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Tarih Öğretimine Yönelik 3B Sanal Ortamın Değerlendirilmesi: Pilot Çalışma

Yıl 2022, Cilt: 18 Sayı: 1, 96 - 115, 23.04.2022
https://doi.org/10.17860/mersinefd.935407

Öz

Sanal dünyalar, sağladıkları imkanlar ile sınıf ortamında gerçekleştirilmesi imkansız ya da zor olan birçok etkinliğin gerçekleştirilmesine olanak sağlamaktadır. Özellikle yükseköğretim düzeyindeki yabancı dil, matematik, fen, arkeoloji ve sosyal bilgiler gibi eğitimin birçok alanında sanal dünyalar kullanılmaktadır. Bu çalışma, Atatürk İlkeleri ve İnkılap Tarihi-1 dersi kazanımları temel alınarak hazırlanmış olup öğrencilerin tarihsel canlandırma tekniği ile tarihi senaryoları canlandırmalarına olanak sağlayan 3 boyutlu (3B) Sanal Tarih ortamının değerlendirilmesine yönelik pilot uygulamayı içermektedir. OpenSimulator platformu kullanılarak tasarlanan Sanal Tarih ortamında, dönemin tarihi mekanları ve karakterleri aslına uygun olarak modellenmiştir. Çalışmada, nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Uygulamaya 21 Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü son sınıf öğrencisi katılmıştır. Anket, görüşme ve gözlem veri toplama araçları kullanılarak gerçekleştirilen bu çalışmada Sanal Tarih ortamı, teknik, yönlendirme, duygusal, bilişsel ve pedagojik boyutlar açısından değerlendirilmiştir. Çalışma sonucunda, Sanal Tarih ortamının tasarımına yönelik herhangi bir değişikliğe gereksinim olmadığı belirlenmiştir. Bununla birlikte, ortamın kullanımını kolaylaştırmak ve yaşanabilecek ışınlanma ve avatar değişikliği problemlerini çözmek amacıyla envanter paylaşımı önerilmiştir.

Destekleyen Kurum

Bu çalışma TÜBİTAK tarafından desteklenmiştir.

Proje Numarası

118K134

Kaynakça

  • Arslantaş, T. K., ve Tokel, S. T. (2018). Anxiety, motivation, and self-confidence in speaking English during task based activities in Second Life. Kastamonu Education Journal, 26(2), 287-296
  • Bell, L., ve Trueman, R. B. (2008). Virtual worlds, real libraries: Librarians and educators in Second Life and other multi-user virtual environments. Information Today, Inc.
  • Bell, M. W. (2008). Toward a definition of “virtual worlds.” Journal For Virtual Worlds Research, 1(1).
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., ve Engelhardt, K. (2016). Developing Computational Thinking in Compulsory Education. https://doi.org/10.2791/792158
  • Braun, V., ve Clarke, V. (2013). Using thematic analysis in psychology,Qualitative Research in Psychology. Journal of Chemical Information and Modeling, 3(2), 77–101. http://dx.doi.org/10.1191/1478088706qp063oa
  • Calleja, G. (2014). Immersion in Virtual Worlds. In M. Grimshaw (Ed.), The Oxford handbook of virtuality (pp. 222–236). Oxford University Press New York, NY.
  • Chien, C. F., Davis, T., Slattery, P., Keeney-Kennicutt, W., ve Hammer, J. (2013). Development of a virtual second life curriculum using currere model. Educational Technology and Society, 16(3), 204–219.
  • Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
  • Creswell, J. W. (2007). Qualitative inquiry ve research design: Choosing among five approaches (2. Baskı). USA: SAGE Publications.
  • De Lucia, A., Francese, R., Passero, I., ve Tortora, G. (2009). Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computers and Education, 52(1), 220–233. https://doi.org/10.1016/j.compedu.2008.08.001
  • Dickey, M. D. (2005). Three‐dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439–451.
  • Duncan, I., Miller, A., ve Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949–964. https://doi.org/10.1111/j.1467-8535.2011.01263.x
  • Englund, C. (2017). Exploring approaches to teaching in three-dimensional virtual worlds. International Journal of Information and Learning Technology, 34(2), 140–151. https://doi.org/10.1108/IJILT-12-2016-0058
  • Ertürk, M., ve Şahin, G. (2019). The use of second life game as an experimental learning model for learning social studies. Hacettepe Egitim Dergisi, 34(2), 434–459. https://doi.org/10.16986/HUJE.2018045451
  • Fokides, E., ve Zampouli, C. (2017). Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece. Education and Information Technologies, 22(4), 1479–1496. https://doi.org/10.1007/s10639-016-9503-z
  • Ghanbarzadeh, R., ve Ghapanchi, A. H. (2018). Investigating various application areas of three-dimensional virtual worlds for higher education. British Journal of Educational Technology, 49(3), 370–384. https://doi.org/10.1111/bjet.12538
  • Ghanbarzadeh, R., ve Ghapanchi, A. H. (2021). Uncovering educational outcomes deriving from students’ acceptance and involvement with 3D virtual worlds. Education and Information Technologies, 26(1), 311–337. https://doi.org/10.1007/s10639-020-10272-7
  • Girvan, C., ve Savage, T. (2019). Virtual worlds: A new environment for constructionist learning. Computers in Human Behavior, 99, 396–414.
  • Ijaz, K., Bogdanovych, A., ve Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904–929. https://doi.org/10.1080/10494820.2016.1225099
  • Kim, H., Ke, F., ve Paek, I. (2017). Game-based learning in an OpenSim-supported virtual environment on perceived motivational quality of learning. Technology, Pedagogy and Education, 26(5), 617–631. https://doi.org/10.1080/1475939X.2017.1308267
  • Linden Lab. (t.y.). About Linden Lab. Retrieved 1 Mart 2021 https://www.lindenlab.com/about
  • Maratou, V., Chatzidaki, E., ve Xenos, M. (2016). Enhance learning on software project management through a role-play game in a virtual world. Interactive Learning Environments, 24(4), 897–915. https://doi.org/10.1080/10494820.2014.937345
  • Minocha, S., ve Reeves, A. J. (2010). Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life. Learning, Media and Technology, 35(2), 111–137.
  • Molka-Danielsen, J., ve Deutschmann, M. (2009). Learning and teaching in the virtual world of Second Life. tapir academic Press.
  • Morgan, E. J. (2013). Virtual Worlds: Integrating" Second Life" into the History Classroom. The History Teacher, 46(4), 547–559.
  • Moule, P., Ward, R., ve Lockyer, L. (2010). Nursing and healthcare students’ experiences and use of e-learning in higher education. Journal of Advanced Nursing, 66(12), 2785–2795. https://doi.org/10.1111/j.1365-2648.2010.05453.x
  • Mount, N. J., Chambers, C., Weaver, D., ve Priestnall, G. (2009). Learner immersion engagement in the 3D virtual world: principles emerging from the DELVE project. Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 40–55. https://doi.org/10.11120/ital.2009.08030040
  • Occhioni, M. (2017). Techland: Math and Science in a Virtual World. In Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments (pp. 407–426). IGI Global.
  • Pellas, N., Kazanidis, I., Konstantinou, N., ve Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235–2279. https://doi.org/10.1007/s10639-016-9537-2
  • Prasolova-Forland, E., ve Hov, O. \Orjan. (2011). Eidsvoll 1814: Creating Educational Historical Reconstructions in 3D Collaborative Virtual Environments. Int. J. Web Portals, 3(4), 1–14. https://doi.org/10.4018/jwp.2011100101
  • Reisoğlu, I., Topu, B., Yılmaz, R., Karakuş Yılmaz, T., ve Göktaş, Y. (2017). 3D virtual learning environments in education: a meta-review. Asia Pacific Education Review, 18(1), 81–100. https://doi.org/10.1007/s12564-016-9467-0
  • Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., ve Barnes, C. (1999). Learning and building together in an immersive virtual world. Presence: Teleoperators and Virtual Environments, 8(3), 247–263. https://doi.org/10.1162/105474699566215
  • Schroeder, R. (2008). Defining virtual worlds and virtual environments. Journal For Virtual Worlds Research, 1(1).
  • Schultze, U. (2010). Embodiment and presence in virtual worlds: A review. Journal of Information Technology, 25(4), 434–449. https://doi.org/10.1057/jit.2010.25
  • Sequeira, L., ve Morgado, L. (2013). Virtual Archaeology in Second Life and OpenSimulator. Journal of Virtual Worlds Research, 6(1). https://www.learntechlib.org/p/178163
  • Sharma, A., ve Nazir, S. (2018). Application of Second Life in Promoting Collaborative Learning. International Association for Development of the Information Society.
  • Shiang, K. W., ve Hui, Y. H. (2009). Using the ADDIE Model to Design Second Life Activities for Online Learners. TechTrends, 53(6), 76–81.
  • Şimşek, İ., Erbay, H. N., ve Kirişçi, M. (2019). Üç boyutlu sanal öğrenme ortamında 5. Sınıf düzeyinde kesirlerin öğretimi: Second life örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 20(1), 139–154.
  • Slater, M. (2003). A note on presence terminology. Presence Connect, 3(3), 1–5.
  • Spencer, L., Ritchie, J., Lewis, J., ve Dillon, L. (2004). Quality in qualitative evaluation: a framework for assessing research evidence (supplemetary Magenta Book guidance). National Centre for Social Research, December, 1–161.
  • Ştefan, L., Moldoveanu, F., ve Gheorghiu, D. (2016). Evaluating a mixed-reality 3D virtual campus with big data and learning analytics: A transversal study. Journal of E-Learning and Knowledge Society, 12(2), 41–54. https://doi.org/10.20368/1971-8829/1132
  • Taylor, T. L. (2002). Living Digitally: Embodiment in Virtual Worlds BT - The Social Life of Avatars: Presence and Interaction in Shared Virtual Environments (R. Schroeder (ed.); pp. 40–62). Springer London. https://doi.org/10.1007/978-1-4471-0277-9_3
  • Tokel, S. T., ve Karataş, E. C. (2014). Three-Dimensional Virtual Worlds: Research Trends and Future Directions. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1–12. https://doi.org/10.17860/efd.67339
  • Wang, Y. F. (2018). Teacher training in 3D virtual worlds: Understanding immersive learning for teaching practices. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1422-1442). IGI Global.
  • Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414–426. https://doi.org/10.1111/j.1467-8535.2009.00952.x
  • Xu, X., ve Ke, F. (2016). Designing a Virtual-Reality-Based, Gamelike Math Learning Environment. American Journal of Distance Education, 30(1), 27–38. https://doi.org/10.1080/08923647.2016.1119621
  • Yeh, Y.-L., ve Lan, Y.-J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693–708. https://doi.org/10.1007/s11423-017-9566-6
  • Zheng, D., ve Newgarden, K. (2011). Rethinking Language Learning: Virtual Worlds as a Catalyst for Change. International Journal of Learning and Media, 3(2), 13–36. https://doi.org/10.1162/ijlm_a_00067

Evaluation Of 3D Virtual Environment for History Teaching: A Pilot Study

Yıl 2022, Cilt: 18 Sayı: 1, 96 - 115, 23.04.2022
https://doi.org/10.17860/mersinefd.935407

Öz

Virtual worlds allow many activities that are impossible or difficult to perform in a classroom environment with the facilities they provide. Virtual worlds are used in many areas of higher education, such as foreign languages, mathematics, science, archaeology and social studies. This study includes a pilot study aimed to evaluate 3D (three-dimensional) Virtual History environment which based on Atatürk's Principles and History of Turkish Revolution-1 course outcomes. Virtual History environment allows students to play the role in historical scenarios and learn with historical reenactment technique. OpenSimulator platform was used to create Virtual History environment. The historical places were reconstructed in accordance with the original and avatars were modeled to look like historical characters. The case study method, one of the qualitative research methods, was used in the study. Twenty one senior students from Computer Education and Instructional Technology Department participated to the pilot study. Using questionnaire, interview and observation data collection tools, the Virtual History environment was evaluated in terms of technical, orientation, emotional, cognitive and pedagogical dimensions. As a result of the study, there was no need for changes in design of the Virtual History environment, but inventory sharing was proposed as a solution to facilitate the use of the environment and problems with teleport and avatar change that may occur.

Proje Numarası

118K134

Kaynakça

  • Arslantaş, T. K., ve Tokel, S. T. (2018). Anxiety, motivation, and self-confidence in speaking English during task based activities in Second Life. Kastamonu Education Journal, 26(2), 287-296
  • Bell, L., ve Trueman, R. B. (2008). Virtual worlds, real libraries: Librarians and educators in Second Life and other multi-user virtual environments. Information Today, Inc.
  • Bell, M. W. (2008). Toward a definition of “virtual worlds.” Journal For Virtual Worlds Research, 1(1).
  • Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., ve Engelhardt, K. (2016). Developing Computational Thinking in Compulsory Education. https://doi.org/10.2791/792158
  • Braun, V., ve Clarke, V. (2013). Using thematic analysis in psychology,Qualitative Research in Psychology. Journal of Chemical Information and Modeling, 3(2), 77–101. http://dx.doi.org/10.1191/1478088706qp063oa
  • Calleja, G. (2014). Immersion in Virtual Worlds. In M. Grimshaw (Ed.), The Oxford handbook of virtuality (pp. 222–236). Oxford University Press New York, NY.
  • Chien, C. F., Davis, T., Slattery, P., Keeney-Kennicutt, W., ve Hammer, J. (2013). Development of a virtual second life curriculum using currere model. Educational Technology and Society, 16(3), 204–219.
  • Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104
  • Creswell, J. W. (2007). Qualitative inquiry ve research design: Choosing among five approaches (2. Baskı). USA: SAGE Publications.
  • De Lucia, A., Francese, R., Passero, I., ve Tortora, G. (2009). Development and evaluation of a virtual campus on Second Life: The case of SecondDMI. Computers and Education, 52(1), 220–233. https://doi.org/10.1016/j.compedu.2008.08.001
  • Dickey, M. D. (2005). Three‐dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education. British Journal of Educational Technology, 36(3), 439–451.
  • Duncan, I., Miller, A., ve Jiang, S. (2012). A taxonomy of virtual worlds usage in education. British Journal of Educational Technology, 43(6), 949–964. https://doi.org/10.1111/j.1467-8535.2011.01263.x
  • Englund, C. (2017). Exploring approaches to teaching in three-dimensional virtual worlds. International Journal of Information and Learning Technology, 34(2), 140–151. https://doi.org/10.1108/IJILT-12-2016-0058
  • Ertürk, M., ve Şahin, G. (2019). The use of second life game as an experimental learning model for learning social studies. Hacettepe Egitim Dergisi, 34(2), 434–459. https://doi.org/10.16986/HUJE.2018045451
  • Fokides, E., ve Zampouli, C. (2017). Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece. Education and Information Technologies, 22(4), 1479–1496. https://doi.org/10.1007/s10639-016-9503-z
  • Ghanbarzadeh, R., ve Ghapanchi, A. H. (2018). Investigating various application areas of three-dimensional virtual worlds for higher education. British Journal of Educational Technology, 49(3), 370–384. https://doi.org/10.1111/bjet.12538
  • Ghanbarzadeh, R., ve Ghapanchi, A. H. (2021). Uncovering educational outcomes deriving from students’ acceptance and involvement with 3D virtual worlds. Education and Information Technologies, 26(1), 311–337. https://doi.org/10.1007/s10639-020-10272-7
  • Girvan, C., ve Savage, T. (2019). Virtual worlds: A new environment for constructionist learning. Computers in Human Behavior, 99, 396–414.
  • Ijaz, K., Bogdanovych, A., ve Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904–929. https://doi.org/10.1080/10494820.2016.1225099
  • Kim, H., Ke, F., ve Paek, I. (2017). Game-based learning in an OpenSim-supported virtual environment on perceived motivational quality of learning. Technology, Pedagogy and Education, 26(5), 617–631. https://doi.org/10.1080/1475939X.2017.1308267
  • Linden Lab. (t.y.). About Linden Lab. Retrieved 1 Mart 2021 https://www.lindenlab.com/about
  • Maratou, V., Chatzidaki, E., ve Xenos, M. (2016). Enhance learning on software project management through a role-play game in a virtual world. Interactive Learning Environments, 24(4), 897–915. https://doi.org/10.1080/10494820.2014.937345
  • Minocha, S., ve Reeves, A. J. (2010). Design of learning spaces in 3D virtual worlds: an empirical investigation of Second Life. Learning, Media and Technology, 35(2), 111–137.
  • Molka-Danielsen, J., ve Deutschmann, M. (2009). Learning and teaching in the virtual world of Second Life. tapir academic Press.
  • Morgan, E. J. (2013). Virtual Worlds: Integrating" Second Life" into the History Classroom. The History Teacher, 46(4), 547–559.
  • Moule, P., Ward, R., ve Lockyer, L. (2010). Nursing and healthcare students’ experiences and use of e-learning in higher education. Journal of Advanced Nursing, 66(12), 2785–2795. https://doi.org/10.1111/j.1365-2648.2010.05453.x
  • Mount, N. J., Chambers, C., Weaver, D., ve Priestnall, G. (2009). Learner immersion engagement in the 3D virtual world: principles emerging from the DELVE project. Innovation in Teaching and Learning in Information and Computer Sciences, 8(3), 40–55. https://doi.org/10.11120/ital.2009.08030040
  • Occhioni, M. (2017). Techland: Math and Science in a Virtual World. In Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments (pp. 407–426). IGI Global.
  • Pellas, N., Kazanidis, I., Konstantinou, N., ve Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235–2279. https://doi.org/10.1007/s10639-016-9537-2
  • Prasolova-Forland, E., ve Hov, O. \Orjan. (2011). Eidsvoll 1814: Creating Educational Historical Reconstructions in 3D Collaborative Virtual Environments. Int. J. Web Portals, 3(4), 1–14. https://doi.org/10.4018/jwp.2011100101
  • Reisoğlu, I., Topu, B., Yılmaz, R., Karakuş Yılmaz, T., ve Göktaş, Y. (2017). 3D virtual learning environments in education: a meta-review. Asia Pacific Education Review, 18(1), 81–100. https://doi.org/10.1007/s12564-016-9467-0
  • Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., ve Barnes, C. (1999). Learning and building together in an immersive virtual world. Presence: Teleoperators and Virtual Environments, 8(3), 247–263. https://doi.org/10.1162/105474699566215
  • Schroeder, R. (2008). Defining virtual worlds and virtual environments. Journal For Virtual Worlds Research, 1(1).
  • Schultze, U. (2010). Embodiment and presence in virtual worlds: A review. Journal of Information Technology, 25(4), 434–449. https://doi.org/10.1057/jit.2010.25
  • Sequeira, L., ve Morgado, L. (2013). Virtual Archaeology in Second Life and OpenSimulator. Journal of Virtual Worlds Research, 6(1). https://www.learntechlib.org/p/178163
  • Sharma, A., ve Nazir, S. (2018). Application of Second Life in Promoting Collaborative Learning. International Association for Development of the Information Society.
  • Shiang, K. W., ve Hui, Y. H. (2009). Using the ADDIE Model to Design Second Life Activities for Online Learners. TechTrends, 53(6), 76–81.
  • Şimşek, İ., Erbay, H. N., ve Kirişçi, M. (2019). Üç boyutlu sanal öğrenme ortamında 5. Sınıf düzeyinde kesirlerin öğretimi: Second life örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 20(1), 139–154.
  • Slater, M. (2003). A note on presence terminology. Presence Connect, 3(3), 1–5.
  • Spencer, L., Ritchie, J., Lewis, J., ve Dillon, L. (2004). Quality in qualitative evaluation: a framework for assessing research evidence (supplemetary Magenta Book guidance). National Centre for Social Research, December, 1–161.
  • Ştefan, L., Moldoveanu, F., ve Gheorghiu, D. (2016). Evaluating a mixed-reality 3D virtual campus with big data and learning analytics: A transversal study. Journal of E-Learning and Knowledge Society, 12(2), 41–54. https://doi.org/10.20368/1971-8829/1132
  • Taylor, T. L. (2002). Living Digitally: Embodiment in Virtual Worlds BT - The Social Life of Avatars: Presence and Interaction in Shared Virtual Environments (R. Schroeder (ed.); pp. 40–62). Springer London. https://doi.org/10.1007/978-1-4471-0277-9_3
  • Tokel, S. T., ve Karataş, E. C. (2014). Three-Dimensional Virtual Worlds: Research Trends and Future Directions. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1–12. https://doi.org/10.17860/efd.67339
  • Wang, Y. F. (2018). Teacher training in 3D virtual worlds: Understanding immersive learning for teaching practices. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 1422-1442). IGI Global.
  • Warburton, S. (2009). Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching. British Journal of Educational Technology, 40(3), 414–426. https://doi.org/10.1111/j.1467-8535.2009.00952.x
  • Xu, X., ve Ke, F. (2016). Designing a Virtual-Reality-Based, Gamelike Math Learning Environment. American Journal of Distance Education, 30(1), 27–38. https://doi.org/10.1080/08923647.2016.1119621
  • Yeh, Y.-L., ve Lan, Y.-J. (2018). Fostering student autonomy in English learning through creations in a 3D virtual world. Educational Technology Research and Development, 66(3), 693–708. https://doi.org/10.1007/s11423-017-9566-6
  • Zheng, D., ve Newgarden, K. (2011). Rethinking Language Learning: Virtual Worlds as a Catalyst for Change. International Journal of Learning and Media, 3(2), 13–36. https://doi.org/10.1162/ijlm_a_00067
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Memet Üçgül 0000-0001-5462-0449

Zehra Lüy 0000-0003-4628-3213

Muzaffer Baskaya 0000-0002-4593-0979

Esra Keleş 0000-0002-8924-1657

Proje Numarası 118K134
Yayımlanma Tarihi 23 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 18 Sayı: 1

Kaynak Göster

APA Üçgül, M., Lüy, Z., Baskaya, M., Keleş, E. (2022). Tarih Öğretimine Yönelik 3B Sanal Ortamın Değerlendirilmesi: Pilot Çalışma. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 96-115. https://doi.org/10.17860/mersinefd.935407

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