Sibel SOMYÜREK

2613

OĞRENME SÜRECİNDE Z KUŞAĞININ DİKKATİNİ ÇEKME: ARTIRILMIŞ GERÇEKLİK

Geleneksel  öğrenme  yöntemleri  ve  ortamlarının,  dijital  bir  çağda  doğmuş  ve  büyümüş  olan  z  kuşağının   farklılaşan   beklentilerine   cevap   vermede   yetersiz   kaldığı   düşünülmektedir.   Bu  nedenle,   eğitim   kurumlarının   öğretim   programlarını   yenilemeleri   ve   ileri   teknolojilerle  desteklemeleri   zorunlu   hale   gelmiştir.   Bu   çalışmada,   bir   yandan   z   kuşağının   dikkatini  çekebilme   potansiyeli   taşıması,   diğer   yandan   eğitimi   desteklemek   ve   zenginleştirmek   için  etkili   yöntem/ortam   arayışına   cevap   vermesi   açısından   ön   plana   çıkan   artırılmış   gerçeklik  teknolojisi   ele   alınmaktadır.   Çalışmanın   amacı,   artırılmış   gerçeklik   teknolojisinin   eğitim  açısından  potansiyelini  ortaya  koyarak  eğitim  teknolojisi  uzmanları  ve  eğitimciler  tarafından  daha  fazla  tanınmasını  ve  kullanılmasını  sağlamaktır.  Çalışmada  öncelikle  artırılmış  gerçeklik  teknolojilerinin  çalışma  prensipleri  açıklanmakta,  ardından  eğitimdeki  uygulama  alanları  ve  kazanımları   sunulmakta,   son   olarak   artırılmış   gerçeklik   uygulamalarının   geliştirilebileceği  yazılımlar  listelenmektedir.

GAINING THE ATTENTION OF GENERATION IN LEARNING PROCESS: AUGMENTED REALITY

Traditional   learning   methods   and   media   are   expected   to   be   insufficient   to   meet   the  expectations  of  generation  z,  which  referred  to  young  people  who  was  born  and  had  grown  up  in  the  digital  era.  For  that  reason,  the  curricula  of  educational  institutions  are  required  to  be  modernized  and  supported  with  advanced  technologies.  In  this  study,  augmented  reality  technology  which  has  the  potential  to  gain  the  attention  of  z  generation  and  responding  to  the   requirement   of   supporting   and   enhancing   education   is   discussed.   The   purpose   of   the  study  is  to  provide  greater  recognition  and  use  of  augmented  reality  technology  by  putting  forward   its   potential   in   terms   of   education.   In   the   study,   first   working   principles   of  augmented   reality   technology   are   explained;   then   the   application   areas   and   gains   of   this  technology  in  education  are  presented  and  finally  software  that  can  be  utilized  to  develop  augmented  reality  applications  are  discussed.
PDF

___

  • Azuma, R. T. (1997). survey of augmented reality. Presence, 6(4), 355-385.
  • Azuma, R. T. (1999). The challenge of making augmented reality work outdoors. Mixed reality: Merging real and virtual worlds, 1, 379-390.
  • Azuma, R. T., Baillot, Y., Behringer, R., Feiner, S., Julier, S., ve Maclntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47.
  • Bajura, M., Fuchs, H., Ohbuchi, R. (1992) Merging Virtual Objects with the Real World:Seeing Ultrasound Imagery Within the Patient. In Proceedings ofSIGGRAPH ’92, (pp. 203-210).
  • NewYork: ACM Press, Behringer, R., Mizell, D., Klinker, G. (2001, August). International Workshop on Augmented Reality. VR News, 8(1).
  • http://www.vrnews.com/issuearchive/vrn0801/vrn0801augr.html adresinden Eylül 2013 tarihinde ulaşılmıştır.
  • Bennett, S., Maton, K., ve Kervin, L. (2008). The ’digital natives’ debate: critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.
  • Billinghurst, M., Kato, H. (2002). Collaborative augmented reality. Communications of the ACM, 45, 64-70.
  • Billinghurst, M., Kato, H., ve Poupyrev, |. (2001a). The MagicBook Moving seamlessly between reality and virtuality. Computer Graphics and Applications, 21(3), 2-4.
  • Billinghurst, M., Kato, H., ve Poupyrev, |. (2001b). MagicBook: transitioning between reality and virtuality. In CHI’01 Extended Abstracts on Human Factors in Computing Systems (pp. 25-26). ACM.
  • Caudell, T. P., ve Mizell, D. W. (1992). Augmented reality: An application of heads-up display technology to manual manufacturing processes. |n System Sciences, 1992. Proceedings of the Twenty-Fifth Hawaii International Conference on (Vol. 2, pp. 659-669). IEEE.
  • Cey, T. (2001). Moving towards constructivist classroom, http://www.usask.ca/education/coursework/802papers/ceyt/ceyt.htm adresinden 3.09.2013 tarihinde ulaşılmıştır.
  • Clarke, J. ve Dede, C. (2007). MUVEs as powerful means to study situated learning. Editör C.A., Chinn, G., Erkens, S., Putambekar. The 2007 computer-supported collaborative learning (CSCL) conference 2007. International Society for the Learning Sciences (pp 141—144), New Brunswick, NJ.
  • Cover, S. A., Ezquerra, N. F., O'Brien, J. F., Rowe, R., Gadacz, T., ve Palm, E. (1993). Interactively deformable models for surgery simulation. Computer Graphics and Applications, IEEE, 13(6), 68—75.
  • Di Serio, A., Ibanez, M. B., ve Kloos, C. D. (2012). Impact of an augmented reality system on students' motivation for visual art course. Computers Education, 68, 586—596.
  • Dori, Y., Belcher, J. (2005). Learning electromagnetism with visualization and active learning. Editör J. Gilbert, Models and modeling in science education (pp. 187—216). New York, NY: Springer.
  • Dunleavy, M., Dede, C., ve 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.
  • Duffy, T. M., Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen. Educational Communications and Technology (pp. 170-199). New York: Simon Schuster Macmillan.
  • Elford, M. D. (2013). Using tele-coaching to increase behavior-spesific praise delivered by secondary teachers in augmented reality learning environment.( Unpublished doctoral dissertation) University of Kansas, the United States.
  • European Parliament and the Council (2006). Recommendation of the European Parliament and the Council of Key Competences for Lifelong Learning. Official Journal of the European Union. I394. http://eurlex.europa.eu/LexUriServ/site/en/oj/2006/l_394/l_39420061230en0010001 8.pdf adresinden 12 Mart 2013 tarihinde alınmıştır.
  • FATİH (2012). Fırsatları Artırma ve Teknolojiyi İyileştirme Hareketi http://fatihprojesi.meb.gov.tr/tr/index.php/ adresinden 20 Eylül 2013 tarihinde alınmıştır. Fritz, F., Susperregui, A., ve Linaza, M. T. (2005). Enhancing cultural tourism experiences with augmented reality technologies. 6th International Symposium on Virtual Reality, Archaeology and Cultural Heritage (VAST).
  • Gibbons, B. A. (2003). Supporting Elementary Science Education for English Learners: Constructivist Evaluation Instrument. Journal of Educational Research. 96(6), 371-380.
  • Hannafin, M. J., Hooper, S. R. (1993). Learning principles. M. Fleming W. H. Levie, Instructional message design: Principles from the behavioral and cognitive sciences (2nd ed.). Englewood Cliffs, NJ: Educational Technology Publications.
  • Heinecke, W. F., Milman, N. B., Washington, L. A., ve Blasi, L. (2002). New directions in the evaluation of the effectiveness of educational technology. Computers in the Schools, 18(2-3), 97-110.
  • Johnson, L., Smith, R., Willis, H., Levine, A., Haywood, K. (2011). The 2011 horizon report. The New Media Consortium, Austin, Texas. https://waynedev.uakron.edu/dotAsset/d252d696-2a99-4102-8010- 4fc103846b0d.pdf adresinden Eylül 2013 tarihinde alınmıştır.
  • Kaufmann, H., ve Schmalstieg, D. (2003). Mathematics and geometry education with collaborative augmented reality, Computers Graphics, 27(3), 339-345.
  • Kaufmann, H., Schmalstieg, D., Wagner, M. (2000). Construct3D: virtual reality application for mathematics and geometry education.Education and Information Technologies, 5(4), 263-276.
  • Kennedy, G., Dalgarno, B., Bennett, S., Judd, T., Gray, K., ve Chang, R. (2008). Immigrants and Natives: Investigating Differences Between Staff and Students’ Use of Technology. In Hello! Where are you in the Landscape of Educational Technology? Proceedings Asci/ite. (pp. 484-492). Melbourne.
  • Klopfer, E., ve Squire, K. (2008). Environmental detectives: The development of an augmented reality platform for environmental simulations. Education Technology Research and Development, 56(2), 203-228.
  • Kondo, T., Shibasaki, J., Arita-Kikutani, H., Manabe, M., Inaba, R., and Mizuki, A. (2007) Mixed Reality Technology at Natural History Museum. Museums and the Web 2007.
  • http://www.archimuse.com/mw2007/papers/kondo/kondo.html adresinden 26 Mayıs 2013 tarihinde ulaşılmıştır.
  • Kozma, R. ve Anderson, R. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387-394.
  • Majoros, A., Boyle, E. (1997). Maintainability. Editör G. Salvendy, Handbook of Human Factors and Ergonomics (2nd ed., pp. 1569-1592). New York: John Wiley.
  • Majoros, A., Neumann, U. (2001). Support of Crew Problem-Solving and Performance with Augmented Reality. In Bioastronautics Investigators' Workshop, Galveston, TX January (pp. 17-19).
  • Milgram, P., Kishino, F. (1994). taxonomy of mixed reality visual displays.lE/CE TRANSACTIONS on Information and Systems, 77(12), 1321-1329.
  • Nunez, M., Quiros, R., Nunez, |., Carda, J. B., Camahort, E. (2008). Collaborative augmented reality for inorganic chemistry education. Editör J. L. Mauri, A. Zaharim, A.
  • Konshkin, M. Hatziprokopiou, A. Lazakidou, M. Kalogiannakis, N. Bardis (Eds.), WSEAS International Conference. Proceedings. Mathematics and Computers in Science and Engineering (No. 5). WSEAS.
  • Oblinger, D. G., Hagner, P. (2005). Seminar on Educating the Net Generation. EDUCAUSE, Tempe, AZ.
  • http://www.innovateon|ine.info/pdf/vol3 issue4/teaching and learning with the net generationpdf adresinden 26 Mayıs 2013 tarihinde ulaşılmıştır.
  • Oblinger, D., Oblinger, J. (2005). Is it age or |T: First steps toward understanding the net generation. Educating the net generation, 2(1—2), 20.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. 0n the Horizon, 9(5), 1-6.
  • Sielhorst, T., Obst, T., Burgkart, R., Riener, R., Navab, N. (2004, September). An augmented reality delivery simulator for medical training. In International Workshop on Augmented Environments for Medical Imaging-MICCAI Satellite Workshop (Vol. 141).
  • Shelton, B. E., ve Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. Augmented Reality Toolkit, The First IEEE International Workshop (pp. 8-pp). IEEE.
  • Somyürek, 5., ve Karabulut Çoşkun, B. (2013). Digital competence: Is it an innate talent of the new generation or an ability that must be developed?. British Journal of Educational Technology, 44(5), E163-E166.
  • Squire, K. D., ve Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29.
  • Stapleton, C. B. ve Hughes. C. E. (2006). Making Memories of Lifetime. Editör M. Haller, M.
  • Billinghurst, B. H. Thomas, Emerging Technologies of Augmented Reality: Interfaces Design (pp. 329-351). London, IDEA Group Inc.
  • Sumadio, D.D., ve Rambli, D.R.A. (2010). Preliminary evaluation on user acceptance of the augmented reality use for education Second international conference on computer engineering and applications, Vol. (pp. 461—465). IEEE.
  • Tasker, R., ve Dalton, R. (2008). Visualizing the molecular world: Design, evaluation, and use of animation. Editör J. Gilbert, M. Reiner M. Nakhleh, Models and modeling in science education (pp. 103-131). New York, NY: Springer.
  • UNESCO (2008). ICT Competency Standards for Teachers: Policy Framework [Online]. http://unesdoc.unesco.org/images/0015/001562/156210E.pdf adresinden 12 Mart 2013 tarihinde alınmıştır.
  • Wang, F., ve Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5- 23.
  • Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information technologies, 6(4), 251-266.
  • Webster, A., Feiner, S., Maclntyre, B., Massie, W., ve Krueger, T. (1996, June). Augmented reality in architectural construction, inspection and renovation. In Proceedings ASCE Third Congress on Computing in Civil Engineering (pp. 913-919).
  • Witmer, B., Baily, J., ve Knerr, B. (1996). Virtual Spaces and Real World Places: Transfer of Route Knowledge. International Journal of Human Computer Studies, 45(4), 413-428.
  • Yeh, M., ve Wickens, C. D. (2001). Display signaling in augmented reality: Effects of cue reliability and image realism on attention allocation and trust calibration.Human Factors: The Journal of the Human Factors and Ergonomics Society, 43(3), 355—365.
  • Oblinger, D., Oblinger, J. (2005). Is it age or |T: First steps toward understanding the net generation. Educating the net generation, 2(1—2), 20.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. 0n the Horizon, 9(5), 1-6.
  • Sielhorst, T., Obst, T., Burgkart, R., Riener, R., Navab, N. (2004, September). An augmented reality delivery simulator for medical training. In International Workshop on Augmented Environments for Medical Imaging-MICCAI Satellite Workshop (Vol. 141).
  • Shelton, B. E., ve Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. Augmented Reality Toolkit, The First IEEE International Workshop (pp. 8-pp). IEEE.
  • Somyürek, 5., ve Karabulut Çoşkun, B. (2013). Digital competence: Is it an innate talent of the new generation or an ability that must be developed?. British Journal of Educational Technology, 44(5), E163-E166.
  • Squire, K. D., ve Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29.
  • Stapleton, C. B. ve Hughes. C. E. (2006). Making Memories of Lifetime. Editör M. Haller, M.
  • Billinghurst, B. H. Thomas, Emerging Technologies of Augmented Reality: Interfaces Design (pp. 329-351). London, IDEA Group Inc.
  • Sumadio, D.D., ve Rambli, D.R.A. (2010). Preliminary evaluation on user acceptance of the augmented reality use for education Second international conference on computer engineering and applications, Vol. (pp. 461—465). IEEE.
  • Tasker, R., ve Dalton, R. (2008). Visualizing the molecular world: Design, evaluation, and use of animation. Editör J. Gilbert, M. Reiner M. Nakhleh, Models and modeling in science education (pp. 103-131). New York, NY: Springer.
  • UNESCO (2008). ICT Competency Standards for Teachers: Policy Framework [Online]. http://unesdoc.unesco.org/images/0015/001562/156210E.pdf adresinden 12 Mart 2013 tarihinde alınmıştır.
  • Wang, F., ve Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5- 23.
  • Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information technologies, 6(4), 251-266.
  • Webster, A., Feiner, S., Maclntyre, B., Massie, W., ve Krueger, T. (1996, June). Augmented reality in architectural construction, inspection and renovation. In Proceedings ASCE Third Congress on Computing in Civil Engineering (pp. 913-919).
  • Witmer, B., Baily, J., ve Knerr, B. (1996). Virtual Spaces and Real World Places: Transfer of Route Knowledge. International Journal of Human Computer Studies, 45(4), 413-428.
  • Yeh, M., ve Wickens, C. D. (2001). Display signaling in augmented reality: Effects of cue reliability and image realism on attention allocation and trust calibration.Human Factors: The Journal of the Human Factors and Ergonomics Society, 43(3), 355—365
  • .Zachary, W., Ryder, J., Hicinbothom, J., Bracken, K. (1997). The Use of Executable Cognitive Models in Simulation—based Intelligent Embedded Training. Proceedings of Human Factors Society 4lst Annual Meeting. (pp. 1118-1122). Santa Monica, CA: Human Factors Society.
  • Zhu, W., Owen, C. B., Li, H., ve Lee, J. H. (2004). Personalized in-store e-commerce with the promopad: an augmented reality shopping assistant. Electronic Journal for E-commerce Tools and Applications, 1(3), 1-19.
Eğitim Teknolojisi Kuram ve Uygulama-Cover
  • ISSN: 2147-1908
  • Yayın Aralığı: Yılda 2 Sayı
  • Başlangıç: 2011
  • Yayıncı: Tolga Güyer
Arşiv
Sayıdaki Diğer Makaleler

HARMANLANMIŞ ÖĞRENME ORTAMI İLE HAZIRLANAN ANATOMİ DERSİNİN ÖĞRENCİLERİN AKADEMİK BAŞARILARI ÜZERİNDEKİ ETKİSİ

Arzu Deveci TOPAL, Mehmet Akif OCAK

İNTERAKTİF  OYUNLARIN  MATEMATİK  ÖĞRETİMİNDE  KULLANILMASI  ÜZERİNE     ARAŞTIRMALARIN  İNCELENMESİ

Hasan ÇAKIR, İlksen SEVİL  ULUÇAY

BİLİŞİM TEKNOLOJİLERİ ÖĞRETMEN ADAYLARININ MOODLE’DA GERÇEKLEŞTİRDİKLERİ ETKİNLİKLER VE BAŞARI ARASINDAKİ İLİŞKİ

Esra ERGÜL, Mustafa KOÇ

Öğretim Sürecinde Z Kuşağının Dikkatini Çekme: Artırılmış Gerçeklik

Sibel SOMYÜREK

İnteraktif Oyunların Matematik Öğretiminde Kullanılması Üzerine Araştırmaların İncelenmesi

İlksen Sevil ULUÇAY, Hasan ÇAKIR

AÇIKLAYICI BİBLİYOGRAFİ KÜTÜPHANESİ UYGULAMASININ KULLANILABİLİRLİĞİ

Şeyhmus AYDOĞDU, Kevser HAVA

OĞRENME SÜRECİNDE Z KUŞAĞININ DİKKATİNİ ÇEKME: ARTIRILMIŞ GERÇEKLİK

Sibel SOMYÜREK