ARTIRILMIŞ GERÇEKLİKLE DESTEKLENMİŞ VİDEOLARLA ÖĞRETİMİN AKADEMİK BAŞARI, BİLİŞSEL YÜK VE MOTİVASYONA ETKİSİ

Öz Beşinci sanayi devrimi içinde bulunduğumuz çağda farklı disiplinlerdeki kullanımı gittikçe yaygınlaşan artırılmış gerçeklik (AG) teknolojisi pek çok eğitimcinin de ilgi odağı haline gelmektedir. Bu çalışmanın amacı, mobil AG (MAG) ile desteklenmiş videolar aracılığıyla sunulan öğretimin öğrencilerin akademik başarı, bilişsel yük ve motivasyonlarına etkisini araştırmaktır. Karma araştırma yöntemlerinden açıklayıcı desenin kullanıldığı çalışmada, Bilgisayar ve Öğretim Teknolojileri Eğitimi bölümüne kayıtlı, 68 lisans öğrencisi yer almıştır. Öğrencilerden 35 katılımcı deney grubunu, 33 katılımcı ise kontrol grubunu oluşturmaktadır. Deney grubu MAG destekli videolarla öğrenme etkinliklerine katılmıştır. Kontrol gurubu ise geleneksel yöntemlerle sunulan öğretim etkinliklerine katılmıştır. Araştırma sürecinde akademik başarı testi, bilişsel yük ölçeği ve motivasyon ölçeği nicel veri toplama aracı olarak kullanılmıştır. Nitel veriler ise öğrencilerle yapılan odak grup görüşmeleri sonucunda elde edilmiştir. Nicel verilerin analizi için tek yönlü MANOVA analiz yönteminden yararlanılmıştır. Nitel veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırmadan elde edilen bulgulara göre MAG destekli öğrenme sürecinin öğrencilerin akademik başarı, bilişsel yük ve motivasyon düzeylerine anlamlı bir etkisinin olmadığı görülmüştür. Sonuçlar, öğrencilerin görüş ve deneyimleri doğrultusunda elde edilen nitel verilerle birlikte irdelenmiş ve nicel sonuçların nedenleri açıklanmıştır. Bu çalışma, öğrenme sürecinde AG teknolojilerinin daha etkili olarak nasıl kullanılabileceğine ilişkin ip uçları sunması bakımından önemlidir. Ayrıca AG teknolojilerinin öğrenme sürecinde kullanımına ilişkin sınırlı sayıda deneysel çalışmanın olduğu göz önünde bulundurulduğunda, elde edilen sonuçların alanyazına farklı kanıtlar sunması bakımından yararlı olacağı öngörülmektedir.

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