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تقييم استخدام تقنية الواقع المعزز لمهارات الكتابة باللغة العربية

Yıl 2020, , 91 - 108, 26.06.2020
https://doi.org/10.15370/maruifd.758398

Öz

Kaynakça

  • رمضان هاني إسماعيل ، معايير مهارات اللغة العربية للناطقين بغيرها ، عمان :دار المبادرة، ٢٠١٨.
  • رمضان هاني إسماعيل ،” تنمية مهارة الخط العربي للطلاب الأتراك يوتيوب نموذجا “أبحاث المؤتمر الدولي الأول: العربية للناطقين بغيرها الحاضر والمستقبل، جامعة غيرسون ، غيرسون ، ٠١-٠٢ أغسطس ، ٢٠١٩. ص. ٦٠٠-٦١٥.
  • يوسف محمد عكاشة محمد ، زين الدين نور حميمي ، and البحاروم أزلان سيف. “تعلم مفردات اللغة العربية عبر برنامج الواقع المعزز:حاجات طلبة السنة الثانية في مركز برماتا إنسان. مجلة إدارة والبحوث الفتوى، ٢٠١٨: ٦٦٤-٦٣٤.
  • Arvanitis, Panagiotis. “Augmented Reality in Language teaching and learning?.” 4th International Conference on Education and New Learning Technologies. Aristotle University of Thessaloniki, Barcelona, Spain, July 02-04, 2012, p.2768-2772.
  • Azuma, Ronald T. “A Survey of Augmented Reality.” Presence: Teleoperators & Virtual Environments 6, no. 4 (1997): 355-385.
  • Boonbrahm, Salin, Kaewrat Charlee, and Boonbrahm Poonpong. “Using Augmented Reality Technology in Assisting English Learning for Primary School Students.” International Conference on Learning and Collaboration Technologies. Springer, Cham, Los Angeles, August 2-7, 2015, p. 24-32.
  • Brown, Dina − Mark Warschauer. “From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction.” Journal of Technology and Teacher Education 14, no. 3 (2006): 599-621.
  • Büyüköztürk, Şener et al. Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi, 2008.
  • Creswell, John − Vicki Plano Clark. Designing and Conducting Mixed Methods Research. California: Sage Publications, 2017.
  • Çakır, Recep − Ekrem Solak − Tan Sabri Serkan. “Artırılmış Gerçeklik Teknolojisi ile İngilizce Kelime Öğretiminin Öğrenci Performansına Etkisi.” Gazi Eğitim Bilimleri Dergisi 1, no. 1 (2015): 45-58.
  • Doğan, Özgür. The Effectiveness of Augmented Reality Supported Materials on Vocabulary Learning and Retention (Master’s Dissertation, 2016). Abant İzzet Baysal University.
  • FitzGerald, Elizabeth et al. “Augmented Reality and Mobile Learning: The State of The Art.” International Journal of Mobile and Blended Learning (IJMBL) 5, no. 4 (2013): 43-58.
  • Ghalib, Muhammad Feham − Fitri Nurul Ain Nurdin, F. N. A. “Employing Reality as an Enforcing Technic in Learning Arabic.” Journal of Linguistic and Literary Studies 9, no. 3 (2018): 33-53.
  • Golonka, Ewa et al. “Technologies for Foreign Language Learning: A Review of Technology Types and their Effectiveness.” Computer Assisted Language Learning 27, no. 1 (2014): 70-105.
  • Harmer, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Longman, 2007.
  • Harrell, Shonta, and Yvette Bynum. “Factors Affecting Technology Integration in the Classroom.” Alabama Journal of Educational Leadership 5 (2018): 12-18.
  • Karal, Hasan ve Abdüsselam, Mustafa Serkan. “Artırılmış Gerçeklik” Eğitim Teknolojileri Okumaları - 2015 (ed. Buket Akkoyunlu − Aytekin İşman − Ferhan Odabaşı). Ankara: Tojet, 2015, p. 149-170.
  • Li, Shanshan − Yang Chen − Mihaela Vorvoreanu. “A Pilot Study Exploring Augmented Reality to Increase Motivation of Chinese College Students Learning English.” The ASEE Computers in Education Journal 6, no. 1 (2015): 23-33.
  • Mac Callum, Kathryn − Lynn Jeffrey. “Factors Impacting Teachers’ Adoption of Mobile Learning.” Journal of Information Technology Education 13 (2014): 141-162.
  • Mahadzir, Nor Nashirah − Phung Li Funn. “The use of Augmented Reality pop-up Book to Increase Motivation in English Language Learning for National Primary School.” Journal of Research & Method in Education 1, no. 1 (2013): 26-38.
  • Perrin, Donald G. “Technological Revolution in Education–Part 5.” International Journal of Instructional Technology and Distance Learning 9, no. 1 (2012): 1-3.
  • Pittman, Tiffani − Trudi Gaines. “Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District.” Educational Technology Research and Development 63, no. 4 (2015): 539-554.
  • Safar, Ammar − Ali Al-Jafar − Al-Yousefi Zainab. “The Effectiveness of Using Augmented Reality Apps in Teaching The English Alphabet to Kindergarten Children: A Case Study in The State of Kuwait.” EURASIA Journal of Mathematics, Science and Technology Education 13, no. 2 (2016): 417-440.
  • Shih, Chuan-Fong − Alladi Venkatesh. “Beyond Adoption: Development and Application of a Use-diffusion Model.” Journal of Marketing 68, no. 1 (2004): 59-72.
  • Tekin, Halil. Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınevi, 2007.
  • Ting, H. Y. The effects of Applying Augmented Reality on Fourth-Grade Students’ Writing and Attitude (Master's Dissertation, 2015). National Taipei Education University. Da'an District, Taipei, Taiwan.
  • Wang, Yi-Hsuan. “Exploring The Effectiveness of Integrating Augmented Reality-Based Materials to Support Writing Activities.” Computers & Education 113 (2017): 162-176.

The Evaluation of the Use of Augmented Reality Technology in the Context of Writing Skills in Arabic

Yıl 2020, , 91 - 108, 26.06.2020
https://doi.org/10.15370/maruifd.758398

Öz

Technology has remarkably changed the world as a result of the rapid increase in technological developments over time. It is a fact that the rapid spread of technology all over the world affects life in all aspects. The technology newly developed leads to a number of innovations in the field of education. The use of technology in the courses concerned with foreign language teaching and learning also draws researchers’ attentions, who are engaged in the field of foreign language teaching. When the literature is reviewed, it is obviously clear that very few studies can be found on the integration of Arabic writing skills with the use of augmented reality technology. Since some efforts to supplement writing skills in Arabic language as in other languages are required, and the applications used in mobile mediums have already become popular worldwide, the applications which can be updated using augmented reality mobile technology that arouses or stimulates some interest in today’s students are necessary. This means that augmented reality mobile technology- based mediums are needed to assist language skills be relatively more easily acquired. The purpose of this study is to evaluate the use of augmented reality technology in terms of such writing skills.
For the qualitative and quantitative data obtained to be analyzed, an embedded mixed method research design was used in the study. A single group pre-test and post-test design method was used in the quantitative part of the research. Considering the gains or skills determined, ArabicAR, a mobile application supplemented with augmented reality technology, was used in the study group. Using pre and post-test before and after the application, the effect of ArabicAR, a mobile application supported with augmented reality technology, was determined on students’ writing skills. In the qualitative part of the study, case study method was conducted in order to establish the effect of technology-use on writing skills in the Arabic language. The portfolio files created in parallel with the course content were studied in order to obtain some information of students’ development and progress. In this respect, the contribution of technology-use to writing skills was determined based on document reviews.
In addition, the information of user experiences on mobile applications developed based on augmented reality technology was obtained using an interview form. The study was conducted with 86 voluntary undergraduate students in Higher Education Institutions during the 2019-2020 Academic Year. The study group was determined with an appropriate sampling method, which is one of the non-random sampling methods. Considering the technical support and infrastructure status, it was deemed appropriate to select a study group from among the students who are still studying in the institution where the researcher is already employed. As a data collection tool, a questionnaire developed by the researcher was used to determine the contribution of augmented reality technology to writing skills in the Arabic language. The questionnaire includes six items, all of which are based on positive statements, but one of which is open ended. The other five items in the questionnaire are based on 5-point Likert-type instruments.
When the data obtained from the study were analyzed, it was found that the pre-test mean score of the students was 2.92 and the post-test mean score was 3.48. There is a difference of 0.56 points between the mean scores of the two tests. When the related samples were studied to test the significance of the difference between the pre-test and post-test mean scores, it was concluded that there was a statistically significant difference between the pre and post-test according to the t-test results (p<.05). Considering the arithmetic means of this difference, it is obvious that there exists a significant difference in favor of the post-test. When the data obtained from the student portfolio files, it was found that the percentage of errors related to the letter-writing incorrectly connected with the pre or post letter-writing was 17% before the application, but 8% after the application, the letter’s correct position and arrangement in the word was 17% before and 8% after the application and that the physical, formal and stylistic defects of letters when written were 32% before and 10% after the application. Based on the data obtained, it can be said that the augmented reality technology makes positive contributions to the improvement of students’ writing skills in Arabic. A large proportion (70%) of students newly encountered augmented reality technology for the first time in life, and a large percentage of the students (63%) reported that ArabicAR application made positive contributions to writing Arabic. More than half of the students (57%) recommended this software to their friends. The data obtained from this study on student satisfaction of using ArabicAR software showed that most of the students (65%) were highly positive of Arabic AR software and satisfied with the new application. In addition, it was also found that the new application positively affected students’ self-efficacy perception of writing Arabic.
In conclusion, it can be said that the application developed based on augmented reality technology has positive effect on students’ performance of writing in the Arabic language and helps students correctly write the Arabic letters in the preliminary writing stage in Arabic. The results obtained from the study indicated that besides its positive contributions to writing skills in Arabic, the new application developed based augmented reality technology is also expected to make an indirect positive contribution to writing skills in the Ottoman Language. Therefore, this new application developed based on augmented reality technology is recommended for use in language teaching and learning to help students acquire and develop essential language skills and ensure the integrity of applications.

Kaynakça

  • رمضان هاني إسماعيل ، معايير مهارات اللغة العربية للناطقين بغيرها ، عمان :دار المبادرة، ٢٠١٨.
  • رمضان هاني إسماعيل ،” تنمية مهارة الخط العربي للطلاب الأتراك يوتيوب نموذجا “أبحاث المؤتمر الدولي الأول: العربية للناطقين بغيرها الحاضر والمستقبل، جامعة غيرسون ، غيرسون ، ٠١-٠٢ أغسطس ، ٢٠١٩. ص. ٦٠٠-٦١٥.
  • يوسف محمد عكاشة محمد ، زين الدين نور حميمي ، and البحاروم أزلان سيف. “تعلم مفردات اللغة العربية عبر برنامج الواقع المعزز:حاجات طلبة السنة الثانية في مركز برماتا إنسان. مجلة إدارة والبحوث الفتوى، ٢٠١٨: ٦٦٤-٦٣٤.
  • Arvanitis, Panagiotis. “Augmented Reality in Language teaching and learning?.” 4th International Conference on Education and New Learning Technologies. Aristotle University of Thessaloniki, Barcelona, Spain, July 02-04, 2012, p.2768-2772.
  • Azuma, Ronald T. “A Survey of Augmented Reality.” Presence: Teleoperators & Virtual Environments 6, no. 4 (1997): 355-385.
  • Boonbrahm, Salin, Kaewrat Charlee, and Boonbrahm Poonpong. “Using Augmented Reality Technology in Assisting English Learning for Primary School Students.” International Conference on Learning and Collaboration Technologies. Springer, Cham, Los Angeles, August 2-7, 2015, p. 24-32.
  • Brown, Dina − Mark Warschauer. “From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction.” Journal of Technology and Teacher Education 14, no. 3 (2006): 599-621.
  • Büyüköztürk, Şener et al. Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi, 2008.
  • Creswell, John − Vicki Plano Clark. Designing and Conducting Mixed Methods Research. California: Sage Publications, 2017.
  • Çakır, Recep − Ekrem Solak − Tan Sabri Serkan. “Artırılmış Gerçeklik Teknolojisi ile İngilizce Kelime Öğretiminin Öğrenci Performansına Etkisi.” Gazi Eğitim Bilimleri Dergisi 1, no. 1 (2015): 45-58.
  • Doğan, Özgür. The Effectiveness of Augmented Reality Supported Materials on Vocabulary Learning and Retention (Master’s Dissertation, 2016). Abant İzzet Baysal University.
  • FitzGerald, Elizabeth et al. “Augmented Reality and Mobile Learning: The State of The Art.” International Journal of Mobile and Blended Learning (IJMBL) 5, no. 4 (2013): 43-58.
  • Ghalib, Muhammad Feham − Fitri Nurul Ain Nurdin, F. N. A. “Employing Reality as an Enforcing Technic in Learning Arabic.” Journal of Linguistic and Literary Studies 9, no. 3 (2018): 33-53.
  • Golonka, Ewa et al. “Technologies for Foreign Language Learning: A Review of Technology Types and their Effectiveness.” Computer Assisted Language Learning 27, no. 1 (2014): 70-105.
  • Harmer, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Longman, 2007.
  • Harrell, Shonta, and Yvette Bynum. “Factors Affecting Technology Integration in the Classroom.” Alabama Journal of Educational Leadership 5 (2018): 12-18.
  • Karal, Hasan ve Abdüsselam, Mustafa Serkan. “Artırılmış Gerçeklik” Eğitim Teknolojileri Okumaları - 2015 (ed. Buket Akkoyunlu − Aytekin İşman − Ferhan Odabaşı). Ankara: Tojet, 2015, p. 149-170.
  • Li, Shanshan − Yang Chen − Mihaela Vorvoreanu. “A Pilot Study Exploring Augmented Reality to Increase Motivation of Chinese College Students Learning English.” The ASEE Computers in Education Journal 6, no. 1 (2015): 23-33.
  • Mac Callum, Kathryn − Lynn Jeffrey. “Factors Impacting Teachers’ Adoption of Mobile Learning.” Journal of Information Technology Education 13 (2014): 141-162.
  • Mahadzir, Nor Nashirah − Phung Li Funn. “The use of Augmented Reality pop-up Book to Increase Motivation in English Language Learning for National Primary School.” Journal of Research & Method in Education 1, no. 1 (2013): 26-38.
  • Perrin, Donald G. “Technological Revolution in Education–Part 5.” International Journal of Instructional Technology and Distance Learning 9, no. 1 (2012): 1-3.
  • Pittman, Tiffani − Trudi Gaines. “Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District.” Educational Technology Research and Development 63, no. 4 (2015): 539-554.
  • Safar, Ammar − Ali Al-Jafar − Al-Yousefi Zainab. “The Effectiveness of Using Augmented Reality Apps in Teaching The English Alphabet to Kindergarten Children: A Case Study in The State of Kuwait.” EURASIA Journal of Mathematics, Science and Technology Education 13, no. 2 (2016): 417-440.
  • Shih, Chuan-Fong − Alladi Venkatesh. “Beyond Adoption: Development and Application of a Use-diffusion Model.” Journal of Marketing 68, no. 1 (2004): 59-72.
  • Tekin, Halil. Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınevi, 2007.
  • Ting, H. Y. The effects of Applying Augmented Reality on Fourth-Grade Students’ Writing and Attitude (Master's Dissertation, 2015). National Taipei Education University. Da'an District, Taipei, Taiwan.
  • Wang, Yi-Hsuan. “Exploring The Effectiveness of Integrating Augmented Reality-Based Materials to Support Writing Activities.” Computers & Education 113 (2017): 162-176.

Artırılmış Gerçeklik Teknolojisinin Arapça Yazma Becerilerine Yönelik Kullanımının Değerlendirilmesi

Yıl 2020, , 91 - 108, 26.06.2020
https://doi.org/10.15370/maruifd.758398

Öz

Zaman içerisinde teknolojik gelişmelerin hızla artmasıyla dünyada önemli değişiklikler meydana gelmiştir. Teknolojinin tüm dünyada hızla yayılması yaşamı tüm yönleriyle etkilemektedir. Yeni geliştirilen teknolojiler eğitim öğretimde de yeniliklere imkân vermektedir. Teknoloji kullanımı yabancı dil eğitimi alanında çalışan araştırmacıların da dikkatini çekmektedir. Konuya dair çalışmalar gözden geçirildiğinde Arapça yazma becerilerinin artırılmış gerçeklik teknolojisi ile entegrasyonuna yönelik çalışmaların az olduğu tespit edilmiştir. Diğer dillerde olduğu gibi Arapça yazma becerilerinin desteklenmesine yönelik çalışmalara, özellikle de mobil ortamlarda kullanılabilen uygulamaların yaygınlaşması ve günümüz öğrencilerinin ilgisini çekecek artırılmış gerçeklik teknolojisini kullanan uygulamalara ihtiyaç vardır.
Bu çalışma Arapça öğrenenlerin yazma becerisine yönelik artırılmış gerçeklik teknolojisinin kullanımını değerlendirmeyi hedeflemektedir. Araştırmada nicel ve nitel verilere ulaşmak ve analiz edebilmek için karma-yöntem araştırma desenlerinden olan iç-içe-desen metodu kullanılmıştır. Araştırmanın nicel kısmında ön-test son-test tek gruplu desen kullanılmıştır. Belirlenen kazanımlar çerçevesinde artırılmış gerçeklik teknoloji destekli mobil uygulama olan ArabicAR çalışma grubuna uygulanmıştır. Uygulama öncesi ön-test, uygulama sonrası son-test ile ArabicAR’ın öğrencilerin Arapça yazma becerilerine katkısı belirlenmiştir. Araştırmanın nitel kısmında ise teknoloji kullanımının Arapça yazma becerilerine olan katkısının belirlenmesi amacıyla durum çalışması uygulanmıştır. Öğrencilerin gelişimi hakkında bilgiler edinebilmek için ders kapsamında oluşturulan portfolyo dosyaları incelenmiştir. Bu doğrultuda uygulamanın Arapça yazma becerilerine katkısı doküman incelemeleriyle belirlenmiştir. Ayrıca artırılmış gerçeklik teknolojisiyle geliştirilen mobil uygulamayı kullanan kimselerin deneyimleri görüşme formları ile kayıt altına alınmıştır. Araştırma 2019-2020 eğitim-öğretim yılında yükseköğrenim aşamasındaki gönüllü 86 lisans öğrencisiyle gerçekleştirilmiştir. Çalışma grubu seçkisiz olmayan örnekleme yöntemlerinden uygun örnekleme yöntemi ile belirlenmiştir. Teknik destek ve altyapı durumu da dikkate alınarak çalışma grubunun araştırmacının çalıştığı kurumdaki öğrencilerden seçilmesi uygun görülmüştür. Veri toplama araçları incelendiğinde ise artırılmış gerçeklik teknolojisinin Arapça yazma becerisine katkısını belirlemek amacıyla araştırmacı tarafından geliştirilen bir anket kullanılmıştır. Tüm maddeleri olumlu ifadelerden oluşan anket 6 maddeden oluşmaktadır. Bu maddelerden biri açık uçludur. Diğer maddeler ise 5’li likert tipindeki ifadelerden oluşmaktadır. Araştırma kapsamında öğrenci portfolyo dosyaları da incelenmiştir. Bu incelemeler bir Arapça öğretimi uzmanı tarafından değerlendirilmiş, onun görüşleri ve notları da dikkate alınmıştır.
Elde edilen verilere göre öğrencilerin yeterlilikleri ön-test puan ortalaması 2.92, son-test puan ortalaması 3.48’dir. İki testin puan ortalamaları arasında 0.56 puanlık bir fark vardır. Ön test ve son test puan ortalamaları arasındaki farkın anlamlılığını test etmek için yapılan ilişkili örneklemler t testi sonuçlarına göre ön ve son test arasındaki farkın istatistiksel olarak anlamlı bir fark olduğunu göstermiştir (p<.05). Bu farkın aritmetik ortalamalarına bakıldığında son test lehine anlamlı bir fark olduğu ortaya çıkmaktadır. Öğrenci portfolyo dosyaları incelendiğinde harfin kelimedeki konumuna göre öncesi ya da sonrası ile yanlış şekilde bağlanmasıyla ilgili hatalar uygulama öncesi %17 iken uygulama sonrası %8, harfin hizalanması gereken hizada olmaması durumu uygulama öncesi %32 iken uygulama sonrası %10, harfin yazılışındaki şekilsel bozukluklar uygulama öncesi %31 iken uygulama sonrası %14 olarak bulunmuştur. Bu veriler artırılmış gerçekliğin, öğrencilerin Arapça yazma becerisinin iyileştirilmesine katkısını göstermektedir. Elde edilen bulgular artırılmış gerçeklik teknolojisi kullanılarak geliştirilen uygulamanın öğrencilerin Arapça yazma becerisindeki öz yeterlilik seviyelerini olumlu etkilediğini ortaya koymuştur. Öğrencilerin büyük bir oranı (%70) artırılmış gerçeklik teknolojisi ile ilk defa tanışmaktadırlar. Öğrencilerin çoğu (%63) ArabicAR uygulamasının Arapça yazmaya katkısı olduğu kanaatindedir. Öğrencilerin yarısından fazlasının (%57) ArabicAR uygulamasını arkadaşlarına tavsiye ettikleri tespit edilmiştir. ArabicAR uygulamasının kullanımı ile ilgili öğrenci memnuniyeti incelendiğinde öğrencilerin çoğunun (%65) bu uygulamadan memnun oldukları görülmüştür.
Arapça yazma becerisinin geliştirilmesine yönelik bu uygulamanın aynı zamanda Osmanlıca yazma becerisine de dolaylı olarak katkı sağlayacağı ileri sürülebilir. Uygulamalarda dilin öğretiminde gerekli olan becerilerin kazanılmasına yönelik bütünlüğün sağlanması için benzer artırılmış gerçeklik teknolojisiyle hazırlanan uygulamaların geliştirilmesi gereklidir.

Kaynakça

  • رمضان هاني إسماعيل ، معايير مهارات اللغة العربية للناطقين بغيرها ، عمان :دار المبادرة، ٢٠١٨.
  • رمضان هاني إسماعيل ،” تنمية مهارة الخط العربي للطلاب الأتراك يوتيوب نموذجا “أبحاث المؤتمر الدولي الأول: العربية للناطقين بغيرها الحاضر والمستقبل، جامعة غيرسون ، غيرسون ، ٠١-٠٢ أغسطس ، ٢٠١٩. ص. ٦٠٠-٦١٥.
  • يوسف محمد عكاشة محمد ، زين الدين نور حميمي ، and البحاروم أزلان سيف. “تعلم مفردات اللغة العربية عبر برنامج الواقع المعزز:حاجات طلبة السنة الثانية في مركز برماتا إنسان. مجلة إدارة والبحوث الفتوى، ٢٠١٨: ٦٦٤-٦٣٤.
  • Arvanitis, Panagiotis. “Augmented Reality in Language teaching and learning?.” 4th International Conference on Education and New Learning Technologies. Aristotle University of Thessaloniki, Barcelona, Spain, July 02-04, 2012, p.2768-2772.
  • Azuma, Ronald T. “A Survey of Augmented Reality.” Presence: Teleoperators & Virtual Environments 6, no. 4 (1997): 355-385.
  • Boonbrahm, Salin, Kaewrat Charlee, and Boonbrahm Poonpong. “Using Augmented Reality Technology in Assisting English Learning for Primary School Students.” International Conference on Learning and Collaboration Technologies. Springer, Cham, Los Angeles, August 2-7, 2015, p. 24-32.
  • Brown, Dina − Mark Warschauer. “From the University to the Elementary Classroom: Students’ Experiences in Learning to Integrate Technology in Instruction.” Journal of Technology and Teacher Education 14, no. 3 (2006): 599-621.
  • Büyüköztürk, Şener et al. Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi, 2008.
  • Creswell, John − Vicki Plano Clark. Designing and Conducting Mixed Methods Research. California: Sage Publications, 2017.
  • Çakır, Recep − Ekrem Solak − Tan Sabri Serkan. “Artırılmış Gerçeklik Teknolojisi ile İngilizce Kelime Öğretiminin Öğrenci Performansına Etkisi.” Gazi Eğitim Bilimleri Dergisi 1, no. 1 (2015): 45-58.
  • Doğan, Özgür. The Effectiveness of Augmented Reality Supported Materials on Vocabulary Learning and Retention (Master’s Dissertation, 2016). Abant İzzet Baysal University.
  • FitzGerald, Elizabeth et al. “Augmented Reality and Mobile Learning: The State of The Art.” International Journal of Mobile and Blended Learning (IJMBL) 5, no. 4 (2013): 43-58.
  • Ghalib, Muhammad Feham − Fitri Nurul Ain Nurdin, F. N. A. “Employing Reality as an Enforcing Technic in Learning Arabic.” Journal of Linguistic and Literary Studies 9, no. 3 (2018): 33-53.
  • Golonka, Ewa et al. “Technologies for Foreign Language Learning: A Review of Technology Types and their Effectiveness.” Computer Assisted Language Learning 27, no. 1 (2014): 70-105.
  • Harmer, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Longman, 2007.
  • Harrell, Shonta, and Yvette Bynum. “Factors Affecting Technology Integration in the Classroom.” Alabama Journal of Educational Leadership 5 (2018): 12-18.
  • Karal, Hasan ve Abdüsselam, Mustafa Serkan. “Artırılmış Gerçeklik” Eğitim Teknolojileri Okumaları - 2015 (ed. Buket Akkoyunlu − Aytekin İşman − Ferhan Odabaşı). Ankara: Tojet, 2015, p. 149-170.
  • Li, Shanshan − Yang Chen − Mihaela Vorvoreanu. “A Pilot Study Exploring Augmented Reality to Increase Motivation of Chinese College Students Learning English.” The ASEE Computers in Education Journal 6, no. 1 (2015): 23-33.
  • Mac Callum, Kathryn − Lynn Jeffrey. “Factors Impacting Teachers’ Adoption of Mobile Learning.” Journal of Information Technology Education 13 (2014): 141-162.
  • Mahadzir, Nor Nashirah − Phung Li Funn. “The use of Augmented Reality pop-up Book to Increase Motivation in English Language Learning for National Primary School.” Journal of Research & Method in Education 1, no. 1 (2013): 26-38.
  • Perrin, Donald G. “Technological Revolution in Education–Part 5.” International Journal of Instructional Technology and Distance Learning 9, no. 1 (2012): 1-3.
  • Pittman, Tiffani − Trudi Gaines. “Technology Integration in Third, Fourth and Fifth Grade Classrooms in a Florida School District.” Educational Technology Research and Development 63, no. 4 (2015): 539-554.
  • Safar, Ammar − Ali Al-Jafar − Al-Yousefi Zainab. “The Effectiveness of Using Augmented Reality Apps in Teaching The English Alphabet to Kindergarten Children: A Case Study in The State of Kuwait.” EURASIA Journal of Mathematics, Science and Technology Education 13, no. 2 (2016): 417-440.
  • Shih, Chuan-Fong − Alladi Venkatesh. “Beyond Adoption: Development and Application of a Use-diffusion Model.” Journal of Marketing 68, no. 1 (2004): 59-72.
  • Tekin, Halil. Eğitimde Ölçme ve Değerlendirme. Ankara: Yargı Yayınevi, 2007.
  • Ting, H. Y. The effects of Applying Augmented Reality on Fourth-Grade Students’ Writing and Attitude (Master's Dissertation, 2015). National Taipei Education University. Da'an District, Taipei, Taiwan.
  • Wang, Yi-Hsuan. “Exploring The Effectiveness of Integrating Augmented Reality-Based Materials to Support Writing Activities.” Computers & Education 113 (2017): 162-176.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Arapça
Bölüm Araştırma Makalesi
Yazarlar

Mustafa Serkan Abdüsselam Bu kişi benim 0000-0002-3253-7932

Yayımlanma Tarihi 26 Haziran 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

Chicago Abdüsselam, Mustafa Serkan. “تقييم استخدام تقنية الواقع المعزز لمهارات الكتابة باللغة العربية”. Marmara Üniversitesi İlahiyat Fakültesi Dergisi 58, sy. 58 (Haziran 2020): 91-108. https://doi.org/10.15370/maruifd.758398.

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