Araştırma Makalesi
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Augmented reality applications: A Meta-analysis and thematic analysis

Yıl 2019, Cilt: 8 Sayı: 4, 276 - 297, 31.10.2019
https://doi.org/10.19128/turje.581424

Öz

The purpose of this study
is to determine the effect of augmented reality (AR) applications on academic
success through meta-analytic and thematic analysis. 51 items from 45 studies
conducted between 2013 and 2019 were examined in different databases on the
effect size of AR in relation on academic success, education level, and
duration of the application. The effect size was found to exist at a medium
level, considered to be significant which means that AR has positive effect on
academic success. In terms of thematic analysis, with reference to common codes
and themes found in qualitative studies conducted both nationally and
internationally, qualitative findings were obtained. An emphasis on the effect
of AR on learning, class environment and affective dimensions was made,
together with a consideration of some limitations. It was stated that learning
environments could be arranged in such a way that students could be motivated
through the use of AR, leading to permanent and solid learning. Therefore,
careful and planned use of AR can be said to encourage success.

Kaynakça

  • *(References with an asterisk (*) indicate studies included in the meta‐analysis.)
  • *Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akbaş, M. F., & Güngör, C. (2017). A survey on marker-based tracking systems in augmented reality and design of multi-layer marker model. Dokuz Eylul University-Faculty of Engineering Journal of Science and Engineering, 19(56), 599-619.
  • *Akçayır, M. (2016). The effect of augmented reality applications on university students’ laboratory skills, attitudes and task loads. (Unpublished doctoral dissertation), Gazi University, Ankara.
  • Akçayır, G. (2018). The effect of augmented reality in education: A meta-analysis and systematic literature review. (Unpublished doctoral dissertation), Gazi University, Ankara.
  • *Akkuş, İ. (2016). Effects of augmented reality applications on mechanical engineering freshmen’s level of academic achievement and spatial ability in computer aided technical drawing. (Unpublished master's dissertation), Inonu University, Malatya.
  • Alcañiz, M., Contero, M., Perez-Lopez, D. C., & Ortega, M. (2010). Augmented reality technology for education. In New Achievements in Technology, Education and Development. Edited by S. Soomro. New York: IntechOpen, 247-256.
  • Amo, I. F., Erkoyuncu, J. A., Roy, R., Palmarini, R., & Onoufriou, D. (2018). A systematic review of augmented reality content-related techniques for knowledge transfer in maintenance applications. Computers in Industry, 103, 47-71. DOI: 10.1016/j.compind.2018.08.007.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
  • Azuma, R. T. (1999). The challenge of making augmented reality work outdoors. Mixed Reality: Merging Real and Virtual Worlds, Yuichi Ohta and Hideyuki Tamura (ed.) 379–390.
  • *Babur, A. (2016). The effects of using of augmented reality, simulation and real object on learning achievements, motivation and psychomotor performance. (Unpublished doctoral dissertation), Sakarya University, Sakarya.
  • *Bal, E., & Bicen, H. (2016). Computer hardware course application through augmented reality and QR code integration: Achievement levels and views of students. Procedia Computer Science, 102, 267-272.
  • Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical Endoscopy, 30(10), 4174-4183. DOI: 10.1007/s00464-016-4800-6.
  • Batdı, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17, 2057–2092. DOI:10.12738/estp.2017.6.0104
  • Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory and Practice, 15(6), 1459-1470. DOI:10.12738/estp.2015.6.0156
  • *Baysan, E. (2015). The impact of augmented reality book (AR-Book) usage on the students’ academic achievements and students’ reviews on it. (Unpublished master’s dissertation), Gazi University, Ankara.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  • Billinghurst, M., & Dunser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56-63.
  • *Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Computers in Human Behavior, 95, 126-135.
  • *Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856-865.
  • Cardos¸ R. A. I, David, O. A., & David, D. O. (2017). Virtual reality exposure therapy in flight anxiety: A quantitative meta-analysis. Computers in Human Behavior, 72, 371-380.
  • *Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
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Artırılmış gerçeklik uygulamaları: Bir meta-analiz ve tematik analiz

Yıl 2019, Cilt: 8 Sayı: 4, 276 - 297, 31.10.2019
https://doi.org/10.19128/turje.581424

Öz

Bu araştırmanın amacı
artırılmış gerçeklik uygulamalarının akademik başarıya etkisini meta-analitik
ve meta-tematik yöntemlerle belirlemektir. Bu bağlamda, artırılmış gerçeklik
ile ilgili 2013-2019 yılları arasında yapılmış ve çeşitli veri tabanlarından
tarama sonucunda ulaşılan 45 çalışmadaki 51 verinin başarı üzerindeki etki
büyüklüğü ile öğretim kademesi ve uygulama süresi bağlamında da incelenmiştir.
Etki büyüklüğü orta düzeyde bulunarak anlamlı ve etkili bulunmuştur. Bu bulgu
artırılmış gerçekliğin akademik başarı üzerindeki etkisinin olumlu yönde etkili
olduğunu göstermektedir. Diğer yandan araştırmanın meta-tematik analizi için
yine ulusal ve uluslararası alanda, nitel yönlü çalışmaların ortak kod ve temalarından
alıntılar yapılarak nitel bulgulara ulaşılmıştır. Artırılmış gerçekliğin
öğrenme/sınıf ortamına, duyuşsal boyuta etkisi ile birtakım sınırlılıkların
olduğu vurgulanmıştır. Öğrenme ortamlarının artırılmış gerçeklik ile motive
eden, kalıcılık sağlayan şekilde düzenlenebileceği, somut öğrenmelerin
gerçekleşebileceği ifade edilmiştir. Bu nedenle dikkatli ve planlı artırılmış
gerçeklik kullanımının, beraberinde başarıyı getirebileceği belirtilebilir.

Kaynakça

  • *(References with an asterisk (*) indicate studies included in the meta‐analysis.)
  • *Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akbaş, M. F., & Güngör, C. (2017). A survey on marker-based tracking systems in augmented reality and design of multi-layer marker model. Dokuz Eylul University-Faculty of Engineering Journal of Science and Engineering, 19(56), 599-619.
  • *Akçayır, M. (2016). The effect of augmented reality applications on university students’ laboratory skills, attitudes and task loads. (Unpublished doctoral dissertation), Gazi University, Ankara.
  • Akçayır, G. (2018). The effect of augmented reality in education: A meta-analysis and systematic literature review. (Unpublished doctoral dissertation), Gazi University, Ankara.
  • *Akkuş, İ. (2016). Effects of augmented reality applications on mechanical engineering freshmen’s level of academic achievement and spatial ability in computer aided technical drawing. (Unpublished master's dissertation), Inonu University, Malatya.
  • Alcañiz, M., Contero, M., Perez-Lopez, D. C., & Ortega, M. (2010). Augmented reality technology for education. In New Achievements in Technology, Education and Development. Edited by S. Soomro. New York: IntechOpen, 247-256.
  • Amo, I. F., Erkoyuncu, J. A., Roy, R., Palmarini, R., & Onoufriou, D. (2018). A systematic review of augmented reality content-related techniques for knowledge transfer in maintenance applications. Computers in Industry, 103, 47-71. DOI: 10.1016/j.compind.2018.08.007.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
  • Azuma, R. T. (1999). The challenge of making augmented reality work outdoors. Mixed Reality: Merging Real and Virtual Worlds, Yuichi Ohta and Hideyuki Tamura (ed.) 379–390.
  • *Babur, A. (2016). The effects of using of augmented reality, simulation and real object on learning achievements, motivation and psychomotor performance. (Unpublished doctoral dissertation), Sakarya University, Sakarya.
  • *Bal, E., & Bicen, H. (2016). Computer hardware course application through augmented reality and QR code integration: Achievement levels and views of students. Procedia Computer Science, 102, 267-272.
  • Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical Endoscopy, 30(10), 4174-4183. DOI: 10.1007/s00464-016-4800-6.
  • Batdı, V. (2017). The effect of multiple intelligences on academic achievement: A meta-analytic and thematic study. Educational Sciences: Theory & Practice, 17, 2057–2092. DOI:10.12738/estp.2017.6.0104
  • Batdı, V., & Batdı, H. (2015). Effect of creative drama on academic achievement: A meta-analytic and thematic analysis. Educational Sciences: Theory and Practice, 15(6), 1459-1470. DOI:10.12738/estp.2015.6.0156
  • *Baysan, E. (2015). The impact of augmented reality book (AR-Book) usage on the students’ academic achievements and students’ reviews on it. (Unpublished master’s dissertation), Gazi University, Ankara.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
  • Billinghurst, M., & Dunser, A. (2012). Augmented reality in the classroom. Computer, 45(7), 56-63.
  • *Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Computers in Human Behavior, 95, 126-135.
  • *Cai, S., Chiang, F. K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856-865.
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Toplam 102 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Veli Batdı 0000-0002-7402-3251

Tarık Talan 0000-0002-5371-4520

Yayımlanma Tarihi 31 Ekim 2019
Kabul Tarihi 25 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 8 Sayı: 4

Kaynak Göster

APA Batdı, V., & Talan, T. (2019). Augmented reality applications: A Meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276-297. https://doi.org/10.19128/turje.581424

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