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Otizm Spektrum Bozukluğu ve Zihin Yetersizliği Olan Bireylerle Gerçekleştirilmiş Artırılmış Gerçeklik Uygulamalarının İncelenmesi

Year 2021, Volume: 3 Issue: 1, 72 - 93, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0113

Abstract

Bu araştırmanın amacı alanyazında Otizm Spektrum Bozukluğu (OSB) ve Zihin Yetersizliği (ZY) olan bireylerle gerçekleştirilmiş artırılmış gerçeklik uygulamalarını betimsel olarak incelemektir. Bu amaç doğrultusunda OSB’li ve ZY’li bireylerle gerçekleştirilmiş artırılmış gerçeklik uygulamalarının etkililiklerini değerlendiren hakemli dergilerde yayımlanmış makaleler taranmıştır. Tarama sonucunda dâhil edilme kriterlerini karşılayan toplam 27 makale çalışmaya dahil edilmiştir. Ele alınan araştırmaların konu, katılımcı, yaş, yöntem, model, ortam, izleme, genelleme, uygulama güvenirliği, gözlemciler arası güvenirlik, sosyal geçerlik ve bulgular bölümleri incelenerek oluşturulan tabloda ilgili başlıklar altında verilmiştir. Araştırma sonunda ele alınan çalışmaların büyük çoğunluğu artırılmış gerçeklik uygulamalarının OSB’li ve ZY’li bireylerde kullanımının etkili olduğunu ortaya koymaktadır. Araştırma sonuçlarının ülkemizde özel gereksinimli bireylerle artırılmış gerçeklik konusuyla ilgili çalışma yapmayı planlayan araştırmacılara yol göstermesi beklenmektedir.

References

  • Asai, K., Kobayashi, H., & Kondo, T. (2005, July 5-8). Augmented instructions—A fusion of augmented reality and printed learning materials [Conference presentation]. Proceedings of the fifth IEEE international conference on advanced learning technologies (ICALT’05) Kaohsiung, Taiwan. http://dx.doi.org/10.1109/ICALT.2005.71
  • Bai, Z., Blackwell, A., & Colouris, G. (2015). Using augmented reality to elicit pretend play for children with autism. IEEE Transaction on Visualization and Computer Graphics, 21(5), 598–610. https://doi.org/10.1109 /TVCG.2014.2385092.
  • Baragash, R. S., Hosam Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single subject design studies. European Journal of Special Needs Education, 35(3), 382-397. http://dx.doi.org/10.1080/08856257.2019.1703548 Berenguer, C., Baixauli, I., Gómez, S.,, Andrés, M. E. P., & Stasio, S. D. (2020). Exploring the impact of augmented reality in children and adolescents with autism spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 17(17), 6143. http://dx.doi.org/10.3390/ijerph17176143
  • Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning. http://www.it.civil.aau.dk/it/education/reports/ar_edu.pdf
  • Brandão, J., Cunha, P., Vasconcelos, J., Carvalho, V., & Soares, F. (2015, June 10-12). An augmented reality gamebook for children with autism spectrum disorders [Conference presentation]. The International Conference on E-Learning in the Workplace. New York, USA.
  • Bridges, S. A., Robinson, O. P., Stewart, E. W., Kwon, D., & Mutua, K. (2020). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1) 3-14. https://doi.org/10.1177/0162643419836411
  • Bütün, M., Budak, V. Ö., Selçuk, M., Emre, İ. E., & Şimşek, İ. (2019). Eğitimde sanal gerçeklik uygulamalarında erişilebilirlik ve uyumluluk. Eğitim Teknolojisi Kuram ve Uygulama, 9(1), 251-275. https://doi.org/10.17943/etku.454758
  • Chang, Y. J., Kang, Y. S., & Huang, P. C. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34(10), 3049-3056. https://doi.org/10.1016/j.ridd.2013.06.026
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36, 396–403. https://doi.org/10.1016/j.ridd.2014.10.015
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. https://doi.org/10.1016/j.chb.2015.09.033
  • Chien, C.-H., Chen, C.-H., & Jeng, T.-S. (2010, March 17-19). An interactive augmented reality system for learning anatomy structure [Conference presentation]. Proceedings of the international multiconference of engineers and computer scientists (IMECS). Hong Kong. http://www.iaeng.org/publication/IMECS2010/
  • Cihak, D. F., Moore, E. J., Wright, R. E., McMahon, D. D., Melinda M. Gibbons, M. M., & Smith, C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. https://doi.org/10.1177/0162643416651724
  • Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. Morgan Kaufmann.
  • Gough, D., Oliver, S., & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions. A quick guide. Alliance for useful evidence. London.
  • Göksu, I., & Atıcı, B. (2013, May 13-15). Need for mobile learning: Technologies and opportunities [Conference presentation]. 13th International Educational Technology Conference, Kuala Lumpur, Malaysia. http://www.iet-c.net/publication_folder/ietc/ietc2013.pdf
  • Hosseini, E., & Foutohi-Ghazvini, F. (2016). Play therapy in augmented reality children with autism. Journal of Modern Rehabilitation, 10(3), 110-5.
  • Kang, Y.S., & Chang, Y.J. (2019). Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use. Journal of Applied Research in Intellectual Disabilities, 33(2), 409–419. https://doi.org/10.1111/jar.12683
  • Kellems, R. O., Charlton, C., Kversøy , K. S., & Gyori, M. (2020). Exploring the use of virtual characters (Avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3),48, 1-11. https://doi.org/10.3390/mti4030048
  • Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M.T., Aqle, A., Shah, A., & Salim, S.S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review. Institute of Electrical and Electronics Engineers, 8, 78779-78807.
  • Köse, H., & Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26, 1-16. https://doi.org/10.1007/s10639-020-10326-w
  • Lee, I-J., Chen, C-H., Wang, C., & Chung, C-H. (2018). Augmented reality plus concept map technique to teach children with ASD to use social cues when meeting and greeting. The Asia-Pacific Education Researcher, 27(3), 227-243. https://doi.org/10.1007/s40299-018-0382-5
  • Lee, I. J. (2020). Kinect-for-windows with augmented reality in an interactive roleplay system for children with an autism spectrum disorder. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2019.1710851
  • Lin, C. Y., & Chang, Y. M. (2015). Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities, 37, 1-8. https://doi.org/10.1016/j.ridd.2014.10.016
  • Liu, R., Salisbury, J. P. Vahabzadeh, A., & Sahin, N. T. (2017). Feasibility of an autism-focused augmented reality smart glasses system for social communication and behavioral coaching. Front Pediatric, 26(5), 1-8. https://doi.org/10.3389/fped.2017.00145
  • Lorenzo, G., Gómez-Puerta, M., Arráez-Vera, G., & Lorenzo-Lledó, A. (2019). Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 1-24. https://doi.org/10.1007/s10639-018-9768-5
  • Martín-Sabarís, R. M., & Brossy-Scaringi, G. (2017). Augmented reality for learning in people with Down syndrome: An exploratory study. Revista Latina de Comunicación Social, 72, 737-750. https://doi.org/10.4185/RLCS-2017-1189en
  • McMahon, D. D., Cihak, D. F., Gibbons, M. M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergens. Journal of Special Education Technology, 28(3), 21-32. https://doi.org/10.1177/016264341302800302
  • McMahon, D., Cihak, D. F., & Wright, R. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 47(3), 157-172. https://doi.org/10.1080/15391523.2015.1047698
  • McMahon, D., Smith, C. C., Cihak, D. F., Wright, R., & Gibbons, M. M. (2015). Effects of digital navigation aids on adults with intellectual disabilities: Comparison of paper map, google maps, and augmented reality. Journal of Special Education Technology, 30(3), 157-165. https://doi.org/10.1177/0162643415618927
  • McMahon, D., Cihak, D. F., Wright, R., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. https://doi.org/10.1080/15391523.2015.1103149
  • Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, 77(12), 1321-1329.
  • Muscott, H. S., & Gifford, T. (1994). Virtual reality and social skills training for students with behavioral disorders: Applications, challenges, and promising practices. Education and Treatment of Children, 17(4), 417-434.
  • Nazaruddin, M. A., & Efendi, M. (2018). The book of pop up augmented reality to increase focus and object recognition capabilities for children with autism. Journal of ICSAR, 2(1), 9-14. https://doi.org/10.17977/um005v2i12018p009
  • Olsson, T., Ka¨rkka¨inen, T., Lagerstam, E., & Venta¨-Olkkonen, L. (2012). User evaluation of mobile augmented reality scenarios. Journal of Ambient Intelligence and Smart Environments, 4(1), 29–47. https://doi.org/10.3233/AIS-2011-0127
  • Özdemir, O., Erbaş, D., & Yücesoy-Özkan, Ş. (2019). Özel eğitimde sanal gerçeklik uygulamaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(2), 395-420. https://doi.org/10.21565/ozelegitimdergisi.448322
  • Reardon, C., Zhang, H., Wright, R., & Parker, L. E. (2019). Robots can teach students with intellectual disabilities. Educational benefits of using robotic and augmented reality applications. IEEE Robotics & Automation Magazine, 26(2), 79-93. https://doi.org/10.1109/MRA.2018.2868865
  • Sahin, N. T., Keshav, N. U., Salisbury, J. P., & Vahabzadeh, A. (2018). Report of safety and lack of negative effects of augmented reality social communication aid for children and adults with autism. Journal of Clinical Medicine, 7(8),1-17. https://doi.org/10.3390/jcm7080188
  • Sahin, N. T., Abdus-Sabur, R., Keshav, N. U., Liu, R., Salisbury, J. P., & Vahabzadeh, A. (2018). Case study of a digital augmented reality intervention for autism in school classrooms: Associated with improved social communication, cognition, and motivation via educator and parent assessment. Frontiers in Education, 3, 1-13. https://doi.org/10.3389/feduc.2018.00057
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Investigation of Augmented Reality Applications with Individuals with Autism Spectrum Disorder and Intellectual Disabilities

Year 2021, Volume: 3 Issue: 1, 72 - 93, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0113

Abstract

The aim of this study is to examine descriptively the augmented reality applications performed with individuals with autism spectrum disorder (ASD) and intellectual disability (ID) in the literature. For this purpose, articles published in peer-reviewed journals evaluating the effectiveness of augmented reality applications with individuals with ASD and ID were scanned. As a result of the screening, a total of 27 articles meeting the inclusion criteria were included in the study. The subject, participant, age, method, model, setting, monitoring, generalization, application reliability, interobserver reliability, social validity and findings sections of the studied studies are given in the table created under the relevant headings. The majority of the studies examined at the end of the research reveal that the use of augmented reality applications in individuals with ASD and ID is effective. The results of the research are expected to guide researchers who plan to work on augmented reality with individuals with special needs in our country.

References

  • Asai, K., Kobayashi, H., & Kondo, T. (2005, July 5-8). Augmented instructions—A fusion of augmented reality and printed learning materials [Conference presentation]. Proceedings of the fifth IEEE international conference on advanced learning technologies (ICALT’05) Kaohsiung, Taiwan. http://dx.doi.org/10.1109/ICALT.2005.71
  • Bai, Z., Blackwell, A., & Colouris, G. (2015). Using augmented reality to elicit pretend play for children with autism. IEEE Transaction on Visualization and Computer Graphics, 21(5), 598–610. https://doi.org/10.1109 /TVCG.2014.2385092.
  • Baragash, R. S., Hosam Al-Samarraie, H., Alzahrani, A. I., & Alfarraj, O. (2020). Augmented reality in special education: A meta-analysis of single subject design studies. European Journal of Special Needs Education, 35(3), 382-397. http://dx.doi.org/10.1080/08856257.2019.1703548 Berenguer, C., Baixauli, I., Gómez, S.,, Andrés, M. E. P., & Stasio, S. D. (2020). Exploring the impact of augmented reality in children and adolescents with autism spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 17(17), 6143. http://dx.doi.org/10.3390/ijerph17176143
  • Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning. http://www.it.civil.aau.dk/it/education/reports/ar_edu.pdf
  • Brandão, J., Cunha, P., Vasconcelos, J., Carvalho, V., & Soares, F. (2015, June 10-12). An augmented reality gamebook for children with autism spectrum disorders [Conference presentation]. The International Conference on E-Learning in the Workplace. New York, USA.
  • Bridges, S. A., Robinson, O. P., Stewart, E. W., Kwon, D., & Mutua, K. (2020). Augmented reality: Teaching daily living skills to adults with intellectual disabilities. Journal of Special Education Technology, 35(1) 3-14. https://doi.org/10.1177/0162643419836411
  • Bütün, M., Budak, V. Ö., Selçuk, M., Emre, İ. E., & Şimşek, İ. (2019). Eğitimde sanal gerçeklik uygulamalarında erişilebilirlik ve uyumluluk. Eğitim Teknolojisi Kuram ve Uygulama, 9(1), 251-275. https://doi.org/10.17943/etku.454758
  • Chang, Y. J., Kang, Y. S., & Huang, P. C. (2013). An augmented reality (AR)-based vocational task prompting system for people with cognitive impairments. Research in Developmental Disabilities, 34(10), 3049-3056. https://doi.org/10.1016/j.ridd.2013.06.026
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2015). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36, 396–403. https://doi.org/10.1016/j.ridd.2014.10.015
  • Chen, C. H., Lee, I. J., & Lin, L. Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers in Human Behavior, 55, 477-485. https://doi.org/10.1016/j.chb.2015.09.033
  • Chien, C.-H., Chen, C.-H., & Jeng, T.-S. (2010, March 17-19). An interactive augmented reality system for learning anatomy structure [Conference presentation]. Proceedings of the international multiconference of engineers and computer scientists (IMECS). Hong Kong. http://www.iaeng.org/publication/IMECS2010/
  • Cihak, D. F., Moore, E. J., Wright, R. E., McMahon, D. D., Melinda M. Gibbons, M. M., & Smith, C. (2016). Evaluating augmented reality to complete a chain task for elementary students with autism. Journal of Special Education Technology, 31(2), 99-108. https://doi.org/10.1177/0162643416651724
  • Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. Morgan Kaufmann.
  • Gough, D., Oliver, S., & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions. A quick guide. Alliance for useful evidence. London.
  • Göksu, I., & Atıcı, B. (2013, May 13-15). Need for mobile learning: Technologies and opportunities [Conference presentation]. 13th International Educational Technology Conference, Kuala Lumpur, Malaysia. http://www.iet-c.net/publication_folder/ietc/ietc2013.pdf
  • Hosseini, E., & Foutohi-Ghazvini, F. (2016). Play therapy in augmented reality children with autism. Journal of Modern Rehabilitation, 10(3), 110-5.
  • Kang, Y.S., & Chang, Y.J. (2019). Using an augmented reality game to teach three junior high school students with intellectual disabilities to improve ATM use. Journal of Applied Research in Intellectual Disabilities, 33(2), 409–419. https://doi.org/10.1111/jar.12683
  • Kellems, R. O., Charlton, C., Kversøy , K. S., & Gyori, M. (2020). Exploring the use of virtual characters (Avatars), live animation, and augmented reality to teach social skills to individuals with autism. Multimodal Technologies and Interaction, 4(3),48, 1-11. https://doi.org/10.3390/mti4030048
  • Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M.T., Aqle, A., Shah, A., & Salim, S.S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (ASD): A systematic review. Institute of Electrical and Electronics Engineers, 8, 78779-78807.
  • Köse, H., & Güner-Yildiz, N. (2021). Augmented reality (AR) as a learning material in special needs education. Education and Information Technologies, 26, 1-16. https://doi.org/10.1007/s10639-020-10326-w
  • Lee, I-J., Chen, C-H., Wang, C., & Chung, C-H. (2018). Augmented reality plus concept map technique to teach children with ASD to use social cues when meeting and greeting. The Asia-Pacific Education Researcher, 27(3), 227-243. https://doi.org/10.1007/s40299-018-0382-5
  • Lee, I. J. (2020). Kinect-for-windows with augmented reality in an interactive roleplay system for children with an autism spectrum disorder. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2019.1710851
  • Lin, C. Y., & Chang, Y. M. (2015). Interactive augmented reality using Scratch 2.0 to improve physical activities for children with developmental disabilities. Research in Developmental Disabilities, 37, 1-8. https://doi.org/10.1016/j.ridd.2014.10.016
  • Liu, R., Salisbury, J. P. Vahabzadeh, A., & Sahin, N. T. (2017). Feasibility of an autism-focused augmented reality smart glasses system for social communication and behavioral coaching. Front Pediatric, 26(5), 1-8. https://doi.org/10.3389/fped.2017.00145
  • Lorenzo, G., Gómez-Puerta, M., Arráez-Vera, G., & Lorenzo-Lledó, A. (2019). Preliminary study of augmented reality as an instrument for improvement of social skills in children with autism spectrum disorder. Education and Information Technologies, 24(1), 1-24. https://doi.org/10.1007/s10639-018-9768-5
  • Martín-Sabarís, R. M., & Brossy-Scaringi, G. (2017). Augmented reality for learning in people with Down syndrome: An exploratory study. Revista Latina de Comunicación Social, 72, 737-750. https://doi.org/10.4185/RLCS-2017-1189en
  • McMahon, D. D., Cihak, D. F., Gibbons, M. M., Fussell, L., & Mathison, S. (2013). Using a mobile app to teach individuals with intellectual disabilities to identify potential food allergens. Journal of Special Education Technology, 28(3), 21-32. https://doi.org/10.1177/016264341302800302
  • McMahon, D., Cihak, D. F., & Wright, R. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 47(3), 157-172. https://doi.org/10.1080/15391523.2015.1047698
  • McMahon, D., Smith, C. C., Cihak, D. F., Wright, R., & Gibbons, M. M. (2015). Effects of digital navigation aids on adults with intellectual disabilities: Comparison of paper map, google maps, and augmented reality. Journal of Special Education Technology, 30(3), 157-165. https://doi.org/10.1177/0162643415618927
  • McMahon, D., Cihak, D. F., Wright, R., & Bell, S. M. (2016). Augmented reality for teaching science vocabulary to postsecondary education students with intellectual disabilities and autism. Journal of Research on Technology in Education, 48(1), 38-56. https://doi.org/10.1080/15391523.2015.1103149
  • Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, 77(12), 1321-1329.
  • Muscott, H. S., & Gifford, T. (1994). Virtual reality and social skills training for students with behavioral disorders: Applications, challenges, and promising practices. Education and Treatment of Children, 17(4), 417-434.
  • Nazaruddin, M. A., & Efendi, M. (2018). The book of pop up augmented reality to increase focus and object recognition capabilities for children with autism. Journal of ICSAR, 2(1), 9-14. https://doi.org/10.17977/um005v2i12018p009
  • Olsson, T., Ka¨rkka¨inen, T., Lagerstam, E., & Venta¨-Olkkonen, L. (2012). User evaluation of mobile augmented reality scenarios. Journal of Ambient Intelligence and Smart Environments, 4(1), 29–47. https://doi.org/10.3233/AIS-2011-0127
  • Özdemir, O., Erbaş, D., & Yücesoy-Özkan, Ş. (2019). Özel eğitimde sanal gerçeklik uygulamaları. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 20(2), 395-420. https://doi.org/10.21565/ozelegitimdergisi.448322
  • Reardon, C., Zhang, H., Wright, R., & Parker, L. E. (2019). Robots can teach students with intellectual disabilities. Educational benefits of using robotic and augmented reality applications. IEEE Robotics & Automation Magazine, 26(2), 79-93. https://doi.org/10.1109/MRA.2018.2868865
  • Sahin, N. T., Keshav, N. U., Salisbury, J. P., & Vahabzadeh, A. (2018). Report of safety and lack of negative effects of augmented reality social communication aid for children and adults with autism. Journal of Clinical Medicine, 7(8),1-17. https://doi.org/10.3390/jcm7080188
  • Sahin, N. T., Abdus-Sabur, R., Keshav, N. U., Liu, R., Salisbury, J. P., & Vahabzadeh, A. (2018). Case study of a digital augmented reality intervention for autism in school classrooms: Associated with improved social communication, cognition, and motivation via educator and parent assessment. Frontiers in Education, 3, 1-13. https://doi.org/10.3389/feduc.2018.00057
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There are 51 citations in total.

Details

Primary Language Turkish
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

Turgut Bahçalı 0000-0001-8936-3972

Serhat Odluyurt 0000-0001-5861-0627

Publication Date December 15, 2021
Published in Issue Year 2021 Volume: 3 Issue: 1

Cite

APA Bahçalı, T., & Odluyurt, S. (2021). Otizm Spektrum Bozukluğu ve Zihin Yetersizliği Olan Bireylerle Gerçekleştirilmiş Artırılmış Gerçeklik Uygulamalarının İncelenmesi. Turkish Journal of Special Education Research and Practice, 3(1), 72-93. https://doi.org/10.37233/TRSPED.2021.0113