Artırılmış Gerçeklik Teknolojisi Kullanımının Fen Eğitiminde Öğrenci Başarılarına ve Derse Karşı Motivasyonlarına Etkisi

Öz

Bu çalışmanın amacı 7. sınıf Fen Bilimleri dersi "Saf Madde ve Karışımlar" ünitesinde artırılmış gerçeklik teknolojisi kullanılmasının öğrencilerin akademik başarılarına ve derse karşı motivasyonlarına etkisini araştırmaktır. Çalışma 2019-2020 eğitim-öğretim yılında 7. sınıfta öğrenim gören 76 öğrenci ile gerçekleştirildi. Araştırmada nicel ve nitel yaklaşımların birlikte yer aldığı karma yöntem kullanıldı. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılarak nicel veriler, öğrenciler ile yarı yapılandırılmış görüşmeler yapılarak da nitel veriler elde edildi. Kontrol grubunda dersler MEB müfredat programının öngördüğü şekilde işlenirken, deney grubunda programın öngördüğü şeklin yanında artırılmış gerçeklik uygulamaları da eklenerek işlendi. Ön test ve son test olarak "Saf Madde ve Karışımlar Ünitesi Akademik Başarı Testi", "Fen Bilimleri Dersine Yönelik Motivasyon Ölçeği" kullanıldı. Nitel verilerin elde edilmesinde ise araştırmacı tarafından oluşturulan "Artırılmış Gerçeklik Öğrenci Görüşme Soruları" kullanılarak yarı yapılandırılmış bir şekilde görüşmeler gerçekleştirildi. Araştırma sonucunda derslerde artırılmış gerçeklik öğrenme materyali kullanımının öğrencilerin akademik başarılarını ve derse karşı olan motivasyonlarını artırdığı tespit edilmiştir. Ayrıca öğrencilerle yapılan görüşmeler, derslerde artırılmış gerçeklik uygulamasının kullanılmasını eğlenceli, dikkat çekici, merak uyandırıcı ve anlamayı kolaylaştırıcı olarak bulduklarını göstermektedir.

Anahtar Kelimeler

• Akademik başarı
• Artırılmış gerçeklik
• Fen eğitimi
• Saf madde ve karışımlar

The Effect of Using the Augmented Reality Technology on Student’s Achievements and Motivatıons Against the Course in Science Education

Öz

This study aims to explore the effect of using augmented reality technology in the 7th-grade science lesson "pure substances and mixtures" theme on the student's academic achievements and their motivations towards the course. The study was carried out with 76 7th graders in the 2019-2020 academic year. A mixed method which consisted of the qualitative and quantitative approaches was employed in the research. In the research, the quantitative data were collected with the pre-test post-test control group semi-experimental design; the qualitative data were collected with the semi-structured interviews with the students. While the courses for the control group were given according to the MoNE Curriculum, they were held with augmented reality applications besides the practices in the curriculum. "The Pure Substance and Mixtures Theme Academic Achievement Test" and "The Motivation Scale for the Science Course" were applied for the pre-and post-test. In obtaining the qualitative data, the interviews were held with using the "Augmented Reality Student Interview Questions" which were developed by the researcher. At the end of the research, it was determined that using the augmented reality learning material in courses increased the students' academic achievements and their attitudes towards the course. In addition, the interviews which were held with the students indicated that using the augmented reality applications in the courses was entertaining, remarkable, intriguing and easy to comprehend.

Anahtar Kelimeler

• Academic achievement
• Augmented reality
• Science education
• Pure substances and mixtures

Kaynakça

1. Abdüsselam, M. S. (2014). Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Journal of Education ve Instruction, 4(1), 59-74. https://dergipark.org.tr/tr/download/article-file/209618
2. Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355-385. https://www.cs.unc.edu/~azuma/ARpresence.pdf
3. Baysan, E., Uluyol, Ç. (2016) The effect of augmented reality book (ar-book) on the students’ academic achievements and the opinions of students about its use in educational environments. Journal of Education and Humanities: Theory and Practice. 7 (14) 55-78. https://dergipark.org.tr/tr/download/article-file/306630
4. Billinghurst, M. (2002). Augmented reality in education. New horizons for learning, 12(5), 1-5. http://www.newhorizons.org/strategies/technology/billinghurst.htm
5. Bursztyn, N., Walker, A., Shelton, B., ve Pederson, J. (2017). Assessment of student learning using augmented reality Grand Canyon field trips for mobile smart devices. Geosphere, 13(2), 260-268. https://doi.org/10.1130/GES01404.1
6. Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı - İstatistik, Araştırma Deseni, Spss Uygulamaları ve Yorum. (15. Baskı), Pegem Akademi. https://pegem.net/urun/Sosyal-Bilimler-icin-Veri-Analizi-El-Kitabi-Istatistik-Arastirma-Deseni-SPSS-Uygulamalari-ve-Yorum/61926
7. Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (4.baskı). Pegem Akademi, 32-150. https://pegem.net/urun/SPSS-ile-Bilimsel-Arastirma-Surecinde-Nicel-Veri-Analizi/61921
8. Chang, S.C., ve Hwang, G.J. (2018). Impacts of an Augmented Reality-Based Flipped Learning Guiding Approach on Students’ Scientific Project Performance and Perceptions. Computers ve Education, 125, 226-239. https://doi.org/10.1016/j.compedu.2018.06.007

9. Cheng, K. H., ve Tsai, C.C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Techno- logy, 22(4), 449-462. https://doi.org/10.1007/s10956-012-9405-9
10. Dede, Y., ve Yaman, S. (2008). A questionnaire for motivation toward science learning: a validity and reliability study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2 (1), 19-37. https://dergipark.org.tr/tr/download/article-file/39760
11. Demirci, N., ve Çirkinoğlu, A. (2004). Öğrencilerin elektrik ve manyetizma konularında sahip oldukları ön bilgi ve kavram yanılgılarının belirlenmesi. Journal of Turkish Science Education, 1 (2), 116-136. https://www.tused.org/index.php/tused/article/view/46/19
12. Demirel, G. (2019). The effect of a science lecture taught using augmented reality applications on 7th grade students' academic achievement and attitudes toward augmented reality applications (M.S. thesis). Gazi Universıty Graduate School of Educational Sciences, Ankara. file:///C:/Users/ebyu/Desktop/575389.pdf
13. Dori, Y. J., ve Belcher, J. (2005). Learning electromagnetism with visualizations and active learning. In Visualization in science Education, 187-216. https://link.springer.com/chapter/10.1007/1-4020-3613-2_11
14. Dunleavy, M., Dede, C., ve Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22. https://doi.org/10.1007/s10956-008-9119-1
15. Durak, A., ve Karaoğlan Yılmaz, F. (2019). Opinions of secondary school students on educational practices of augmented reality. Abant İzzet Baysal University Faculty of Education Journal, 19 (2), 468-481. https://doi.org/10.17240/aibuefd.2019.19.46660-425148
16. Enyedy, N., Danish, J. A., ve DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. International Journal of Computer-Supported Collaborative Learning, 10(1), 7–34. https://doi.org/10.1007/s11412-015-9207-1
17. Erbaş, Ç. (2016). The effects of mobile augmented reality applications on students' academic achievement and motivation Master’s Thesis, Süleyman Demirel University, Graduate School of Educational Sciences, Department of Computer Education and Instructional Technologies, İsparta. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=WVfUfXSuJEmlmsY08Sxh-Q&no=FMZBEZm6XVWoz5xjlQwxGw
18. Erden Alan, H., ve Okur Akçay, N. (2020). The effect of using ınteractive white board on students’ academic achievement, permanence of learning and attitudes towards science on particulate structure of matter and pure matters. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 52,442-459• ISSN: 2147-5202, DOI: 10.15285/maruaebd.659001
19. Ersoy, H., Duman, E., ve Öncü, S. (2016). Artırılmış gerçeklik ile motivasyon ve başarı: deneysel bir çalışma. Journal of Instructional Technologies & Teacher Education, 5(1), 39-44. https://dergipark.org.tr/tr/download/article-file/231347
20. Estapa, A., ve Nadolny, L. (2015). The Effect of an Augmented Reality Enhanced Mathematics Lesson on Student Achievement and Motivation. Journal of STEM Education, 16 (3), 40-48. https://www.jstem.org/jstem/index.php/JSTEM/article/view/1981
21. Finkelstein, N. D., Perkins, K. K., Adams, W., Kohl, P., ve Podolefsky, N. (2005). Can computer simulations replace real equipment in undergraduate laboratories? In AIP Conference Proceedings, 790, 101. https://doi.org/10.1063/1.2084711
22. Giasiranis, S., ve Sofos L. (2016). Production and Evaluation of Educational Material Using Augmented Reality for Teaching the Module of "Representation of the Information on Computers" in Junior High School. Creative Education, 7(09), 1270-1291. DOI: 10.4236/ce.2016.79134
23. Giasiranis, S., ve Sofos, L. (2017). Flow experience and educational effectiveness of teaching informatics using AR. Journal of Educational Technology & Society, 20(4), 78–88. https://www.jstor.org/stable/26229207
24. Güngördü, D. (2018). The effect of augmented reality applications on secondary school students’ achievement of atom models and their attitudes (M.S Thesis). Kilis 7 Aralık University Graduate School of Natural and Applied Sciences Department of Mathematics and Science Education of Science Education, Kilis. https://tez.yok.gov.tr/UlusalTezMerkezi/tezDetay.jsp?id=fWstzD9t2jzN5yWatpZAmw&no=zBh5Nj9NqpUyl0nCT9XlgA
25. Hançer, A.H., Şensoy, Ö., ve Yıldırım, H.İ. (2003). An evaluation about the importance of contemporary science education at elementary schools and how this kind of science teaching must be. Pamukkale University Journal of Education, 13(13), 80-88. https://dergipark.org.tr/en/pub/pauefd/issue/11130/133116
26. Hsiao, H. S., Chang, C. S., Lin, C. Y., ve Wang, Y. Z. (2016). Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223, https://doi.org/10.1080/10494820.2013.834829
27. Huang, T.C., Chen, C.C., ve Chou, Y.W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82. https://doi.org/10.1016/j.compedu.2016.02.008
28. Ibanez, M.B., Di Serio, A., Villaran, D., ve Kloos, C.D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. https://doi.org/10.1016/j.compedu.2013.09.004
29. Ivanova, M., ve Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology. International Journal on New Computer Architectures and Their Applications, 1(1), 176-184. http://sdiwc.net/ijncaa/previous-issue-(vol.-1,-no.-1)
30. Johnson, R. B., ve Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational researcher, 33(7), 14-26. http://dx.doi.org/10.3102/0013189X033007014
31. Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., ve Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probe ware with environmental education field trips. Computers ve Education, 68, 545–556. https://doi.org/10.1016/j.compedu.2013.02.018
32. Kesim, M., ve Özarslan, Y. (2012). Augmented reality in education: current technologies and the potential for education. Procedia- Social and Behavioral Science, 47, 297-302. https://doi.org/10.1016/j.sbspro.2012.06.654
33. Klopfer, E., ve Squire, K. (2008). Environmental Detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. https://doi.org/10.1007/s11423-007-9037-6
34. Klopfer, E., ve Yoon, S. (2005). Developing games and simulations for today and tomorrow’s tech savvy youth. TechTrends, 49(3), 41-49. https://doi.org/10.1007/BF02763645
35. Korkmaz, H., ve Kaptan, F. (2001). The effects of project-based learning on elementary school students' academic achievement, academic self-concepts and study time in science education. Hacettepe University Journal of Education, 20, 193-200, http://www.efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/933-published.pdf
36. Kul, S. (2014). Interpretation of statistical results: what is p value and confidence interval? Plevra Bülteni, 8(1), 11. https://www.proquest.com/docview/1511121053?parentSessionId=9U%2ByM0nw9NIBwp%2FFWmD%2FLH604cTnqRJWFbTGYJilx6s%3D
37. Küçük, S., Kapakin, S., ve Göktaş, Y. (2015). Medical Faculty Students’ Views on Anatomy Learning via Mobile Augmented Reality Technology. Journal of Higher Education and Science, 5(3), 316-323. DOI: 10.5961/jhes.2015.133
38. Kye, B., ve Kim, Y. (2008). Investigation of the relationships between media characteristics, presence, flow, and learning effects in augmented reality based learning. International Journal for Education Media and Technology, 2(1), 4-14. https://jaems.jp/contents/icomej/vol2/IJEMT2.4-14.pdf
39. Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13- 21. https://doi.org/10.1007/s11528-012-0559-3
40. Matcha, W., ve Rambli, D. R. A. (2013). Exploratory study on collaborative interaction through the use of augmented reality in science learning. Procedia computer science, 25, 144-153. https://doi.org/10.1016/j.procs.2013.11.018
41. Milgram, P. ve Kishino, F. (1994). A Taxonomy of Mixed Realty Visual Displays. IEICE Transactions on Information Systems. 12, 1-15. https://cs.gmu.edu/~zduric/cs499/Readings/r76JBo-Milgram_IEICE_1994.pdf
42. Onbaşılı, Ü. İ. (2018). The Effect of Augmented Reality Practices on the Attitudes of Primary School Students Towards Augmented Reality Practices and Science Motivation isi. Ege Journal of Education, 19(1), 320-337. https://doi.org/10.12984/egeefd.390018
43. Önal, N. (2017). Do augmented reality education practices have an ımpact on primary school mathematics teacher candidates’ academic motivations? Journal of the Human and Social Science Researches, 5, 2847-2857. https://dergipark.org.tr/en/pub/itobiad/issue/31500/347510
44. Özarslan, Y. (2011). Enhancing Learning and Teaching with Augmented Reality: OptikAR Application. 5. International Computer & Instructional Technologies Symposium, Fırat Üniversitesi, Elazığ, 22-24. https://ab.org.tr/ab13/bildiri/155.pdf
45. Rambli, D. R. A., Matcha, W. ve Sulaiman, S. (2013). Fun learning with AR alphabet book for preschool children. Procedia Computer Science, 25, 211–219. https://doi.org/10.1016/j.procs.2013.11.026
46. Sabah, L., ve Şimşek, M. (2018). Spatial Mobile Campus Information System via Augmented Reality Methods. Duzce University Journal of Science and Technology, 6(3), 637-649.
47. Saygıner, Ş., ve Seferoğlu, S. S. (2017). Eğitim ortamlarında kullanılan artırılmış gerçeklik yazılımları: karşılaştırmalı bir inceleme. 1. International Educational Technologies Symposium, Sivas, 1-33. https://yunus.hacettepe.edu.tr/~sadi/yayin/UETS2017_Sayginer-Seferoglu_ArtirilmisGerceklik.pdf
48. Sommerauer, P., ve Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68. https://doi.org/10.1016/j.compedu.2014.07.013
49. Squire, K.D., ve 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. https://doi.org/10.1007/s10956-006-9037-z
50. Şentürk, M. (2018). The investigation with solomon four-group design on the effect of using mobile augmented reality(ar) applications in the unit titled “solar system and beyond” in the seventh-grade on the students’ academic success, motivation, sicence and technology attitude (Master's Thesis). Kocaeli University Institute of Science and Technology, Kocaeli. https://acikbilim.yok.gov.tr/handle/20.500.12812/415844
51. Winkler, T., Herczeg, M., ve Kritzenberger, H. (2002). Mixed reality environments as collaborative and constructive learning spaces for elementary school children. In World Conference on Educational Multimedia, Hypermedia and Telecommunications, EFF-089 (1), 1034-1039. https://files.eric.ed.gov/fulltext/ED477046.pdf
52. Yuen, S., Gallayanee, G., ve Johnson, E. (2011). Augmented Reality: An Overview and Five Directions for AR in Education. Journal of Educational Technology Development and Exchange (JETDE), 4(1), 119-140. https://doi.org/10.18785/jetde.0401.10