Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2022, Cilt: 9 Sayı: 6, 192 - 205, 01.11.2022
https://doi.org/10.17275/per.22.135.9.6

Öz

Kaynakça

  • Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.
  • Alsadoon, H., & Alhussain, T. (2018). Faculty at Saudi Electronic University attitudes toward using augmented reality in education. Education and Information Technologies.
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1.1.30.4999
  • Azuma, R. (1999). The challenge of making augmented reality work outdoors. Mixed Reality: Merging Real and Virtual Worlds, 379–390.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.
  • Billinghurst, M., & Duenser, A. (2012). Augmented Reality in the Classroom. Computer, 45(7), 56–63.
  • Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15.
  • Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505–517.
  • Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544.
  • Cai, S., Chiang, F.-K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778–791.
  • Chang, H. Y., Hsu, Y. S., Wu, H. K., & Tsai, C. C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40(12), 1410–1431.
  • Chang, S., & Hwang, G. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239.
  • Chen, C.-C., & Chen, C.-Y. (2018). Exploring the effect of learning styles on learning achievement in a u-Museum. Interactive Learning Environments, 26(5), 664–681.
  • Chen, C.-H., Chou, Y.-Y., & Huang, C.-Y. (2016). An augmented-reality-based concept map to support mobile learning for science. The Asia-Pacific Education Researcher, 25(4), 567–578.
  • Chen, Y.-H., & Wang, C.-H. (2018). Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments. Interactive Learning Environments, 26(5), 695–708.
  • Cheng, K.-H. (2018). Surveying students’ conceptions of learning science by augmented reality and their scientific epistemic beliefs. Journal of Mathematics, Science and Technology Education, 14(4), 1147–1159.
  • Chien, Y. C., Su, Y. N., Wu, T. T., & Huang, Y. M. (2019). Enhancing students’ botanical learning by using augmented reality. Universal Access in the Information Society, 18(2), 231-241.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th Ed.). London: Routledge Falmer.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Dunleavy, 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, 18(1), 7–22.
  • Ferrer-Torregrosa, J., Torralba, J., Jimenez, M. A., Garc\’ia, S., & Barcia, J. M. (2014). ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. Journal of Science Education and Technology, 24(1), 119–124.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Gun, E. T., & Atasoy, B. (2017). The effects of augmented reality on elementary school students’ spatial ability and academic achievement. Education and Science, 42(191), 31–51.
  • Hincapie, M., Diaz, C., Valencia, A., Contero, M., & Güemes-Castorena, D. (2021). Educational applications of augmented reality: A bibliometric study. Computers & Electrical Engineering, 93, 107289.
  • Huang, T.-C., Chen, C.-C., & 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.
  • Huang, Y., Li, H., & Fong, R. (2016). Using augmented reality in early art education: A case study in Hong Kong kindergarten. Early Child Development and Care, 186(6), 879–894.
  • Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.
  • 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, 68, 545–556.
  • Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27(3), 339–345.
  • Ke, F., & Hsu, Y.-C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33–41.
  • Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3–4), 163–174.
  • Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411–421.
  • Laine, T. H., Nygren, E., Dirin, A., & Suk, H.-J. (2016). Science Spots AR: a platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507–531.
  • Lin, H.-C. K., Chen, M.-C., & Chang, C.-K. (2015). Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interactive Learning Environments, 23(6), 799–810.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications.
  • Montoya, M. H., Díaz, C. A., & Moreno, G. A. (2017). Evaluating the effect on user perception and performance of static and dynamic contents deployed in augmented reality based learning application. EURASIA Journal of Mathematics, Science & Technology Education, 13(2), 301–317.
  • Muliyati, D., Bakri, F., & Ambarwulan, D. (2019). The design of sound wave and optic marker for physics learning based-on augmented reality technology. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012012). IOP Publishing.
  • Muñoz-Cristóbal, J. A., P., L. P., A.-P., J. I., Martínez-Monés, A., Jorrín-Abellán, & I. M., & Dimitriadis, Y. (2014). Deploying learning designs across physical and web spaces: Making pervasive learning affordable for teachers. Pervasive and Mobile Computing, 14, 31–46.
  • Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189.
  • Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology - TOJET, 12(4), 19–28.
  • Rasimah, C. M. Y., Ahmad, A., & Zaman, H. B. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8), 1369–1387.
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (p. 8--pp).
  • Shelton, B. E., & Stevens, R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. In Proceedings of the 6th international conference for the learning sciences. Lawrence Erlbaum & Associates, Mahweh, NJ.
  • Sırakaya, M., & Alsancak Sırakaya, D. (2018). Trends in educational augmented reality studies: a systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60–74.
  • Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Multi-viewpoint smartphone AR-based learning system for astronomical observation. International Journal of Computer Theory and Engineering, 6(5), 396–400.
  • Timur, B., & Özdemir, M. (2018). Teachers’ views on the use of augmented reality environments in science education. International Journal Of Turkish Education Sciences, 6(10), 62–75.
  • Ulusoy, Ç., & Eryilmaz, S. (2015). Examining pre-service teachers’ opinions regarding to augmented reality learning. Gazi University Journal of Gazi Educational Faculty, 34(3), 403–413.
  • Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2018). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing, 9(5), 1391–1402.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
  • Yang, S., Mei, B., & Yue, X. (2018). Mobile augmented reality assisted chemical education: insights from elements 4D. Journal of Chemical Education, 95(6), 1060−1062.
  • Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240–248.
  • Zhang, J., Sung, Y.-T., Hou, H.-T., & Chang, K.-E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188.

A case study: what attracts teachers to augmented reality

Yıl 2022, Cilt: 9 Sayı: 6, 192 - 205, 01.11.2022
https://doi.org/10.17275/per.22.135.9.6

Öz

This study aimed to identify the reasons why teachers are interested in augmented reality (AR) technology. AR is a technology that allows simultaneous enrichment of real-world images with virtual objects. AR is used at all levels of education from preschool to graduate school. The teachers who liked the Facebook page were sent the online survey via a message. 205 teachers who responded voluntarily to the questionnaire constituted the study group. Criterion sampling method, which is a purposeful sampling method, was used in the research. Case study design which is one of the qualitative research methods was used in this research. To ensure the reliability of the study, the coding process was conducted by the first researcher and another domain expert, and the codes were cross-checked. The results of the study showed that the reasons teachers are interested in AR were classified under three themes: educational benefit (teaching more effective lessons, attracting students' attention to lessons, enriching the content of the course, facilitating easier understanding of subjects, ensuring more permanent learning, making lessons more fun were attractive for teachers), professional development (follow current educational technologies, develop specialized course materials, share what they know with other teachers, use this information with other subjects) and personal development (learning new things, benefit from academic studies, prepare projects).

Kaynakça

  • Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.
  • Alsadoon, H., & Alhussain, T. (2018). Faculty at Saudi Electronic University attitudes toward using augmented reality in education. Education and Information Technologies.
  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1.1.30.4999
  • Azuma, R. (1999). The challenge of making augmented reality work outdoors. Mixed Reality: Merging Real and Virtual Worlds, 379–390.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology & Society, 17(4), 133.
  • Billinghurst, M., & Duenser, A. (2012). Augmented Reality in the Classroom. Computer, 45(7), 56–63.
  • Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15.
  • Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students’ flow experiences during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6), 505–517.
  • Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536–544.
  • Cai, S., Chiang, F.-K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778–791.
  • Chang, H. Y., Hsu, Y. S., Wu, H. K., & Tsai, C. C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40(12), 1410–1431.
  • Chang, S., & Hwang, G. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239.
  • Chen, C.-C., & Chen, C.-Y. (2018). Exploring the effect of learning styles on learning achievement in a u-Museum. Interactive Learning Environments, 26(5), 664–681.
  • Chen, C.-H., Chou, Y.-Y., & Huang, C.-Y. (2016). An augmented-reality-based concept map to support mobile learning for science. The Asia-Pacific Education Researcher, 25(4), 567–578.
  • Chen, Y.-H., & Wang, C.-H. (2018). Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments. Interactive Learning Environments, 26(5), 695–708.
  • Cheng, K.-H. (2018). Surveying students’ conceptions of learning science by augmented reality and their scientific epistemic beliefs. Journal of Mathematics, Science and Technology Education, 14(4), 1147–1159.
  • Chien, Y. C., Su, Y. N., Wu, T. T., & Huang, Y. M. (2019). Enhancing students’ botanical learning by using augmented reality. Universal Access in the Information Society, 18(2), 231-241.
  • Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education (5th Ed.). London: Routledge Falmer.
  • Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
  • Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557-569.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Dunleavy, 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, 18(1), 7–22.
  • Ferrer-Torregrosa, J., Torralba, J., Jimenez, M. A., Garc\’ia, S., & Barcia, J. M. (2014). ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. Journal of Science Education and Technology, 24(1), 119–124.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.
  • Gun, E. T., & Atasoy, B. (2017). The effects of augmented reality on elementary school students’ spatial ability and academic achievement. Education and Science, 42(191), 31–51.
  • Hincapie, M., Diaz, C., Valencia, A., Contero, M., & Güemes-Castorena, D. (2021). Educational applications of augmented reality: A bibliometric study. Computers & Electrical Engineering, 93, 107289.
  • Huang, T.-C., Chen, C.-C., & 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.
  • Huang, Y., Li, H., & Fong, R. (2016). Using augmented reality in early art education: A case study in Hong Kong kindergarten. Early Child Development and Care, 186(6), 879–894.
  • Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.
  • 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, 68, 545–556.
  • Kaufmann, H., & Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality. Computers & Graphics, 27(3), 339–345.
  • Ke, F., & Hsu, Y.-C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33–41.
  • Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3–4), 163–174.
  • Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411–421.
  • Laine, T. H., Nygren, E., Dirin, A., & Suk, H.-J. (2016). Science Spots AR: a platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507–531.
  • Lin, H.-C. K., Chen, M.-C., & Chang, C.-K. (2015). Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interactive Learning Environments, 23(6), 799–810.
  • Miles, M. B., & Huberman, M. A. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage Publications.
  • Montoya, M. H., Díaz, C. A., & Moreno, G. A. (2017). Evaluating the effect on user perception and performance of static and dynamic contents deployed in augmented reality based learning application. EURASIA Journal of Mathematics, Science & Technology Education, 13(2), 301–317.
  • Muliyati, D., Bakri, F., & Ambarwulan, D. (2019). The design of sound wave and optic marker for physics learning based-on augmented reality technology. In Journal of Physics: Conference Series (Vol. 1318, No. 1, p. 012012). IOP Publishing.
  • Muñoz-Cristóbal, J. A., P., L. P., A.-P., J. I., Martínez-Monés, A., Jorrín-Abellán, & I. M., & Dimitriadis, Y. (2014). Deploying learning designs across physical and web spaces: Making pervasive learning affordable for teachers. Pervasive and Mobile Computing, 14, 31–46.
  • Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5 Pt 2), 1189.
  • Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology - TOJET, 12(4), 19–28.
  • Rasimah, C. M. Y., Ahmad, A., & Zaman, H. B. (2011). Evaluation of user acceptance of mixed reality technology. Australasian Journal of Educational Technology, 27(8), 1369–1387.
  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. In Augmented Reality Toolkit, The First IEEE International Workshop (p. 8--pp).
  • Shelton, B. E., & Stevens, R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. In Proceedings of the 6th international conference for the learning sciences. Lawrence Erlbaum & Associates, Mahweh, NJ.
  • Sırakaya, M., & Alsancak Sırakaya, D. (2018). Trends in educational augmented reality studies: a systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60–74.
  • Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Multi-viewpoint smartphone AR-based learning system for astronomical observation. International Journal of Computer Theory and Engineering, 6(5), 396–400.
  • Timur, B., & Özdemir, M. (2018). Teachers’ views on the use of augmented reality environments in science education. International Journal Of Turkish Education Sciences, 6(10), 62–75.
  • Ulusoy, Ç., & Eryilmaz, S. (2015). Examining pre-service teachers’ opinions regarding to augmented reality learning. Gazi University Journal of Gazi Educational Faculty, 34(3), 403–413.
  • Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2018). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of Ambient Intelligence and Humanized Computing, 9(5), 1391–1402.
  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.
  • Yang, S., Mei, B., & Yue, X. (2018). Mobile augmented reality assisted chemical education: insights from elements 4D. Journal of Chemical Education, 95(6), 1060−1062.
  • Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240–248.
  • Zhang, J., Sung, Y.-T., Hou, H.-T., & Chang, K.-E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Mustafa Sırakaya 0000-0002-7964-4399

Didem Alsancak Sırakaya

Yayımlanma Tarihi 1 Kasım 2022
Kabul Tarihi 27 Temmuz 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 6

Kaynak Göster

APA Sırakaya, M., & Alsancak Sırakaya, D. (2022). A case study: what attracts teachers to augmented reality. Participatory Educational Research, 9(6), 192-205. https://doi.org/10.17275/per.22.135.9.6