Araştırma Makalesi
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Attitudes Towards Augmented Reality-Based Reading Environments: A Scale Development Study

Yıl 2023, Cilt: 12 Sayı: 4, 814 - 827, 26.12.2023

Hakan Çetin , Azmi Turkan

https://doi.org/10.30703/cije.1219440

Öz

Augmented reality is a technology that develops rapidly and is frequently used in educational environments. It is used in many disciplines from science to mathematics, from social studies to art classes. One of the uses of this technology is the development of reading skills. This research aims to develop a Likert-type scale that measures primary school 4th grade students' attitudes towards augmented reality-based (AR) technologies used in the field of literacy. In the study, exploratory factor analysis (EFA) was performed with 221 and confirmatory factor analysis (CFA) with 215 primary school fourth grade students. Before the draft form was applied in the research, a story text created in the augmented reality environment was read to the students and the application phase of the scale form was started after this reading. In the study, exploratory factor analysis was conducted to test the construct validity of the draft scale consisting of 24 items, and as a result of this analysis, a three-dimensional measurement tool consisting of 18 items was obtained. Cronbach's Alpha coefficient value was checked to determine the reliability level of the scale. In order to determine the reliability level of the scale, Cronbach's Alpha coefficient and AVE values were examined. It was observed that the total Cronbach's Alpha value in the scale was .90 and the AVE value was .45. The dimensions obtained after the exploratory factor analysis are "Functionality of augmented reality-based reading environments", Negative aspects of augmented reality-based reading environments" and "The proximity of augmented reality-based reading environments to life". The three-dimensional structure obtained by exploratory factor analysis was tested with confirmatory factor analysis. When the fit indices were checked, the proposed three-dimensional structure was confirmed. Considering the analyzes carried out, the validity and reliability of the scale were ensured. The scale is named as “Attitude Scale towards Augmented Reality Based Reading Environments”.

Anahtar Kelimeler

Augmented reality reading scale attitude

Kaynakça

  • Abas, H., & Badioze Zaman, H. (2011). Visual learning through augmented reality storybook for remedial student. In International Visual Informatics Conference (pp. 157-167). Springer, Berlin, Heidelberg.
  • Abbasi, P. (2021). Reading skill. https://www.researchgate.net/publication/349573070_Reading_skill/comments.
  • Abdi, H. (2003). Factor rotations in factor analyses. Encyclopedia for Research Methods for the Social Sciences. Sage: Thousand Oaks, CA, 792-795.
  • Acar Güvendir, M., & Özer Özkan, Y. (2015). Türkiye'deki eğitim alanında yayımlanan bilimsel dergilerde ölçek geliştirme ve uyarlama konulu makalelerin incelenmesi. Electronic Journal of Social Sciences, 14(52), 23-33.
  • 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.
  • Akyol, H. (2014). İlköğretimde Türkçe öğretimi. Pegem Akademi
  • Akyol, H. (2015). Türkçe ilkokuma yazma öğretimi. Pegem Akademi
  • Alpar, R. (2013). Uygulamalı Çok Değişkenli İstatistik Yöntemler. Detay Yayıncılık.
  • Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 1-21.
  • Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. In R. B. Ruddell, M. R. Ruddell, ve H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482). Newark, DE, US: International Reading Association
  • Anggraini, S., Setyaningrum, W., & Retnawati, H. (2020, July). How to improve critical thinking skills and spatial reasoning with augmented reality in mathematics learning?. In Journal of Physics: Conference Series (Vol. 1581, No. 1, p. 012066). IOP Publishing.
  • Azi, F. B., & Gündüz, S. (2020). Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies. Shanlax International Journal of Education, 8(4), 27-32.
  • Besnoy, K. D., Dantzler, J., Besnoy, L. R., & Byrne, C. (2016). Using exploratory and confirmatory factor analysis to measure construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Journal for the Education of the Gifted, 39(1), 3-22.
  • Biancarosa, G. & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.
  • Bobrich, J., & Otto, S. (2002). Augmented maps. International Archives of Photogrammetry Remote Sensing and Spatial Information Sciences, 4(34), 502–505.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. (11. Baskı). Pegem Akademi.
  • Carmigniani, J. ve Furht, B. (2011). Augmented reality: An overview. Handbook of augmented reality, 3-46.
  • Chen, S. N., Teng, C. D., & Lee, H. C. (2010). Augmenting paper based reading activities with mobil technology to enhance reading comprehension. Paper presented in International Conference on Wireless, Mobile and Ubiquitous Technology in Education.
  • Cheng, H. K. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69.
  • Comrey, A. L., & Lee, H. B. (1992). A First Course in Factor Analysis (2nd ed.). Lawrence Erlbaum.
  • Çiçekçi, M. A., & Sadık, F. (2019). Teachers' and Students' Opinions about Students' Attention Problems during the Lesson. Journal of Education and Learning, 8(6), 15-30.
  • Çetinkaya Özdemir, E., & Akyol, H. (2021). Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class. International Journal of Progressive Education, 17(4), 135-154.
  • Çokluk Ö, Şekercioğlu G., & Büyüköztürk Ş. (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. Pegem.Net.
  • Dibrova, A. (2016). AR books and pre-school children’s engagement. Master’s Thesis, Malmö University, Sweden.
  • 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.
  • Elmqaddem, N. (2019). Augmented Reality and Virtual Reality in Education. Myth or Reality?, Int. J. Emerg. Technol. Learn. (IJET), 14, 234–242.
  • Galati, F., Bigliardi, B., Deiana, A., Filippelli, S., & Petroni, A. (2019). Pros and cons of augmented reality in education. In Edulearn19 Proceedings; IATED. (pp. 9165–9168) Valencia, Spain.
  • Ghobadi, M., Shirowzhan, S., Ghiai, M. M., Mohammad Ebrahimzadeh, F., & Tahmasebinia, F. (2022). Augmented reality applications in education and examining key factors affecting the users’ behaviors. education sciences, 13(1), 10.
  • Guntur, M. I. S., Setyaningrum, W., & Retnawati, H. (2020, July). Can augmented reality improve problem-solving and spatial skill? In Journal of Physics: Conference Series (Vol. 1581, No. 1, p. 012063). IOP Publishing.
  • Gümbür, Y., & Avaroğulları, M. (2020). The effect of using augmented reality applications on social studies education. Araştırma ve deneyim dergisi, 5(2), 72-87.
  • Ha, T., Lee, Y., & Woo, W. (2009). Trends ad prospects of research on interactive digilog books. Journal of Korea Multimedia Association, 13(3), 89-98.
  • Hung, H. Y., Chen, H. C., & Huang, W. S. (2016). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning.
  • İlhan, M., & Çetin, B. (2014). LISREL ve AMOS programları kullanılarak gerçekleştirilen yapısal eşitlik modeli (yem) analizlerine ilişkin sonuçların karşılaştırılması. Journal of Measurement and Evaluation in Education and Psychology, 5(2), 26-42.
  • Joan, D. R. (2015). Enhancing education through mobile augmented reality. Journal of Educational Technology, 11(4), 8-14.
  • Kardaş, C. & Alp, D. (2013). Çocuk Edebiyatı ve Medy. Ankara: Eğiten Kitap Yayınları
  • Kelloway, E. K. (1998). Using LISREL for Structural Equation Modeling: A Researcher's Guide. Sage.
  • Kılıç, S. (2016). Cronbach's alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47-48.
  • Kırıkkaya, E., & Basgül, M. S. (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students. Journal of Baltic Science Education, 18(3), 362-378.
  • Lee, K., & Cho, K. (2002). The status of the development of Korean domestic CD-ROOM and internet eBook. Proceedings of 2002 Korea Children's Media Association Conference, 5-23.
  • Lim, C., & Park, T. (2011). Exploring the educational use of an augmented reality books. In Proceedings of the Annual Convention of the Association for Educational Communications and Technology (pp. 172-182).
  • Lin, P. H., & Chen, S. Y. (2020). Design and evaluation of a deep learning recommendation based augmented reality system for teaching programming and computational thinking. IEEE Access, 8, 45689-45699.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Mitchell, R. Alien (2011). Contact!: Exploring teacher implementation of an augmented reality curricular unit. J. Comput. Math. Sci. Teach., 30, 271–302.
  • Moghadam, D., Jamali, R. H., Mansourian, Y., & Rastegarpour, H. (2019). The influence of augmented reality storybook on children’s reading comprehension. National Studies on Librarianship and Information Organization, 29(4), 27-42.
  • Osei, A. M., Liang, Q. J., Natalia, I., & Stephan, M. A. (2016). The use of pre-reading activities in reading skills achievement in preschool education. European Journal of Educational Research, 5(1), 35-42. doi: 10.12973/eu-jer.5.1.35
  • Özçakır, B., & Çakıroğlu, E. (2021). An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development. European Journal of Science and Mathematics Education, 9(4), 145-167.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2021). Exploration of augmented reality in spatial abilities training: a systematic literature review for the last decade. Informatics in Education, 20(1), 107-130.
  • Psailla, G., & Roland, W. (Eds.). (2007). E-Commerce and Web Technologies: 8th International Conference, EC-Web 2007, Regensburg, OPUS Journal of Society Research Germany, September 3-7, 2007, Proceedings (Vol. 4655). Springer.
  • Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Rau, P. L. P., Zheng, J., & Guo, Z. (2021). Immersive reading in virtual and augmented reality environment. Information and Learning Sciences, 122(7-8), 464-479.
  • Sangia, R. A. (2014). The process and purpose of reading. Applied Linguistics.
  • Saraçlı, S. (2011). Faktör analizinde yer alan döndürme metotlarının karşılaştırmalı incelenmesi üzerine bir uygulama. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(3), 22-26.
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Arttırılmış Gerçeklik Temelli Okuma Ortamlarına Yönelik Tutum: Bir Ölçek Geliştirme Çalışması

Yıl 2023, Cilt: 12 Sayı: 4, 814 - 827, 26.12.2023

Hakan Çetin , Azmi Turkan

https://doi.org/10.30703/cije.1219440

Öz

Arttırılmış gerçeklik, hızlı bir şekilde gelişme gösteren ve eğitim ortamlarında da sıklıkla kullanılmaya başlanan bir teknolojidir. Fen bilimlerinden matematiğe, sosyal bilgilerden sanat derslerine kadar birçok disiplinde kullanılmaktadır. Bu teknolojinin kullanım alanlarından bir tanesi de okuma becerilerinin gelişimidir. Bu araştırma okuryazarlık alanında kullanılan arttırılmış gerçeklik (AG) temelli teknolojilere yönelik ilkokul 4.sınıf öğrencilerinin tutumlarını ölçmeyi sağlayan likert tipi bir ölçek geliştirmeyi amaçlamaktadır. Araştırmada sırasıyla açımlayıcı faktör analizi (AFA) 221, doğrulayıcı faktör analizi (DFA) ise 215 ilkokul dördüncü sınıf öğrencisi ile gerçekleştirilmiştir. Araştırmada taslak form uygulanmadan önce öğrencilere arttırılmış gerçeklik ortamında oluşturulmuş olan bir hikâye metni okutulmuş ve ölçek formunun uygulanma aşamasına bu okumadan sonra geçilmiştir. Araştırmada 24 maddeden oluşan taslak ölçeğin yapı geçerliğini test etmek amacıyla açımlayıcı faktör analizi yapılmış ve bu analiz sonucunda 18 maddeden oluşan üç boyutlu bir ölçme aracı elde edilmiştir. Ölçeğin güvenirlik düzeyini belirlemek için Cronbach’s Alpha katsayı ve açıklanan ortalama varyans (AVE) değerlerine bakılmıştır. Ölçekteki toplam Cronbach’s Alpha değerinin .90 olduğu ve AVE değerinin .45 olduğu gözlenmiştir. Açımlayıcı faktör analizi sonrasında elde edilen boyutlar “Arttırılmış gerçeklik temelli okuma ortamlarının işlevselliği”, Arttırılmış gerçeklik temelli okuma ortamlarının olumsuz yönleri” ve “Arttırılmış gerçeklik temelli okuma ortamlarının yaşama yakınlığı” şeklindedir. AFA ile elde edilen üç boyutlu yapı doğrulayıcı faktör analizi (DFA) ile test edilmiştir. Uyum indeksleri kontrol edildiğinde önerilen üç boyutlu yapı doğrulanmıştır. Gerçekleştirilmiş olan analizler göz önünde bulundurulduğunda ölçeğin geçerlik ve güvenirliği sağlanmıştır. Ölçek “Arttırılmış gerçeklik temelli okuma ortamlarına yönelik tutum ölçeği” olarak isimlendirilmiştir.

Anahtar Kelimeler

Arttırılmış gerçeklik okuma ölçek tutum teknoloji

Kaynakça

  • Abas, H., & Badioze Zaman, H. (2011). Visual learning through augmented reality storybook for remedial student. In International Visual Informatics Conference (pp. 157-167). Springer, Berlin, Heidelberg.
  • Abbasi, P. (2021). Reading skill. https://www.researchgate.net/publication/349573070_Reading_skill/comments.
  • Abdi, H. (2003). Factor rotations in factor analyses. Encyclopedia for Research Methods for the Social Sciences. Sage: Thousand Oaks, CA, 792-795.
  • Acar Güvendir, M., & Özer Özkan, Y. (2015). Türkiye'deki eğitim alanında yayımlanan bilimsel dergilerde ölçek geliştirme ve uyarlama konulu makalelerin incelenmesi. Electronic Journal of Social Sciences, 14(52), 23-33.
  • 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.
  • Akyol, H. (2014). İlköğretimde Türkçe öğretimi. Pegem Akademi
  • Akyol, H. (2015). Türkçe ilkokuma yazma öğretimi. Pegem Akademi
  • Alpar, R. (2013). Uygulamalı Çok Değişkenli İstatistik Yöntemler. Detay Yayıncılık.
  • Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 1-21.
  • Anderson, R. C. (1994). Role of the reader's schema in comprehension, learning, and memory. In R. B. Ruddell, M. R. Ruddell, ve H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482). Newark, DE, US: International Reading Association
  • Anggraini, S., Setyaningrum, W., & Retnawati, H. (2020, July). How to improve critical thinking skills and spatial reasoning with augmented reality in mathematics learning?. In Journal of Physics: Conference Series (Vol. 1581, No. 1, p. 012066). IOP Publishing.
  • Azi, F. B., & Gündüz, S. (2020). Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies. Shanlax International Journal of Education, 8(4), 27-32.
  • Besnoy, K. D., Dantzler, J., Besnoy, L. R., & Byrne, C. (2016). Using exploratory and confirmatory factor analysis to measure construct validity of the Traits, Aptitudes, and Behaviors Scale (TABS). Journal for the Education of the Gifted, 39(1), 3-22.
  • Biancarosa, G. & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160.
  • Bobrich, J., & Otto, S. (2002). Augmented maps. International Archives of Photogrammetry Remote Sensing and Spatial Information Sciences, 4(34), 502–505.
  • Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. (11. Baskı). Pegem Akademi.
  • Carmigniani, J. ve Furht, B. (2011). Augmented reality: An overview. Handbook of augmented reality, 3-46.
  • Chen, S. N., Teng, C. D., & Lee, H. C. (2010). Augmenting paper based reading activities with mobil technology to enhance reading comprehension. Paper presented in International Conference on Wireless, Mobile and Ubiquitous Technology in Education.
  • Cheng, H. K. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation and attitudes. Australasian Journal of Educational Technology, 33(4), 53-69.
  • Comrey, A. L., & Lee, H. B. (1992). A First Course in Factor Analysis (2nd ed.). Lawrence Erlbaum.
  • Çiçekçi, M. A., & Sadık, F. (2019). Teachers' and Students' Opinions about Students' Attention Problems during the Lesson. Journal of Education and Learning, 8(6), 15-30.
  • Çetinkaya Özdemir, E., & Akyol, H. (2021). Effect of Augmented Reality-Based Reading Activities on Some Reading Variables and Participation in Class. International Journal of Progressive Education, 17(4), 135-154.
  • Çokluk Ö, Şekercioğlu G., & Büyüköztürk Ş. (2010). Sosyal Bilimler İçin Çok Değişkenli İstatistik SPSS ve LISREL Uygulamaları. Pegem.Net.
  • Dibrova, A. (2016). AR books and pre-school children’s engagement. Master’s Thesis, Malmö University, Sweden.
  • 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.
  • Elmqaddem, N. (2019). Augmented Reality and Virtual Reality in Education. Myth or Reality?, Int. J. Emerg. Technol. Learn. (IJET), 14, 234–242.
  • Galati, F., Bigliardi, B., Deiana, A., Filippelli, S., & Petroni, A. (2019). Pros and cons of augmented reality in education. In Edulearn19 Proceedings; IATED. (pp. 9165–9168) Valencia, Spain.
  • Ghobadi, M., Shirowzhan, S., Ghiai, M. M., Mohammad Ebrahimzadeh, F., & Tahmasebinia, F. (2022). Augmented reality applications in education and examining key factors affecting the users’ behaviors. education sciences, 13(1), 10.
  • Guntur, M. I. S., Setyaningrum, W., & Retnawati, H. (2020, July). Can augmented reality improve problem-solving and spatial skill? In Journal of Physics: Conference Series (Vol. 1581, No. 1, p. 012063). IOP Publishing.
  • Gümbür, Y., & Avaroğulları, M. (2020). The effect of using augmented reality applications on social studies education. Araştırma ve deneyim dergisi, 5(2), 72-87.
  • Ha, T., Lee, Y., & Woo, W. (2009). Trends ad prospects of research on interactive digilog books. Journal of Korea Multimedia Association, 13(3), 89-98.
  • Hung, H. Y., Chen, H. C., & Huang, W. S. (2016). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning.
  • İlhan, M., & Çetin, B. (2014). LISREL ve AMOS programları kullanılarak gerçekleştirilen yapısal eşitlik modeli (yem) analizlerine ilişkin sonuçların karşılaştırılması. Journal of Measurement and Evaluation in Education and Psychology, 5(2), 26-42.
  • Joan, D. R. (2015). Enhancing education through mobile augmented reality. Journal of Educational Technology, 11(4), 8-14.
  • Kardaş, C. & Alp, D. (2013). Çocuk Edebiyatı ve Medy. Ankara: Eğiten Kitap Yayınları
  • Kelloway, E. K. (1998). Using LISREL for Structural Equation Modeling: A Researcher's Guide. Sage.
  • Kılıç, S. (2016). Cronbach's alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47-48.
  • Kırıkkaya, E., & Basgül, M. S. (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students. Journal of Baltic Science Education, 18(3), 362-378.
  • Lee, K., & Cho, K. (2002). The status of the development of Korean domestic CD-ROOM and internet eBook. Proceedings of 2002 Korea Children's Media Association Conference, 5-23.
  • Lim, C., & Park, T. (2011). Exploring the educational use of an augmented reality books. In Proceedings of the Annual Convention of the Association for Educational Communications and Technology (pp. 172-182).
  • Lin, P. H., & Chen, S. Y. (2020). Design and evaluation of a deep learning recommendation based augmented reality system for teaching programming and computational thinking. IEEE Access, 8, 45689-45699.
  • Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage publications.
  • Mitchell, R. Alien (2011). Contact!: Exploring teacher implementation of an augmented reality curricular unit. J. Comput. Math. Sci. Teach., 30, 271–302.
  • Moghadam, D., Jamali, R. H., Mansourian, Y., & Rastegarpour, H. (2019). The influence of augmented reality storybook on children’s reading comprehension. National Studies on Librarianship and Information Organization, 29(4), 27-42.
  • Osei, A. M., Liang, Q. J., Natalia, I., & Stephan, M. A. (2016). The use of pre-reading activities in reading skills achievement in preschool education. European Journal of Educational Research, 5(1), 35-42. doi: 10.12973/eu-jer.5.1.35
  • Özçakır, B., & Çakıroğlu, E. (2021). An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development. European Journal of Science and Mathematics Education, 9(4), 145-167.
  • Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
  • Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2021). Exploration of augmented reality in spatial abilities training: a systematic literature review for the last decade. Informatics in Education, 20(1), 107-130.
  • Psailla, G., & Roland, W. (Eds.). (2007). E-Commerce and Web Technologies: 8th International Conference, EC-Web 2007, Regensburg, OPUS Journal of Society Research Germany, September 3-7, 2007, Proceedings (Vol. 4655). Springer.
  • Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Rau, P. L. P., Zheng, J., & Guo, Z. (2021). Immersive reading in virtual and augmented reality environment. Information and Learning Sciences, 122(7-8), 464-479.
  • Sangia, R. A. (2014). The process and purpose of reading. Applied Linguistics.
  • Saraçlı, S. (2011). Faktör analizinde yer alan döndürme metotlarının karşılaştırmalı incelenmesi üzerine bir uygulama. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 1(3), 22-26.
  • Schreiber JB, Nora A, Stage FK, Barlow EA, King J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6): 323-38.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Schulz, R.A., Baker, R.E., & Purcell, J.M. (1977). Personalizing foreign language instruction: learning styles and teaching options: selected papers from the 1977 joint meeting of the Central States Conference and the Ohio Modern Language Teachers Association: National Textbook Co.
  • Silva, R., Oliveira, J. C., & Giraldi, G. A. (2003). Introduction to augmented reality. National laboratory for scientific computation, 11, 1-11.
  • Stevens, J. P. (2012). Exploratory and confirmatory factor analysis. In Applied multivariate statistics for the social sciences(pp. 337-406). Routledge.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.), Boston: Allyn and Bacon.
  • Talan, T., Yilmaz, Z. A., & Batdi, V. (2022). The Effects of Augmented Reality Applications on Secondary Students' Academic Achievement in Science Course. Journal of Education in Science Environment and Health, 8(4), 333-347.
  • Terzi, Y. (2019). Anket, güvenirlik, geçerlik analizi. 25.5.2023 tarihindehttps://personel.omu.edu.tr/docs/ders_dokumanlari/1030_32625_1500.pdf adresinden ulaşıldı.
  • Tuker, C. (2019). Training Spatial Skills with Virtual Reality and Augmented Reality. In N. Lee (Ed.), Encyclopedia of Computer Graphics and Games (pp. 1–9). https://doi.org/10.1007/978-3-319-08234-9_173-1.
  • Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46, 74-85.
  • Varma, R. B.R., Umesh, M. I., & Upendra, S. R. (2021). Augmented reality and deep learning in e-learning- A new approach. International Journal of Applied Research, 16(9), 749-751.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • Yılmaz, R. M., & Göktaş, Y. (2018). Using augmented reality technology in education. Cukurova University Faculty of Education Journal, 47(2), 510-537.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Ölçek Geliştirme
Bölüm Araştırma Makalesi
Yazarlar

Hakan Çetin 0000-0002-3740-5445

Azmi Turkan 0000-0003-2546-5122

Yayımlanma Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 4

Kaynak Göster

APA Çetin, H., & Turkan, A. (2023). Arttırılmış Gerçeklik Temelli Okuma Ortamlarına Yönelik Tutum: Bir Ölçek Geliştirme Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 814-827. https://doi.org/10.30703/cije.1219440
 Kapak Resmi İndir

e-ISSN: 2147-1606

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