcha, W., & Sulaiman, S. (2013). Fun learning with AR alphabet book for preschool children. Procedia Computer Science, 25, 211–219. http://doi.org/10.1016/j.procs.2013.11.026
  • Ramírez, H., Mendoza, E., Mendoza, M., & González, E. (2015). Application of augmented seality in statistical process control, to increment the productivity in manufacture. http://doi.org/10.1016/j.procs.2015.12.240 Computer Science, 75, 213–220.
  • Reiners, D., Stricker, D., Klinker, G., & Müller, S. (1999). Augmented reality for construction tasks: doorlock assembly. In International workshop on Augmented Reality: Placing Artificial Objects in Real Scenes (pp. 31–46).
  • Rios, H., González, E., Rodriguez, C., Siller, H. R., & Contero, M. (2013). A mobile solution to enhance training and execution of troubleshooting techniques of the engine air bleed system on Boeing 737. Procedia Computer Science, 25, 161–170. http://doi.org/10.1016/j.procs.2013.11.020
  • Rosenbaum, E., Klopfer, E., & Perry, J. (2006). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45. http://doi.org/10.1007/s10956-006-9036-0
  • Sääski, J., Salonen, T., Hakkarainen, M., Siltanen, S., Woodward, C., & Lempiäinen, J. (2008). Integration of design and assembly using augmented reality. In S. Ratchev & S. Koelemeijer (Eds.), Micro-Assembly Technologies and Applications: IFIP TC5 WG5.5 Fourth International Precision Assembly Seminar (IPAS’2008) Chamonix, France February 10--13, 2008 (pp. 395–404). Boston, MA: Springer US. http://doi.org/10.1007/978-0-387-77405-3_39
  • Schrier, K. (2006). Using augmented reality games to teach 21st century skills. In ACM SIGGRAPH 2006 Educators program on - SIGGRAPH ’06 (p. 15). New York, New York, USA: ACM Press. http://doi.org/10.1145/1179295.1179311
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (p. 8--pp).
  • Shelton, B. E., & Stevens, R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. In Proceedings of the 6th international conference for the learning sciences. Lawrence Erlbaum & Associates, Mahweh, NJ.
  • Sırakaya, M. (2015). Artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarıları, kavram yanılgıları ve derse katılımlarına etkisi. Yayımlanmamış doktora tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Sırakaya, M., & Seferoğlu, S. S. (2016). Öğrenme ortamlarında yeni bir araç: Bir eğitlence uygulaması olarak artırılmış gerçeklik. In A. İşman, F. Odabaşı, & B. Akkoyunlu (Eds.), Eğitim Teknolojileri Okumaları 2016 (pp. 417–438). Adapazarı: TOJET ve Sakarya Üniversitesi.
  • Singhal, S., Bagga, S., Goyal, P., & Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49(15), 1–5.
  • Squire, K. D., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. http://doi.org/10.1007/s10956- 006-9037-z
  • Tang, A., Owen, C., Biocca, F., & Mou, W. (2003). Comparative effectiveness of augmented reality in object assembly. In SIGCHI conference on Human factors in computing systems (pp. 73–80). New York, New York, USA.
  • Tomi, A. Bin, & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130. http://doi.org/10.1016/j.procs.2013.11.015
  • Webel, S., Bockholt, U., Engelke, T., Gavish, N., Olbrich, M., & Preusche, C. (2013). An augmented reality training platform for assembly and maintenance skills. Robotics and http://doi.org/10.1016/j.robot.2012.09.013 Systems, 61(4), 398–403.
  • Westerfield, G., Mitrovic, A., & Billinghurst, M. (2015). Intelligent Augmented Reality Training for Motherboard Assembly. Int J Artif Intell Educ, (25), 157–172.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. http://doi.org/10.1016/j.compedu.2013.02.014
  • 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, http://doi.org/http://dx.doi.org/10.1016/j.compedu.2012.10.024 62, 41–49.
  • Yen, J.-C., Tsai, C.-H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia http://doi.org/10.1016/j.sbspro.2013.10.322 and Behavioral Sciences, 103, 165–173.
  • Yen, J. C., Tsai, C. H., & Wang, J. Y. (2012). The effects of augmented reality on students’ moon phases concept learning and their conceptual changes of misconception. In 2012 International Conference on Business and Information. Sapporo, Japan.
  • 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.
  • Zarzuela, M. M., Pernas, F. J. D., Martínez, L. B., Ortega, D. G., & Rodríguez, M. A. (2013). Mobile serious game using augmented reality for supporting children’s learning http://doi.org/10.1016/j.procs.2013.11.046 Procedia Computer Science, 25
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Mustafa Sırakaya Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 17 Sayı: 3

Kaynak Göster

APA Sırakaya, M. (2016). ARTIRILMIŞ GER&CCEDİL;EKLİĞİN UYGULAMALI EĞİTİMDE KULLANIMI: ANAKART MONTAJI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 301-316.

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