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Investigation of the Impact of the Use of Augmented Reality Applications in Education on Achievement: A Meta-Analysis of the Studies Conducted between 2010-2020

Yıl 2023, Cilt: 11 Sayı: 22, 405 - 428, 27.10.2023

Nesrin Ürün Arıcı Emre Yıldız

https://doi.org/10.18009/jcer.1241110

Öz

The aim of this study is to compare the effectiveness of augmented reality in the field of education and to reveal its general effect by bringing to gather experimental studies examining the effectiveness of augmented reality applications made between 2010 and 2020 on learning achievement, using the meta-analysis method. Inclusion criteria were determined for data collection, 28 studies were included in the study. In this study, the effect sizes and variances of each study included in the meta-analysis, the combined effect sizes of the groups and the comparisons of the groups were made with the comprehensive meta-analysis statistical program. According to the findings, it can be said that augmented reality is more effective in increasing academic achievement than traditional applications. It revealed that applications are mostly used in the field of science education.

Anahtar Kelimeler

Academic achievement augmented reality meta-analysis

Etik Beyan

Etik Beyanı Bu çalışmada insan veya hayvan deneklerinden veri toplanmamıştır. Bu nedenle çalışma, etik kurul onayı gerektiren çalışmalar kapsamında yer almadığından etik kurul onayı alınmamıştır.

Kaynakça

  • Arslan, A., & Elibol, M. (2015). Analysis of Educational augmented reality applications: The case of android operating system. Journal of Human Sciences, 12(2), 1792-1817.
  • Avcı, Ş. K., Çoklar, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Education and Science, 44(198).
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, 17(4), 133-149.
  • Baragash, R. S., 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.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.
  • Batdı, V., & Talan, T. (2019). Augmented reality applications: A Meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276-297.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Bozkuş, K., & Karacabey, M. F. (2019). Information technology use in education through the FATIH project: how far has it gone?. Journal of Education for Life, 33(1), 17-32.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Pegem.
  • Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Coe, R. (2002, September). It’s the effect size, stupid. In British Educational Research Association Annual Conference, 12(4).
  • Copas, J., & Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262. Cumming, G. & Finch, S. (2005). Inference by eye: Confidence intervals, and how toreadpictures of data. American Psychologist, 60, 170-180.
  • Garzón, J., Pavón, J., &Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459.
  • Garzon, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244-260.
  • Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., La Velle, L., ... & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137-152.
  • Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17(2), 137–152.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Linn, M. (2003). Technology and science education: starting points, Research programs, and trends. International Journal of Science Education, 25(6), 727-758.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
  • Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74), 165-186.
  • Özdemir, M. (2017). Artırılmış gerçeklik teknolojisi ile öğrenmeye yönelik deneysel çalışmalar: Sistematik bir inceleme. [Experimental studies on learning with augmented reality technology: A systematic review]. Mersin University Journal of the Faculty of Education, 13(2), 609-632.
  • Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on k-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
  • Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
  • Rosenthal, R., & Rubin, D. B. (1991). Further issues in effect size estimation for one-sample multiple-choice-type data. Psychological Bulletin, 109, 351-352.
  • Rothstein, H. R., Sutton, A. J. & Borenstein, M. (Ed.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.
  • Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1-8.
  • Taber, K. S. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure. The Royal Society of Chemistry, 1, 53-66.
  • Tekedere, H., & Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469-9481.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi. [Using augmented reality in education: A content analysis of the studies in 2007-2016 period]. Journal of Subject Teaching Research, 2(2), 84-95.
  • Yu, D., Jin, J. S., Luo, S., Lai, W., & Huang, Q. (2009). A useful visualization technique: A literatüre review for augmented reality and its application, limitation & future direction. Visual Information Communication, 311-337.

Artırılmış Gerçeklik Uygulamalarının Eğitimde Kullanımının Başarı Üzerindeki Etkisinin İncelenmesi: 2010-2020 Yılları arasında Yapılan Çalışmaların Meta-Analizi

Yıl 2023, Cilt: 11 Sayı: 22, 405 - 428, 27.10.2023

Nesrin Ürün Arıcı Emre Yıldız

https://doi.org/10.18009/jcer.1241110

Öz

Bu araştırmanın amacı, eğitimde kullanılan artırılmış gerçeklik uygulamalarının öğrencilerin başarıları üzerindeki etkililiğine yönelik yapılan birbirinden farklı çalışmaların sonuçlarının bir araya getirilmesidir. Verilerin toplanması için çalışmaya dâhil edilme ölçütleri belirlenerek 28 çalışma araştırmaya dâhil edilmiştir. Bu araştırmada meta-analize alınan her çalışmaya ait etki büyüklükleri ve varyansları, grupların birleştirilmiş etki büyüklükleri ve grupların karşılaştırılmaları comprehensive meta-analysis istatistik programı ile yapılmıştır. Bulgulara göre, artırılmış gerçekliğin, akademik başarıyı artırmada geleneksel uygulamalara göre daha etkili olduğu söylenebilir. Etki büyüklüğünün en büyük olduğu ülkenin Türkiye, alanın ise fen eğitimi ve örneklem düzeyinin okul öncesi olduğu tespit edilmiştir.

Anahtar Kelimeler

Akademik başarı arttırılmış gerçeklik meta-analiz

Kaynakça

  • Arslan, A., & Elibol, M. (2015). Analysis of Educational augmented reality applications: The case of android operating system. Journal of Human Sciences, 12(2), 1792-1817.
  • Avcı, Ş. K., Çoklar, A. N., & İstanbullu, A. (2019). The effect of three dimensional virtual environments and augmented reality applications on the learning achievement: A meta-analysis study. Education and Science, 44(198).
  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bacca Acosta, J. L., Baldiris Navarro, S. M., Fabregat Gesa, R., & Graf, S. (2014). Augmented reality trends in education: a systematic review of research and applications. Journal of Educational Technology and Society, 2014, 17(4), 133-149.
  • Baragash, R. S., 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.
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.
  • Batdı, V., & Talan, T. (2019). Augmented reality applications: A Meta-analysis and thematic analysis. Turkish Journal of Education, 8(4), 276-297.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T. & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley.
  • Bozkuş, K., & Karacabey, M. F. (2019). Information technology use in education through the FATIH project: how far has it gone?. Journal of Education for Life, 33(1), 17-32.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. [Scientific research methods]. Ankara: Pegem.
  • Chang, R. C., Chung, L. Y., & Huang, Y. M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers & Education, 78, 97-108.
  • Coe, R. (2002, September). It’s the effect size, stupid. In British Educational Research Association Annual Conference, 12(4).
  • Copas, J., & Shi, J. Q. (2000). Meta-analysis, funnel plots and sensitivity analysis. Biostatistics, 1(3), 247-262. Cumming, G. & Finch, S. (2005). Inference by eye: Confidence intervals, and how toreadpictures of data. American Psychologist, 60, 170-180.
  • Garzón, J., Pavón, J., &Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447-459.
  • Garzon, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244-260.
  • Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., La Velle, L., ... & Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137-152.
  • Kelley, K., & Preacher, K. J. (2012). On effect size. Psychological Methods, 17(2), 137–152.
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.
  • Linn, M. (2003). Technology and science education: starting points, Research programs, and trends. International Journal of Science Education, 25(6), 727-758.
  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE publications, Inc.
  • Ozdemir, M., Sahin, C., Arcagok, S., & Demir, M. K. (2018). The effect of augmented reality applications in the learning process: A meta-analysis study. Eurasian Journal of Educational Research, 18(74), 165-186.
  • Özdemir, M. (2017). Artırılmış gerçeklik teknolojisi ile öğrenmeye yönelik deneysel çalışmalar: Sistematik bir inceleme. [Experimental studies on learning with augmented reality technology: A systematic review]. Mersin University Journal of the Faculty of Education, 13(2), 609-632.
  • Papanastasiou, G., Drigas, A., Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and augmented reality effects on k-12, higher and tertiary education students’ twenty-first century skills. Virtual Reality, 23(4), 425-436.
  • Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
  • Rosenthal, R., & Rubin, D. B. (1991). Further issues in effect size estimation for one-sample multiple-choice-type data. Psychological Bulletin, 109, 351-352.
  • Rothstein, H. R., Sutton, A. J. & Borenstein, M. (Ed.). (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.
  • Saidin, N. F., Halim, N. D. A., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1-8.
  • Taber, K. S. (2002). Alternative conceptions in chemistry: Prevention, diagnosis and cure. The Royal Society of Chemistry, 1, 53-66.
  • Tekedere, H., & Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469-9481.
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research: A simplified methodology. Work-Learning Research, 1-9.
  • Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi. [Using augmented reality in education: A content analysis of the studies in 2007-2016 period]. Journal of Subject Teaching Research, 2(2), 84-95.
  • Yu, D., Jin, J. S., Luo, S., Lai, W., & Huang, Q. (2009). A useful visualization technique: A literatüre review for augmented reality and its application, limitation & future direction. Visual Information Communication, 311-337.
Toplam 33 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Nesrin Ürün Arıcı 0000-0003-3394-4860

Emre Yıldız 0000-0001-6396-9183

Erken Görünüm Tarihi 25 Ekim 2023
Yayımlanma Tarihi 27 Ekim 2023
Gönderilme Tarihi 23 Ocak 2023
Kabul Tarihi 27 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 22

Kaynak Göster

APA Ürün Arıcı, N., & Yıldız, E. (2023). Artırılmış Gerçeklik Uygulamalarının Eğitimde Kullanımının Başarı Üzerindeki Etkisinin İncelenmesi: 2010-2020 Yılları arasında Yapılan Çalışmaların Meta-Analizi. Journal of Computer and Education Research, 11(22), 405-428. https://doi.org/10.18009/jcer.1241110
 Kapak Resmi İndir

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Bu eser Creative Commons Atıf 4.0 Uluslararası Lisansı ile lisanslanmıştır.


Değerli Yazarlar,

JCER dergisi 2018 yılından itibaren yayımlanacak sayılarda yazarlarından ORCID bilgilerini isteyecektir. Bu konuda hassasiyet göstermeniz önemle rica olunur.

Önemli: "Yazar adından yapılan yayın/atıf taramalarında isim benzerlikleri, soyadı değişikliği, Türkçe harf içeren isimler, farklı yazımlar, kurum değişiklikleri gibi durumlar sorun oluşturabilmektedir. Bu nedenle araştırmacıların tanımlayıcı kimlik/numara (ID) edinmeleri önem taşımaktadır. ULAKBİM TR Dizin sistemlerinde tanımlayıcı ID bilgilerine yer verilecektir.

Standardizasyonun sağlanabilmesi ve YÖK ile birlikte yürütülecek ortak çalışmalarda ORCID kullanılacağı için, TR Dizin’de yer alan veya yer almak üzere başvuran dergilerin, yazarlardan ORCID bilgilerini talep etmeleri ve dergide/makalelerde bu bilgiye yer vermeleri tavsiye edilmektedir. ORCID, Open Researcher ve Contributor ID'nin kısaltmasıdır.  ORCID, Uluslararası Standart Ad Tanımlayıcı (ISNI) olarak da bilinen ISO Standardı (ISO 27729) ile uyumlu 16 haneli bir numaralı bir URI'dir. http://orcid.org adresinden bireysel ORCID için ücretsiz kayıt oluşturabilirsiniz. "