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Gerçeklik ve Sanallik Arasında: Çocuklara İngilizce Öğretiminde Artırılmış Gerçeklik

Yıl 2019, Sayı: 41, 356 - 364, 01.02.2019

Öz

Teknoloji, insan yaşamının eğitim dâhil her alanında etkisini göstermektedir. Teknolojide meydana gelen sürekli değişimler eğitim alanına yenilikler sunmaktadır. Web 2.0 teknolojisinin ve elektronik araçların entegre edilmesi bilgisayar destekli eğitim ve mobil destekli eğitim gibi teknoloji tabanlı tasarımlarını gelişmesine katkı sağlamıştır. Özellikle son yirmi senede ivme kazanan bir kavram olan Artırılmış Gerçeklik AG , genel olarak eğitimde ve özellikle de dil eğitiminde kullanılacak teknolojik gelişmelerden biri olmuştur. Bu teknoloji gerçekliğin ve sanallığın bir birleşimini sunmakta ve dolayısıyla her iki ögenin de avantajlı yanlarını sunmaktadır. Dil eğitimi göz önüne bulundurulduğunda, AG çocuklara dil öğretiminin önemli bir konu olduğu ilkokul seviyesi de dâhil her eğitim seviyesinde kullanılabilir. Bu çalışma, Artırılmış Gerçeklik ve çocuklara İngilizce öğretimi alan yazınına bağlı kalarak, AG teknolojisinin çocuklara yabancı dil öğretiminde kullanılması konusunu ele almayı amaçlamaktadır. Çalışma, AG kavramının mevcut tanımlarını verirken ilgili alan yazını da sunmaktadır. AG teknolojisinin çocuklara yabancı dil öğretimindeki muhtemel avantaj ve dezavantajlarından da bahsedilmiştir. Muhtemel avantajlar, çoklu zekânın içerilmesi; dili gözlemleyerek ve deneyimleyerek öğrenme; dil performansı ve başarısındaki artış; dille, öğretmenle ve diğer öğrencilerle iletişim; bireysel öğrenme ve motivasyon. Dezavantajlar, kullanılırlık ve uygulanabilirlik; teknik sorunlar; eğitim yetersizliği ve yalnızlaşma riskini içermektedir. Çalışma, çocuk yaştaki öğrencilerin özelliklerini değerlendirerek AG teknolojisinin dil sınıflarında etkili bir şekilde uygulanması yönünde bazı pedagojik önerilerle sonuçlandırılmıştır.

Kaynakça

  • Akçayır, M. & Akçayır, G. (2017). “Advantages and Challenges Associated with Augmented Reality for Education: A Systematic Review of the Literature”, Educational Research Review, no: 20, p. 1-11. http://dx.doi.org/10.1016/j.edurev.2016.11.002.
  • Azuma, R. T. (1997). “A Survey of Augmented Reality”, Teleoperators and Virtual Environments, no: 6, p. 355-385.
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). “Recent Advances in Augmented Reality”, IEEE Computer Graphics and Applications, 21 (6): 34-47.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). “Augmented Reality Trends in Education: A Systematic Review of Research And Applications”, Educational Technology & Society, 17 (4): 133-149.
  • Bajura, M., Fuchs, H., & Ohbuchi, R. (1992). “Merging Virtual Objects with the Real World: Seeing Ultrasound Imagery within the Patient”, Communications of the ACM, 36 (7): 52-62. In Proceedings of SIGGRAPH ’92 (pp. 203-210). New York: ACM Press.
  • Becker, C. & Ross, J. (2016). “An Approach to Creative Speaking Activities in the Young Learners’ Classroom”, Education Inquiry, 7 (1): 9-26.
  • Behzadan, A., Dong, S., & Kamat, V. (2015). “Augmented Reality Visualization: A Review of Civil Infrastructure System Applications”, Advanced Engineering Informatics, no: 29, p. 252-267. http://dx.doi.org/10.1016/j.aei.2015.03.005.
  • Bekleyen, N. (2011). “Can I Teach English to Children? Turkish Pre-Service Teacher Candidates and Very Young Learners”, Journal of Early Childhood Teacher Education, 32 (3): 256-265. DOI: 10.1080/10901027.2011.594700.
  • Billinghurst, M., Kato, H., & Poupyrev, I. (2001). “Collaboration with Tangible Augmented Reality Interfaces”, HCI International, no: 1, p. 5-10.
  • Bryan, V. (2015). “Self-Directed Learning and Technology”, The Education Digest, 80 (6): 42-44.
  • Cabero, J. & Barroso, J. (2016). “The Educational Possibilities of Augmented Reality”, New Approaches in Educational Research, 5 (1): 44-50. DOI: 10.7821/naer.2016.1.140.
  • Caudell, T. P., & Mizell, D. W. (1992). “Augmented reality: An application of heads-up display technology to manual manufacturing processes”. In Proceedings of the twenty-fifth Hawaii international conference on system sciences.
  • Chang, K.-E., Chang, C.-T., Hou, H.-T., Sung, Y.-T., Chao, H.-L., & Lee, C.-M. (2014). “Development and Behavioral Pattern Analysis of a Mobile Guide System with Augmented Reality for Painting Appreciation Instruction in an Art Museum”, Computers & Education, no: 71, p. 185-197.
  • 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.
  • Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J. (2014a). “An Augmented Reality-Based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities”, Educational Technology & Society, 17 (4): 352-365.
  • Chiang, T., Yang, S., & Hwang, G. (2014b). “Students' Online Interactive Patterns in Augmented Reality-Based Inquiry Activities”, Computers & Education, no: 78, p. 97-108. http://dx.doi.org/10.1016/j.compedu.2014.05.006.
  • Cuendet, Bonnard, Do-Lenh and Dillernbourg (2013)-
  • Dalim, C., Dey, A., & Piumsomboon, T. (2016). “TeachAR: An interactive augmented reality tool for teaching basic English to non-native children”, IEEE International Symposium on Mixed and Augmented Reality Adjunct Proceedings, 82-86. DOI 10.1109/ISMAR-Adjunct.2016.39.
  • Dede, C. (2009). “Immersive Interfaces for Engagement and Learning”, Science, 323 (5910): 66-69.
  • Di Serio, A., Ibáñez, M., & Kloos, C. (2013). “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course”, Computers & Education, no: 68, p. 586-596. doi:10.1016/j.compedu.2012.03.002.
  • Dita, A. (2016). “A Foreign Language Learning Application Using Mobile Augmented Reality”, Informatica Economică, 20 (4): 76-87. DOI: 10.12948/issn14531305/20.4.2016.08.
  • Dunleacy, M., Dede, C., & Mitchell, R. (2009). “Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning”, Journal of Science Education and Technology, no: 18, p. 7-22. DOI 10.1007/s10956-008-9119-1.
  • Engel, Gaby and Groot-Wilken, Bernd. (2007). “English in Primary Schools in North Rhine-Westphalia” (NRW). In Cidree report _ English in primary education in the Netherlands, North-Rhine Westphalia (NRW) and Norway, Gaby Engel, Bas Trimbos, Ion Drew and Bernd Groot-Wilken (eds.), http://www.cidree.org/publications/reports_and_studies.
  • Feiner, S., MacIntyre, B., & Seligmann, D. (1993). “Knowledge-Based Augmented Reality”, Communications of the ACM, 36 (7): 52-62.
  • Fernadez, M. (2017). “Augmented Virtual Reality: How to İmprove Education Systems”, Higher Learning Research Communications, 7 (1): 1-15.
  • Han, J., Jo, M., Hyun, E., & So, H. (2015). “Examining Young Children’s Perception toward Augmented Reality-Infused Dramatic Play”, Educational Technology Research and Development, no: 63, p. 455-474. DOI 10.1007/s11423-015-9374-9.
  • Gardner, Howard. Frames of Mind. New York, Basic Book Inc, 1983.
  • Graves, M., Baumann, J., Blachowicz, C., Manyak, P., Bates, A., Cieply, C., Davis, J., & von Gunten, H. (2014). “Words, Words Everywhere, but Which Ones Do We Teach?”, The Reading Teacher, 67 (5): 333-346.
  • Ho, S., Hsien, S., Sun, P., & Chen, C. (2017). “To Activate English Learning: Listen and Speak in Real Life Context with an AR Featured U-Learning System”, Journal of Educational Technology & Society, 20 (2): 176- 187.
  • Hsu, T. (2017). “Learning English with Augmented Reality: Do Learning Styles Matter?”, Computers & Education, 106, 137-149. http://dx.doi.org/10.1016/j.compedu.2016.12.007.
  • Huang, T., Chen, C., & Chou, Y. (2016). “Animating Eco-Education: To See, Feel, and Discover in an Augmented Reality-Based Experiential Learning Environment”, Computers & Education, no: 96, p. 72-82. http://dx.doi.org/10.1016/j.compedu.2016.02.008.
  • Hung, Y., Chen, C., & Huang, S. (2016). “Applying Augmented Reality to Enhance Learning: A Study of Different Teaching Materials”, Journal of Computer Assisted Learning, no: 33, p. 252-266. doi: 10.1111/jcal.12173.
  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., Dede, C. (2013). “EcoMOBILE: Integrating Augmented Reality and Probeware with Environmental Education Field Trips”, Computers & Education, no: 68, p. 545-556.
  • Kapp, C. & Balkun, M. (2011). “Teaching on the Virtuality Continuum: Augmented Reality in the Classroom”, The Journal of Inclusive Scholarship and Pedagogy, 22 (1): 100-113.
  • Kessler, G. (2017). “Technology and the Future of Language Teaching”, Foreign Language Annals, no: 51, p. 205-218. DOI: 10.1111/flan.12318.
  • Küçük, S., Yılmaz, R., & Göktaş, Y. (2014). “Augmented Reality for Learning English: Achievement, Attitude and Cognitive Load Levels of Students”, Education and Science, no: 39, p. 393-404. DOI: 10.15390/EB.2014.3595.
  • Lee, E. & Hannafin, M. (2016). “A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It”, Educational Technology Research and Development, 64 (4): 707-734.
  • Liu, P. & Chen, C. (2015). “Learning English Through Actions: A Study of Mobile-Assisted Language Learning”, Interactive Learning Environments, 23 (2): 158-171. https://doi.org/10.1080/10494820.2014.959976.
  • Liu, P. & Tsai, M. (2013). “Using Augmented-Reality-Based Mobile Learning Material in EFL English Composition: An Exploratory Case Study”, British Journal of Educational Technology, 44 (1): 1-4. DOI:10.1111/j.1467-8535.2012.01302.x.
  • Lu, S.-J., & Liu, Y.-C. (2015). “Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education”, Environmental Education Research, 21 (4): 525-541.
  • Moon, Jayne. Children learning English. Oxford, MacMillan Heinemann, 2000.
  • Palaigeorgiou, G., Politou, F., Tsirika, F., & Kotabasis, G. (2017). “FingerDetectives: Affordable augmented interactive miniatures for embodied vocabulary acquisition in second language learning.” In Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017, 523-530.
  • Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). “Mobile and Ubiquitous Learning in Higher Education Settings. A Systematic Review of Empirical Studies”, Computers in Human Behavior, no: 63, p. 490-501. http://dx.doi.org/10.1016/j.chb.2016.05.057.
  • Prosic-Santovac, D. (2016). “Popular Video Cartoons and Associated Branded Toys in Teaching English to Very Young Learners: A Case Study”, Language Teaching Research, 21 (5): 568-588. DOI: 10.1177/1362168816639758.
  • Radu, I. (2014). “Augmented Reality in Education: A Meta-Review and Cross-Media Analysis”, Personal and Ubiquitous Computing, no: 18, p. 1533-1543. DOI 10.1007/s00779-013-0747-y.
  • Richardson, D. (2016). “Exploring the Potential of a Location Based Augmented Reality Game for Language Learning”, International Journal of Game-Based Learning, 6 (3): 34-49. DOI: 10.4018/IJGBL.2016070103.
  • Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2017). “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 (2): 417-440. DOI 10.12973/eurasia.2017.00624a.
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In Between Reality and Virtuality: Augmented Reality in Teaching English to Young Learners

Yıl 2019, Sayı: 41, 356 - 364, 01.02.2019

Öz

Technology has exerted its effects in almost all areas of human life including education. The constant developments in technology have offered new designs to the field of education. The incorporation of Web 2.0 technology and electronic devices has paved the way for the development of such specific technology-based designs as computer-assisted learning and mobileassisted learning. As a concept gaining momentum especially in the last two decades, Augmented Reality AR is also involved in the continuum of technological developments which can be adopted in the educational arena in general and language education in particular. This technology presents the incorporation of reality and virtuality and; therefore, combines the advantageous sides of both spheres. Considering in language education, AR technology can be utilized in all educational levels involving the primary level where the issue of teaching language/s to young learners holds significance. Set on AR and TEYL literature, this study is intended to handle the AR technology in teaching English to young learners. The study presents related AR literature offering existing definitions of the concept. The possible advantages and disadvantages of AR integrated in TEYL are also presented. These possible advantages involve the reference of multiple intelligences; the possibility of learning the language by observing and exploring; enhancement in language performance and achievement; interaction with language, teachers and peers; self-learning and motivation. The disadvantages are about its usability and practicality; technical problems; lack of training and the risk of isolation. The study concludes with some pedagogical suggestions for the effective implementation of AR technology in young learner language classes referring to the characteristics of the particular profile

Kaynakça

  • Akçayır, M. & Akçayır, G. (2017). “Advantages and Challenges Associated with Augmented Reality for Education: A Systematic Review of the Literature”, Educational Research Review, no: 20, p. 1-11. http://dx.doi.org/10.1016/j.edurev.2016.11.002.
  • Azuma, R. T. (1997). “A Survey of Augmented Reality”, Teleoperators and Virtual Environments, no: 6, p. 355-385.
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). “Recent Advances in Augmented Reality”, IEEE Computer Graphics and Applications, 21 (6): 34-47.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). “Augmented Reality Trends in Education: A Systematic Review of Research And Applications”, Educational Technology & Society, 17 (4): 133-149.
  • Bajura, M., Fuchs, H., & Ohbuchi, R. (1992). “Merging Virtual Objects with the Real World: Seeing Ultrasound Imagery within the Patient”, Communications of the ACM, 36 (7): 52-62. In Proceedings of SIGGRAPH ’92 (pp. 203-210). New York: ACM Press.
  • Becker, C. & Ross, J. (2016). “An Approach to Creative Speaking Activities in the Young Learners’ Classroom”, Education Inquiry, 7 (1): 9-26.
  • Behzadan, A., Dong, S., & Kamat, V. (2015). “Augmented Reality Visualization: A Review of Civil Infrastructure System Applications”, Advanced Engineering Informatics, no: 29, p. 252-267. http://dx.doi.org/10.1016/j.aei.2015.03.005.
  • Bekleyen, N. (2011). “Can I Teach English to Children? Turkish Pre-Service Teacher Candidates and Very Young Learners”, Journal of Early Childhood Teacher Education, 32 (3): 256-265. DOI: 10.1080/10901027.2011.594700.
  • Billinghurst, M., Kato, H., & Poupyrev, I. (2001). “Collaboration with Tangible Augmented Reality Interfaces”, HCI International, no: 1, p. 5-10.
  • Bryan, V. (2015). “Self-Directed Learning and Technology”, The Education Digest, 80 (6): 42-44.
  • Cabero, J. & Barroso, J. (2016). “The Educational Possibilities of Augmented Reality”, New Approaches in Educational Research, 5 (1): 44-50. DOI: 10.7821/naer.2016.1.140.
  • Caudell, T. P., & Mizell, D. W. (1992). “Augmented reality: An application of heads-up display technology to manual manufacturing processes”. In Proceedings of the twenty-fifth Hawaii international conference on system sciences.
  • Chang, K.-E., Chang, C.-T., Hou, H.-T., Sung, Y.-T., Chao, H.-L., & Lee, C.-M. (2014). “Development and Behavioral Pattern Analysis of a Mobile Guide System with Augmented Reality for Painting Appreciation Instruction in an Art Museum”, Computers & Education, no: 71, p. 185-197.
  • 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.
  • Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J. (2014a). “An Augmented Reality-Based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities”, Educational Technology & Society, 17 (4): 352-365.
  • Chiang, T., Yang, S., & Hwang, G. (2014b). “Students' Online Interactive Patterns in Augmented Reality-Based Inquiry Activities”, Computers & Education, no: 78, p. 97-108. http://dx.doi.org/10.1016/j.compedu.2014.05.006.
  • Cuendet, Bonnard, Do-Lenh and Dillernbourg (2013)-
  • Dalim, C., Dey, A., & Piumsomboon, T. (2016). “TeachAR: An interactive augmented reality tool for teaching basic English to non-native children”, IEEE International Symposium on Mixed and Augmented Reality Adjunct Proceedings, 82-86. DOI 10.1109/ISMAR-Adjunct.2016.39.
  • Dede, C. (2009). “Immersive Interfaces for Engagement and Learning”, Science, 323 (5910): 66-69.
  • Di Serio, A., Ibáñez, M., & Kloos, C. (2013). “Impact of an Augmented Reality System on Students’ Motivation for a Visual Art Course”, Computers & Education, no: 68, p. 586-596. doi:10.1016/j.compedu.2012.03.002.
  • Dita, A. (2016). “A Foreign Language Learning Application Using Mobile Augmented Reality”, Informatica Economică, 20 (4): 76-87. DOI: 10.12948/issn14531305/20.4.2016.08.
  • Dunleacy, M., Dede, C., & Mitchell, R. (2009). “Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning”, Journal of Science Education and Technology, no: 18, p. 7-22. DOI 10.1007/s10956-008-9119-1.
  • Engel, Gaby and Groot-Wilken, Bernd. (2007). “English in Primary Schools in North Rhine-Westphalia” (NRW). In Cidree report _ English in primary education in the Netherlands, North-Rhine Westphalia (NRW) and Norway, Gaby Engel, Bas Trimbos, Ion Drew and Bernd Groot-Wilken (eds.), http://www.cidree.org/publications/reports_and_studies.
  • Feiner, S., MacIntyre, B., & Seligmann, D. (1993). “Knowledge-Based Augmented Reality”, Communications of the ACM, 36 (7): 52-62.
  • Fernadez, M. (2017). “Augmented Virtual Reality: How to İmprove Education Systems”, Higher Learning Research Communications, 7 (1): 1-15.
  • Han, J., Jo, M., Hyun, E., & So, H. (2015). “Examining Young Children’s Perception toward Augmented Reality-Infused Dramatic Play”, Educational Technology Research and Development, no: 63, p. 455-474. DOI 10.1007/s11423-015-9374-9.
  • Gardner, Howard. Frames of Mind. New York, Basic Book Inc, 1983.
  • Graves, M., Baumann, J., Blachowicz, C., Manyak, P., Bates, A., Cieply, C., Davis, J., & von Gunten, H. (2014). “Words, Words Everywhere, but Which Ones Do We Teach?”, The Reading Teacher, 67 (5): 333-346.
  • Ho, S., Hsien, S., Sun, P., & Chen, C. (2017). “To Activate English Learning: Listen and Speak in Real Life Context with an AR Featured U-Learning System”, Journal of Educational Technology & Society, 20 (2): 176- 187.
  • Hsu, T. (2017). “Learning English with Augmented Reality: Do Learning Styles Matter?”, Computers & Education, 106, 137-149. http://dx.doi.org/10.1016/j.compedu.2016.12.007.
  • Huang, T., Chen, C., & Chou, Y. (2016). “Animating Eco-Education: To See, Feel, and Discover in an Augmented Reality-Based Experiential Learning Environment”, Computers & Education, no: 96, p. 72-82. http://dx.doi.org/10.1016/j.compedu.2016.02.008.
  • Hung, Y., Chen, C., & Huang, S. (2016). “Applying Augmented Reality to Enhance Learning: A Study of Different Teaching Materials”, Journal of Computer Assisted Learning, no: 33, p. 252-266. doi: 10.1111/jcal.12173.
  • Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., Dede, C. (2013). “EcoMOBILE: Integrating Augmented Reality and Probeware with Environmental Education Field Trips”, Computers & Education, no: 68, p. 545-556.
  • Kapp, C. & Balkun, M. (2011). “Teaching on the Virtuality Continuum: Augmented Reality in the Classroom”, The Journal of Inclusive Scholarship and Pedagogy, 22 (1): 100-113.
  • Kessler, G. (2017). “Technology and the Future of Language Teaching”, Foreign Language Annals, no: 51, p. 205-218. DOI: 10.1111/flan.12318.
  • Küçük, S., Yılmaz, R., & Göktaş, Y. (2014). “Augmented Reality for Learning English: Achievement, Attitude and Cognitive Load Levels of Students”, Education and Science, no: 39, p. 393-404. DOI: 10.15390/EB.2014.3595.
  • Lee, E. & Hannafin, M. (2016). “A Design Framework for Enhancing Engagement in Student-Centered Learning: Own It, Learn It, and Share It”, Educational Technology Research and Development, 64 (4): 707-734.
  • Liu, P. & Chen, C. (2015). “Learning English Through Actions: A Study of Mobile-Assisted Language Learning”, Interactive Learning Environments, 23 (2): 158-171. https://doi.org/10.1080/10494820.2014.959976.
  • Liu, P. & Tsai, M. (2013). “Using Augmented-Reality-Based Mobile Learning Material in EFL English Composition: An Exploratory Case Study”, British Journal of Educational Technology, 44 (1): 1-4. DOI:10.1111/j.1467-8535.2012.01302.x.
  • Lu, S.-J., & Liu, Y.-C. (2015). “Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education”, Environmental Education Research, 21 (4): 525-541.
  • Moon, Jayne. Children learning English. Oxford, MacMillan Heinemann, 2000.
  • Palaigeorgiou, G., Politou, F., Tsirika, F., & Kotabasis, G. (2017). “FingerDetectives: Affordable augmented interactive miniatures for embodied vocabulary acquisition in second language learning.” In Proceedings of the 11th European Conference on Games Based Learning, ECGBL 2017, 523-530.
  • Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). “Mobile and Ubiquitous Learning in Higher Education Settings. A Systematic Review of Empirical Studies”, Computers in Human Behavior, no: 63, p. 490-501. http://dx.doi.org/10.1016/j.chb.2016.05.057.
  • Prosic-Santovac, D. (2016). “Popular Video Cartoons and Associated Branded Toys in Teaching English to Very Young Learners: A Case Study”, Language Teaching Research, 21 (5): 568-588. DOI: 10.1177/1362168816639758.
  • Radu, I. (2014). “Augmented Reality in Education: A Meta-Review and Cross-Media Analysis”, Personal and Ubiquitous Computing, no: 18, p. 1533-1543. DOI 10.1007/s00779-013-0747-y.
  • Richardson, D. (2016). “Exploring the Potential of a Location Based Augmented Reality Game for Language Learning”, International Journal of Game-Based Learning, 6 (3): 34-49. DOI: 10.4018/IJGBL.2016070103.
  • Safar, A., Al-Jafar, A., & Al-Yousefi, Z. (2017). “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 (2): 417-440. DOI 10.12973/eurasia.2017.00624a.
  • Shea, A. (2014). “Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese”. Unpublished doctoral dissertation, Pepperdine University Education Department.
  • Shin, J. (2006). “Ten Helpful Ideas for Teaching English to Young Learners”, English Teaching Forum, no: 2, p. 2-13.
  • Sommerauer, P. & Müller, O. (2014). “Augmented Reality in Informal Learning Environments: A Field Experiment in a Mathematics Exhibition”, Computers & Education, no: 79, p. 59-68. http://dx.doi.org/10.1016/j.compedu.2014.07.013.
  • Sungkur, R., Panchoo, A., & Bhoyroo, N. (2016). “Augmented Reality, the Future of Contextual Mobile Learning”, Interactive Technology and Smart Education, 13 (2): 123-146. DOI 10.1108/ITSE-07-2015- 0017.
  • Tsou, W., Wang, W., & Li, H. (2002). “How Computers Facilitate English Foreign Language Learners Acquire English Abstract Words”, Computers & Education, 39 (4): 415-428. https://doi.org/10.1016/S0360- 1315(02)00078-7.
  • Vygotsky, Lev Semionovich. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press, 1978.
  • Walker, Z., McMahon, D., Rosenblatt, K., & Arner, T. (2017). “Beyond Pokémon: Augmented Reality Is a Universal Design for Learning Tool”, SAGE Open, p. 1-8. https://doi.org/10.1177/2158244017737815.
  • Wang, Y. & Liao, H. (2017). “Learning Performance Enhancement Using Computer-Assisted Language Learning by Collaborative Learning Groups”, Symmetry, 9 (8): 1-16. DOI.10.3390/sym9080141.
  • Wu, H., Lee, S., Chang, H., & Liang, J. (2013). “Current Status, Opportunities and Challenges of Augmented Reality in Education”, Computers & Education, no: 62, p. 41-49. http://dx.doi.org/10.1016/j.compedu.2012.10.024.
  • Wojciechowski, R., & Cellary, W. (2013). “Evaluation of Learners’ Attitude toward Learning in ARIES Augmented Reality Environments”, Computers & Education, no: 68, p. 570-585. DOI:10.1016/j.compedu.2013.02.014.
  • Yılmaz, R. & Göktaş, Y. (2017). “Using Augmented Reality Technology in Storytelling Activities: Examining Elementary Students’ Narrative Skill and Creativity”, Virtual Reality, no: 21, p. 75-89. DOI 10.1007/s10055- 016-0300-1.
  • Zarraonandia, T., Aedo, I., Díaz, P., & Montero, A. (2013). “An Augmented Lecture Feedback System to Support Learner and Teacher Communication”, British Journal of Educational Technology, 44 (4): 616-628.
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Research Article
Yazarlar

Ayşegül Takkaç Tulgar Bu kişi benim

Yayımlanma Tarihi 1 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 41

Kaynak Göster

APA Takkaç Tulgar, A. (2019). In Between Reality and Virtuality: Augmented Reality in Teaching English to Young Learners. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(41), 356-364.


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