Yükseköğretimde sürükleyici teknolojilerin ve sanal laboratuvarların pedagojik çıkarımları: Bütünleştirici bir derleme

Öz

Artırılmış gerçeklik (AG), sanal gerçeklik (SG) ve metaverse ortamları gibi sürükleyici teknolojiler, yükseköğretimdeki en yerleşik uygulama alanı olan sanal laboratuvarlarla birlikte, yükseköğretimde öğretme ve öğrenme süreçlerini dönüştürme potansiyeline sahip yenilikçi araçlar olarak öne çıkmaktadır. Bu çalışma, söz konusu teknolojilerin bu bağlamdaki pedagojik rolünü inceleyen ve 2020–2025 yılları arasında yayımlanan araştırmalara yönelik bir alanyazın derlemesi sunmaktadır. Derlemede sistematik derlemeler, meta-analizler ve görgül çalışmalar sentezlenerek bütüncül bir yaklaşım benimsenmiştir. Bulgular, AG ve SG uygulamalarının kavramsal öğrenme, psikomotor beceriler ve uzamsal akıl yürütme üzerinde genel olarak olumlu etkiler gösterdiğini; metaverse tabanlı ortamların ise motivasyonu ve sosyal etkileşimi artırdığını ortaya koymaktadır. Bununla birlikte, bu olumlu çıktıların sürdürülebilirliği, öğrenme ortamlarının pedagojik açıdan sağlam biçimde tasarlanmasına bağlıdır. Yetersiz pedagojik tasarım ve aşırı sürükleyicilik, bilişsel yükü artırarak öğrenmenin etkililiğini sınırlayabilmektedir. Sonuç olarak, sürükleyici teknolojilerin yükseköğretimdeki pedagojik değeri teknolojinin kendisinden değil, öğrenme hedefleriyle uyumlu, kapsayıcı ve etik ilkelere dayanan öğretim tasarımlarından kaynaklanmaktadır.

Anahtar Kelimeler

• yüksek öğretim
• artırılmış gerçeklik
• metaverse
• sanal gerçeklik
• sanal laboratuvarlar
• sürükleyici teknolojiler

Pedagogical implications of immersive technologies and virtual laboratories in higher education: An integrative review

Öz

Immersive technologies such as augmented reality (AR), virtual reality (VR), metaverse environments, together with virtual laboratories as their most established application in higher education, have emerged as innovative tools with the potential to transform teaching and learning processes in higher education. This study presents a literature review of research published between 2020 and 2025 examining their pedagogical role in this context. The review adopts a holistic approach by synthesizing systematic reviews, meta-analyses, and empirical studies. The findings indicate that AR and VR applications generally have positive effects on conceptual learning, psychomotor skills, and spatial reasoning, while metaverse-based environments enhance motivation and social interaction. However, the sustainability of these positive outcomes depends on the pedagogically sound design of learning environments. Inadequate pedagogical design and excessive immersion may increase cognitive load, thereby limiting learning effectiveness. In conclusion, the pedagogical value of immersive technologies in higher education depends not on the technology itself, but on instructional designs that are aligned with learning objectives and grounded in inclusive and ethical principles.

Anahtar Kelimeler

• higher education
• augmented reality
• metaverse
• virtual reality
• virtual laboratories
• immersive technologies

Kaynakça

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