Research Article
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Investigation of the Effect of Augmented and Virtual Reality Applications in E-Learning on Students' Use of Microscopes

Year 2022, Volume: 11 Issue: 1, 75 - 87, 28.03.2022
https://doi.org/10.30703/cije.915897

Abstract

The purpose of this study is to determine the effects of applications developed with augmented and virtual reality technologies on subjects that require the use of microscopes in the e-learning process in science lessons on students' academic achievement, course engagement and self-efficacy beliefs in microscope use. The research was conducted in a quasi-experimental design with three groups, two experimental and one control. In this process, the teaching practices towards the control group (CG) were conducted with the use of the course presentations prepared by the researchers and the content of the Education Information Network related to the subjects covered in the research. While the students in the augmented reality experimental group (AREG) were taught with the same course presentations and augmented reality microscope application (MikrosAR), the students in the virtual reality experimental group (VREG) were taught with the same course presentations and virtual reality microscope application (MikrosAR2). In the study, data were collected through an academic achievement test, a scale of self-efficacy belief in microscope use, a course engagement scale and an observation form. The relationship between pre-test and post-test scores was performed using Kruskal–Wallis one-way analysis of variance. Observation data obtained from learning environments were calculated as frequency and presented by digitizing. Correlation analysis was applied to determine the relationship levels of the variables discussed in the study. According to the results, it was seen that there was no significant difference between the groups in terms of academic achievement, and all the materials used in the groups related to the subject had an equal effect on the students in the e-learning environment. Furthermore, it was observed that students in VREG had significantly higher self-efficacy beliefs in microscope use than students in AREG, therefore, the use of virtual reality technology in the e-learning environment had a positive effect on students' self-efficacy beliefs in microscope use. In addition, it was concluded that the students had a high level of productive interaction in practices, and no difference was observed between the groups in their participation in class. Moreover, it can be stated that course engagement in the e-learning environment is effective on the academic achievement of the student.

Supporting Institution

This article is based on an unpublished doctor’s thesis

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E-Öğrenmede Artırılmış ve Sanal Gerçeklik Uygulamalarının Öğrencilerin Mikroskop Kullanımlarındaki Etkisinin İncelenmesi

Year 2022, Volume: 11 Issue: 1, 75 - 87, 28.03.2022
https://doi.org/10.30703/cije.915897

Abstract

Bu çalışmanın amacı e-öğrenme sürecinde fen bilimleri dersinde uygulama gerektiren konulardan olan mikroskopla inceleme yapılabilecek konuların işlenmesinde artırılmış ve sanal gerçeklik teknolojileriyle geliştirilmiş uygulamaların öğrencilerin akademik başarılarına, derse katılımlarına ve mikroskop kullanımında öz yeterlik inançlarına etkisinin belirlenmesidir. Yarı deneysel desen kullanılan bu araştırma ikisi deney ve biri kontrol grubu olmak üzere üç grupla yürütülmüştür. Süreçte kontrol grubuna araştırmacılar tarafından hazırlanan ders sunuları ve araştırma kapsamında ele alınan konularla ilgili EBA içerikleriyle öğretim uygulamaları gerçekleştirilmiştir. Artırılmış gerçeklik deney grubunda aynı ders sunuları ve AG mikroskop uygulaması (MikrosAR) ile öğretim gerçekleştirilirken, sanal gerçeklik deney grubunda yine aynı ders sunuları ve SG mikroskop uygulamasıyla (MikorsAR2) süreç tamamlanmıştır. Uygulamada veriler akademik başarı testi, mikroskop kullanımında öz yeterlik inancı ölçeği, derse katılım ölçeği ve gözlem formu ile toplanmıştır. Öğrenme ortamlarından elde edilen gözlem verileri frekans olarak hesaplanmış ve sayısallaştırarak sunulmuştur. Araştırma kapsamında ele alınan değişkenlerin ilişki düzeylerini tespit etmek amacıyla korelasyon analizi uygulanmıştır. Elde edilen sonuçlara göre; gruplar arasında akademik başarı açısından anlamlı bir farkın olmadığı, gruplarda konuyla ilgili kullanılan bütün materyallerin e-öğrenme ortamında öğrencilere eşit etki ettiği, öğrencilerin mikroskop kullanımda öz yeterlik inançları açısından sanal gerçeklik grubu lehine anlamlı bir fark olduğu, bu durumun e-öğrenme ortamında farklı teknolojilerinden sanal gerçeklik teknolojisinin kullanımının öğrencilerin mikroskop kullanımında öz yeterlik inançlarına yönelik olumlu yönde etki ettiği, öğrencilerin uygulamalarda verimli bir etkileşimde bulunmalarının etkisinin yüksek olduğu, derse katılımları açısından ise gruplar arasında anlamlı bir farkın oluşmadığı sonuçlarına ulaşılmıştır.

References

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  • Alsowat, H. H. (2017). Breaking down the classroom walls: Augmented reality effect on EFL reading comprehension, self-efficacy, autonomy and attitudes. Studies in English Language Teaching, 5(1), 1-23. DOI: 10.22158/selt.v5n1p1
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  • Bozkurt E., and Sarıkoç A. (2008). Can the virtual laboratory replace the traditional laboratory in physics education?, Selçuk University Ahmet Keleşoğlu Education Faculty Journal, 25, 89-100.
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  • Cheng, K. H., and Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of science education and technology, 22(4), 449-462. DOI: 10.1007/s10956-012-9405-9
  • Çoban G. (2009). The effects of model based science education on students? conceptual understanding, science process skills, understanding of scientific knowledge and its domain of existence: The sample of 7th grade unit of light [Modellemeye dayalı fen öğretiminin öğrencilerin kavramsal anlama düzeylerine, bilimsel süreç becerilerine, bilimsel bilgi ve varlık anlayışlarına etkisi: 7. sınıf ışık ünitesi örneği]. (Unpublished Doctoral Thesis). Dokuz Eylül University, İzmir.
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  • Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quiantitative and Qualitative Research (4th Ed.). Pearson publications.
  • Creswell, J. W., and Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th Ed.). Sage publications.
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  • Formanek, M., Buxner, S., Impey, C., and Wenger, M. (2019). Relationship between learners’ motivation and course engagement in an astronomy massive open online course. Physical Review Physics Education Research, 15(2), 020140.
  • Fraenkel, J. R., Wallen, N. E., and Hyun, H. H. (2011). Validity and reliability, how to design and evaluate research in science education (8th Ed.). Mc Graw–Hill Companies.
  • Gömlekçi (2019). The effect of students' success on seventh grade students on teaching electrical energy subject when used computer aided teaching method [Bilgisayar destekli öğretim yönteminin 7.sınıf öğrencilerinin elektrik enerjisi konusunda akademik başarısına etkisi]. (Unpublished Master’s Thesis). Süleyman Demirel University, Isparta.
  • Güngördü, D.(2018). The effect of augmented realıty applıcatıons of atom models on secondary school students' achıevement and attıtude [Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin atom modelleri konusuna yönelik başarı ve tutumlarına etkisi]. (Unpublished Master’s Thesis). Kilis 7 Aralık University, Kilis.
  • Gürer, M. D. (2013). Utilization of learning objects in social studies lesson: Achievement, attitude and engagement. (Unpublished Doctoral Thesis). Middle East Technical University, Ankara.
  • Hamada, E. K., Mohamed, E. A., Mohamed, S., and Youssef, M. (2016). An augmented reality approach to integrate practical activities in e-learning systems. International Journal of Advanced Computer Science and Applications, 1(7), 107-117.
  • Handelsman, M. M., Briggs, W. L., Sullivan, N., and Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192.
  • Harman, G. (2012). Sınıf öğretmeni adaylarının fen ve teknoloji öğretiminde kullanılan laboratuvar araç gereçleri ile ilgili bilgilerinin incelenmesi. Journal of Educational and Instructional Studies in the World, 2(1), 122-127.
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There are 55 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Zennure Abdüsselam 0000-0001-8190-3313

Sinan Erten 0000-0001-9546-2387

Publication Date March 28, 2022
Published in Issue Year 2022Volume: 11 Issue: 1

Cite

APA Abdüsselam, Z., & Erten, S. (2022). Investigation of the Effect of Augmented and Virtual Reality Applications in E-Learning on Students’ Use of Microscopes. Cumhuriyet Uluslararası Eğitim Dergisi, 11(1), 75-87. https://doi.org/10.30703/cije.915897

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