Şenay AYDIN, Sümeyye BAYRAKTAR FIRINCI, Esra KELEŞ

Üç Boyutlu Sanal Ortamlarda Tarih Öğretimi: Sistematik Derleme Çalışması

Bu çalışmanın amacı, 3B sanal ortamlarda tarih öğretimi ile ilgili yapılan araştırmalara ilişkin mevcut durumu ve 3B sanal ortamların tarih öğretimine katkısını ortaya koymaktır. Araştırmada sistematik derleme yöntemi kullanılmıştır. 2000-2020 yılları arasında 3B sanal ortamlarda tarih öğretimi ile ilgili yapılmış araştırmalar, çeşitli veri tabanlarında, “3B sanal dünyalar”, “3B sanal ortamlar”, “tarih eğitimi / sınıfı / tarih öğretimi”, “3B sanal tarih eğitimi” ve “tarihi yeniden canlandırma” Türkçe ve İngilizce anahtar kelimeleri ile taratılmış ve içerikleri kontrol edilerek dahil edilme ve hariç tutulma işlemleri eşliğinde seçilmiştir. Sonuçta araştırmanın konusuna ve amacına uygun olabilecek 6 tam metin bildiri, 7 makale ve 1 tez çalışması tespit edilmiştir. Çalışmaların çoğunluğunda mekân tasarımlarının yanında dönem kıyafetleri ile tasarlanmış karakterlerin, tarihsel bir olayı yeniden canlandırması ele alınmıştır. 3B sanal ortamlarda tarih öğretimi esnasında, ortamla alakalı memnuniyet, öğrenci başarısı gibi değişkenlerin incelendiği ve olumlu sonuçlar alındığı görülmüştür. Bunun yanı sıra, bir ekip ile yürütülen öğretim uygulamalarının çok iyi planlanması gerektiği belirlenmiştir. Araştırma sonucunda, 3B sanal ortamlarda tarih öğretimine ilişkin gelecek araştırmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler:

Tarih öğretimi, 3Boyutlu sanal ortamlar, Sistematik derleme

History Teaching in 3 Dimensional Virtual Environments: Systematic Review

This study aims to reveal the current status of the studies related to teaching history in 3D virtual environments and the contribution of such environments to teaching history. Systematic review method was used in the study. The studies on history teaching in 3D virtual environments, which were conducted between the years 2000-2020, were reviewed in various databases by the use of Turkish and English keywords “3D virtual world”, “3D virtual environment”, “history education / classroom / history teaching or history of teaching”, “3D virtual history education”, and “historical revival”, and they were excluded or included after their content were studied. As a result; 6 full-text conference papers, 7 articles, and 1 thesis were detected. While it was seen that a historical environment was designed in all studies, it was observed in the majority of the studies that the characters in period clothing were also depicted reenacting a historical context as well as the historical environment design. During history teaching in 3D virtual environments, positive results were obtained when the variables such as satisfaction related to the environment design and students' success were studied. Moreover, it was detected that the meticulously selected team members and teaching practices should be included in a decent plan and conducted accordingly. As a result of the study, recommendations for prospective studies related to history teaching in 3D virtual environments were made.

Keywords:

History Teaching, 3 Dimensional virtual environments, Systematic Review,

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Araştırmada İncelenen Çalışmalar: A1. Mørch, A.I., Mifsud, L. and Eie, S. (2019a), “Developing a model of collaborative learning with Minecraft for social studies classrooms using role-play theory and practice”, Proceedings of CSCL 2019, International Society of the Learning Sciences, Lyon, Vol. 1, pp. 272-279.
A2. Prasolova-Førland, E., & Hov, O. Ø. (2010). Eidsvoll 1814: Teaching History In 3D Collaborative Virtual Environments. Internet Technologies & Society (ITS 2010), 181-188.
A3. Zamora-Musa, R., Vélez, J., & Paez-Logreira, H. (2018). Evaluating learnability in a 3D heritage tour. Presence: Teleoperators and Virtual Environments, 26(4), 366-377.
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A5. Nguyen, N. H. (2020). Simulating the Generative Process of Urban Form: An Application Using OpenSim. Journal of Planning Education and Research, 40(4), 393-404.
A6. Bogdanovych, A., Ijaz, K., & Simoff, S. (2012, September). The city of uruk: teaching ancient history in a virtual world. In International Conference on Intelligent Virtual Agents (pp. 28-35). Springer, Berlin, Heidelberg.
A7. Kim, M. H. (2013). Working collaboratively in virtual learning environments: Using Second Life with Korean High School students in history class (Doctoral dissertation). Teachers College, Columbia University.
A8. Pujol-Tost, L. (2019). Did We Just Travel to the Past? Building and Evaluating With Cultural Presence Different Modes of VR-Mediated Experiences in Virtual Archaeology. Journal on Computing and Cultural Heritage (JOCCH), 12(1), 1-20.
A9. Bani, M., Ciregia, E., Genovesi, F., Salvatori, E., Rapisarda, B., & Simi, M. (2008). Learning by creating historical buildings in Second Life. Interaction Design and Architecture(s) Journal, 3, 113-116.
A10. Morgan, E. J., (2013). “Virtual worlds: Integrating Second Life into the history classroom, society for history education”, The History Teacher, 46(4), 547-559.
A11. Ijaz, K., Bogdanovych, A., & Trescak, T. (2017). Virtual worlds vs books and videos in history education. Interactive Learning Environments, 25(7), 904-929.
A12. Kennedy, S., Dow, L., Oliver, I. A., Sweetman, R. J., Miller, A. H. D., Campbell, A., ... & Fawcett, R. (2012). Living history with Open Virtual Worlds: Reconstructing St Andrews Cathedral as a stage for historic narrative. Proceedings of the 2nd European Immersive Education Summit.
A13. Hsieh, P., Wub, Y., & Mac, F. (2010, December). A study of visitor’s learning needs and visit satisfaction in real and second life museums. In Workshop Proceedings of the 18th International Conference on Computers in Education (pp. 248-255).
A14. Earle, N., & Hales, S. (2009). Pompeii in the crystal palace: comparing victorian and modern virtual, immersive environments. Electronic Visualisation and the Arts (EVA 2009), 37-46.