Sevda Kucuk

İngilizce Öğreniminde Artırılmış Gerçeklik: Öğrencilerin Başarı, Tutum ve Bilişsel Yük Düzeyleri

In this study, achievement, attitude and cognitive load levels of students in learning English by Augmented Reality (AR) is examined. Within this context, it is researched whether cognitive load and attitudes of students differ according to the achievement levels of students or not and the correlation between these variables were revealed. In the study, casual-comparative and correlational methods were used. The sample of the study is composed of 122 fifth-grade students (66 males and 56 females) from 5 different secondary schools in Erzurum. In data analysis, descriptive and inferential analysis methods were used. As the result of the study, it is found that secondary school students are pleased with learning English by the aid of AR, they have a low anxiety level and they want such applications to be used their courses in future. Moreover, it is found that the cognitive load levels of students in the process of self-directed learning in AR environment are low. Another important finding of the study is that the attitudes of successful students are significantly higher than others. In addition, the relationships between attitude, achievement and cognitive load levels were revealed in detail.

Educational technology research trends from 2002 to 2014

This study examined subject and research method trends in educational technology field from 2002 to 2014. Content analysis was applied in order to analyze 1255 articles published in BJET and ETR&D journals using the Educational Technology Papers Classification Form. According to the results, learning approaches/theories and learning environments were the subject most preferred by researchers. The most commonly used research methods were quantitative, qualitative, other (review or meta-analysis), and mixed method, in that order. Researchers tended to use questionnaires, documents, and interviews as data collection tools. The most commonly preferred sample type was the purposive sample, and undergraduate students were the most commonly chosen sample group, with the most common sample size being groups of 31–100. Frequencies, percentages, and tables were the most common presentation format for data in quantitative studies, while qualitative studies most often employed content analysis.

Ortaokullarda Artırılmış Gerçeklik Uygulamaları Tutum Ölçeği: Geçerlik ve Güvenirlik Çalışması

The aim of this study is to develop an attitude scale that will help to determine attitudes of secondary school students towards the use of augmented reality applications in education. With this aim, the Augmented Reality Applications Attitude Scale (ARAAS), which is developed in this study, has been presented. The ARAASs validity and reliability studies have been done with 167 students (84 male, 83 female), which are studying in the 5th grade of 7 different secondary schools in Erzurum. As a result of the exploratory factor analysis applied to provide construct validity of the scale, a construct consisted of 15 items and 3 factors has been attained. The results of confirmatory factor analysis carried out to understand whether this construct adjusts very well to this constructs sample data obtained has shown the adjustment to the sample that the scale applied on is at a reasonable level. The ARAASs internal consistency reliability coefficient has been found as .83 for the whole scale. Those results show that ARAAS is a valid and reliable measurement tool.

Development and validation of an educational robot attitude scale (ERAS) for secondary school students

ABSTRACT Humanoid robots equipped with social skills have come to be used increasingly in the field of education across various subfields such as science education, special education, and foreign language education. In order to enhance the use of humanoid robots in educational settings, and to comprehensively evaluate its impact on the transformation of the class, understanding students’ attitudes towards the use of robots for educational purposes plays a critical role. This paper outlines the implementation and validation procedures of an educational robot attitude scale (ERAS) developed to measure the attitudes of secondary school students towards the use of humanoid robots in educational settings. The sample of the study comprised of 232 secondary school students. The development and validation process consisted of exploratory factor analysis and convergent validity. The developed scale consists of 17 items and represents four factors of students’ attitude: engagement, enjoyment, anxiety and intention. These four factors accounted for 66% of the total variance of the scale. Internal consistency coefficient for the whole scale was found .90 according to the reliability analysis. The results of the study suggest that the scale is a valid, reliable, and efficient tool for measuring the dimensions of students’ attitudes towards humanoid robots in educational settings.

Effective educational augmented reality applications: Points to consider

A new paradigm, that it is possible to access information in any place at any time, led education researchers to seek methods to permit interactions between the real environment and digital information. Augmented Reality (AR), which provides such an environment of interaction, was consequently developed as a technology that allows interaction between people and information. This technology promises significant potential if integrated into education. The purpose of this study is to present important factors to consider while developing an effective educational AR applications. The analysis, design, development, and implementation of educational AR applications are examined. This is a case study. The sample consisted of 42 senior undergraduate students, who had experience with educational AR technology. Structured interview form was used as the data collection tool. According to the findings, the participants focused especially on software selection in the analysis phase. They reported that easy interfacing of the program, multimedia support, the environment where the application is to be implemented, and the related devices to be used should be carefully considered. In the design and development phases, it is important to determine whether the application is appropriate to the target population, the content, and the purpose. In the implementation phase, it is important to provide the necessary technical sub-structure and the physical environment; to inform the students about the program, materials, purpose, and potential outcomes; and to provide them with equal opportunities in the application. The results obtained in this study can be used to guide future educational implementations and research studies on AR technology.