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Fizik Öğretiminde Üstün Yetenekli Öğrencilere Yönelik Eğitsel Durum Belirlemede Artırılmış Gerçeklik ve Oyunlaştırma

Year 2025, Volume: 14 Issue: 4, 940 - 960, 22.12.2025

Ahmet Kumaş

https://doi.org/10.30703/cije.1638147

Abstract

Bu araştırmanın temel amacı, artırılmış gerçeklik ve oyunlaştırma uygulamaları aracılığıyla lise düzeyindeki öğrencilerin fizik konularındaki eğitsel durumlarını belirlemek ve üstün yetenekli öğrencilerin tanılanmasına yönelik ihtiyaçları ortaya koymaktır. Nitel araştırma yöntemlerinden eylem araştırması deseni kullanılarak araştırma yürütülmüştür. 2023-2024 eğitim-öğretim yılı güz döneminde lise düzeyinde 32 öğrenci ve altı farklı lisede 18 öğretmen ile yürütülen çalışmada veriler görüşme formu ve dereceli puanlama anahtarı ile elde edilmiştir. İçerik analizinden elde edilen sonuçlar, artırılmış gerçeklik ve oyunlaştırmanın öğrencilerin fizik ile ilgili kavramları daha iyi anlamasını sağladığını ve bu sayede eğitsel durumlarını belirlemede etkili bir yöntem olduğunu ortaya koymuştur. Öğretmenler; optik, atom fiziği, radyoaktivite, elektrik, manyetizma, enerji, ısı-sıcaklık, kuvvet-hareket ve dalga mekaniği gibi konularda bu teknolojilerin eğitsel durum belirlemede kullanılmasını önermektedir. Bu yaklaşım, öğrencilerin üst düzey analiz ve sentez becerilerini geliştirerek üstün yetenekli öğrencilerin tanılama sürecinde nitelikli alternatif uygulamanın gelişmesine olanak sağlamaktadır.

Keywords

Artırılmış gerçeklik oyunlaştırma eğitsel durum belirleme fizik öğretimi

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Augmented Reality and Gamification in Determining Educational Status for Gifted Students in Physics Education

Year 2025, Volume: 14 Issue: 4, 940 - 960, 22.12.2025

Ahmet Kumaş

https://doi.org/10.30703/cije.1638147

Abstract

The main purpose of this research is to reveal the educational status of high school students and the need to identify gifted students by using augmented reality and gamification applications based on physics subjects and concepts. The research was conducted using the action research design, one of the qualitative research methods. In the study conducted with 32 high school students and 18 teachers in six different high schools in the fall semester of the 2023-2024 academic year, the data were obtained with an interview form and a rubric form. As a result of the data interpreted with content analysis, it is revealed that augmented reality and gamification create alternative applications in determining educational status by concretizing abstract concepts in physics teaching and ensuring students' in-depth learning. Teachers recommend the use of these technologies in determining educational status in subjects such as optics, atomic physics, radioactivity, electricity, magnetism, energy, heat-temperature, force-motion, and wave mechanics. This approach enables the development of qualified alternative applications in the identification process of gifted students by improving students' high-level analysis and synthesis skills.

Keywords

Augmented reality gamification educational situation determination physics teaching

References

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  • Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J. C. (2021). Effects of learning physics using augmented reality on students’ self‐efficacy and conceptions of learning. British Journal of Educational Technology, 52(1), 235-251. https://doi.org/10.1111/bjet.13020
  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). 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. https://www.jstor.org/stable/jeductechsoci.17.4.352
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  • Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
  • Ercan, F. (2013). Fen alanında üstün yetenekli öğrencilerin tanılanmasına yönelik bir model geliştirme önerisi [Yayınlanmamış doktora tezi]. Abant İzzet Baysal Üniversitesi.
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  • Eysenbach, G., and Köhler, C. (2002). How do consumers search for and appraise health information on the world wide web? Qualitative study using focus groups, usability tests, and in-depth interviews. BMJ, 324(7337), 573-577. https://doi.org/10.1136/bmj.324.7337.573
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  • Gökdemir, S. (2017). Ülkemizde özel yetenekli öğrencilerin tanılama sürecinin öğretmen, veli ve öğrenci görüşlerine göre değerlendirilmesi (Master's thesis, Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü).
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?--a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee. https://doi.org/10.1109/HICSS.2014.377
  • Hanus, M D, & Fox, J (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019
  • Heller, K. A., & Hany, E. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302-323.
  • Huang, R., & Spector, J. M. (2020). Augmented reality in education: A meta-review and cross-disciplinary analysis. Educational Technology Research and Development, 68(3), 1275-1297. https://doi.org/10.1007/s00779-013-0747-y
  • Hwang, G. J., & Wu, P. H. (2019). Advanced educational technology and learning environments: Advances in educational technologies and instructional design. Educational Technology & Society, 22(1), 117-129.
  • Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
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There are 70 citations in total.

Details

Primary Language Turkish
Subjects Instructional Technologies
Journal Section Research Article
Authors

Ahmet Kumaş 0000-0002-2898-9477

Submission Date February 11, 2025
Acceptance Date October 19, 2025
Publication Date December 22, 2025
Published in Issue Year 2025 Volume: 14 Issue: 4

Cite

APA Kumaş, A. (2025). Fizik Öğretiminde Üstün Yetenekli Öğrencilere Yönelik Eğitsel Durum Belirlemede Artırılmış Gerçeklik ve Oyunlaştırma. Cumhuriyet Uluslararası Eğitim Dergisi, 14(4), 940-960. https://doi.org/10.30703/cije.1638147

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