ARTIRILMIŞ GERÇEKLİK TEKNOLOJİSİ KULLANILARAK DÜŞÜNME BECERİLERİNİN GELİŞTİRİLMESİ ÜZERİNE BİR DERLEME

Yıl 2023, Cilt: 4 Sayı: 2, 144 – 157, 31.12.2023

Yasemin Sönmez Gümüşhan , Selma Yel

Öz

Augmented reality (AR) can be defined as the integration of tangible and intangible products in the same environment by integrating virtual objects into the real world. Using AR, objects can be observed from one-dimensional to 3-dimensional, hard-to-reach places can be reached, and time and money can be saved. This technology has been used in many fields, especially in the 21st century. AR technologies can be used in education, health, engineering, art, astronomy, architecture, gamification, museum visits, location finding, visualization, design, travel, tourism, communication, publishing, and defense technologies. In addition, AR technology is directly related to information and communication technology literacy, which is one of the 21st-century skills. Studies are carried out to develop skills in the field of education by using AR technologies. One of these skills is thinking skills. Thinking is a very complex process. In this process, AR technologies can support thinking processes both by offering different perspectives and by enriching teaching materials in terms of color, image, and sound. In this study, it was aimed to reveal the relationship between AR technologies and thinking skills. For this purpose, studies in the literature on developing thinking skills using AR were examined, and comments on which thinking skills this technology can develop were presented.

Anahtar Kelimeler

augmented reality, thinking, thinking education, technology

Kaynakça

  • Ahmad, F. A. R. O. B. (2021). The effect of augmented reality in improving visual thinking in mathematics of 10th-grade students in Jordan. International Journal of Advanced Computer Science and Applications, 12(5).
  • Aldalalah, O., Ababneh, Z., Bawaneh, A., & Alzubi, W. (2019). Effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. International Journal of Emerging Technologies in Learning (iJET), 14(18), 164-185.
  • Almugren, I. H. (2020). The Effectiveness of Using Augmented Reality Technology in Teaching Art Education to Develop the Skills of Visual Thinking among First Year Students in Middle School in Riyadh City. Journal of Educational & Psychological Sciences, 21(2).
  • Amalia, N. R., Sihotang, I. P., Nurhayani, N., & Sam, S. R. (2023). Pengaruh Media Augmented Reality terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar. FONDATIA, 7(1), 41-51.
  • Antonia, D., & Evgenia, R. (2018). Artful thinking and augmented reality in kindergarten: technology contributions to the inclusion of socially underprivileged children in creative activities. In Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion (pp. 187-194).
  • Arifuddin, A., Wahyudin, W., Prabawanto, S., Yasin, M., & Elizanti, D. (2022). The Effectiveness of Augmented Reality-Assisted Scientific Approach to Improve Mathematical Creative Thinking Ability of Elementary School Students. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 444-455.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
  • 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.
  • Başerer, D. (2021). Düşünme eğitimi. Ankara: Pegem Akademi.
  • Benford, S., Greenhalgh, C., Reynard, G., Brown, C., & Koleva, B. (1998). Understanding and constructing shared spaces with mixed-reality boundaries. ACM Transactions on computer-human interaction (TOCHI), 5(3), 185-223.
  • Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.
  • Buditjahjanto, I.G.P.A., & Irfansyah, J. (2023). Augmented reality on students’ academic achievement viewed from the creative thinking level. Journal of Technology and Science Education, 13(3), 597-612.
  • Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017a). Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and geographic information science, 44(3), 259-270.
  • Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017b). Landscape interpretation with augmented reality and maps to improve spatial orientation skill. Journal of Geography in Higher Education, 41(1), 119-133.
  • Cardoso, A., Kirner, C., Júnior, E. L., & Kelner, J. (2007). Tecnologias e ferramentas para o desenvolvimento de sistemas de realidade virtual e aumentada. Editora Universitária UFPE, 1-19.
  • Cerqueira, C. & Kirner, C. (2012). Developing Educational Applications with a Non-Programming Augmented Reality Authoring Tool. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012–World Conference on Educational Media and Technology (pp. 2816-2825).
  • Chen, C. M. & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652. Delello, J. A., Mcwhorter, R. R., & Camp, K. M. (2015). Integrating augmented reality in higher education: A multidisciplinary study of student perceptions. Journal of Educational Multimedia and Hypermedia, 24(3), 209-233.
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ARTIRILMIŞ GERÇEKLİK TEKNOLOJİSİ KULLANILARAK DÜŞÜNME BECERİLERİNİN GELİŞTİRİLMESİ ÜZERİNE BİR DERLEME

Yıl 2023, Cilt: 4 Sayı: 2, 144 – 157, 31.12.2023

Yasemin Sönmez Gümüşhan , Selma Yel

Öz

Artırılmış gerçeklik (AG) kavramı gerçek dünya üzerine sanal nesnelerin bütünleştirilmesi ile somut ve soyut ürünlerin aynı ortamda buluşması olarak tanımlanabilir. AG kullanılarak nesneler tek boyutlu halden 3 boyutlu hale getirilerek gözlemlenebilir, ulaşılması zor mekânlara ulaşılabilir, zaman ve paradan tasarruf sağlanabilir. AG uygulamaları eğitim, sağlık, mühendislik, sanat, astronomi, mimari, oyunlaştırma, müze gezileri, konum bulma, görselleştirme, tasarım, seyahat, turizm, iletişim, yayıncılık, savunma teknolojileri vb. gibi birçok alanda kullanılabilmektedir. Ayrıca AG teknolojisi 21. yy. becerilerinden olan bilgi ve iletişim teknolojileri okuryazarlığı ile de doğrudan ilişkilidir. AG uygulamaları kullanılarak eğitim alanında beceri geliştirmeye yönelik çalışmalar yapılmaktadır. Bu becerilerden biri de düşünme becerileridir. Düşünme oldukça karmaşık bir süreçtir. Bu süreçte AG teknolojileri hem farklı bakış açıları sunarak hem de öğretim materyallerini renk, görüntü, ses gibi açılardan zenginleştirerek düşünme süreçlerini destekleyebilmektedir. Bu çalışmada AG uygulamaları ve düşünme becerileri arasındaki ilişkinin ortaya konması amaçlanmıştır. Bu amaç doğrultusunda alanyazında yer alan AG uygulamaları kullanılarak düşünme becerilerini geliştirmeye yönelik çalışmalar incelenmiş ve bu teknolojinin hangi düşünme becerilerini geliştirebileceğine dair yorumlar sunulmaya çalışılmıştır.

Anahtar Kelimeler

artırılmış gerçeklik, düşünme, düşünme eğitimi, teknoloji

Kaynakça

  • Ahmad, F. A. R. O. B. (2021). The effect of augmented reality in improving visual thinking in mathematics of 10th-grade students in Jordan. International Journal of Advanced Computer Science and Applications, 12(5).
  • Aldalalah, O., Ababneh, Z., Bawaneh, A., & Alzubi, W. (2019). Effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. International Journal of Emerging Technologies in Learning (iJET), 14(18), 164-185.
  • Almugren, I. H. (2020). The Effectiveness of Using Augmented Reality Technology in Teaching Art Education to Develop the Skills of Visual Thinking among First Year Students in Middle School in Riyadh City. Journal of Educational & Psychological Sciences, 21(2).
  • Amalia, N. R., Sihotang, I. P., Nurhayani, N., & Sam, S. R. (2023). Pengaruh Media Augmented Reality terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar. FONDATIA, 7(1), 41-51.
  • Antonia, D., & Evgenia, R. (2018). Artful thinking and augmented reality in kindergarten: technology contributions to the inclusion of socially underprivileged children in creative activities. In Proceedings of the 8th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion (pp. 187-194).
  • Arifuddin, A., Wahyudin, W., Prabawanto, S., Yasin, M., & Elizanti, D. (2022). The Effectiveness of Augmented Reality-Assisted Scientific Approach to Improve Mathematical Creative Thinking Ability of Elementary School Students. Al Ibtida: Jurnal Pendidikan Guru MI, 9(2), 444-455.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
  • 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.
  • Başerer, D. (2021). Düşünme eğitimi. Ankara: Pegem Akademi.
  • Benford, S., Greenhalgh, C., Reynard, G., Brown, C., & Koleva, B. (1998). Understanding and constructing shared spaces with mixed-reality boundaries. ACM Transactions on computer-human interaction (TOCHI), 5(3), 185-223.
  • Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.
  • Buditjahjanto, I.G.P.A., & Irfansyah, J. (2023). Augmented reality on students’ academic achievement viewed from the creative thinking level. Journal of Technology and Science Education, 13(3), 597-612.
  • Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017a). Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and geographic information science, 44(3), 259-270.
  • Carbonell Carrera, C., & Bermejo Asensio, L. A. (2017b). Landscape interpretation with augmented reality and maps to improve spatial orientation skill. Journal of Geography in Higher Education, 41(1), 119-133.
  • Cardoso, A., Kirner, C., Júnior, E. L., & Kelner, J. (2007). Tecnologias e ferramentas para o desenvolvimento de sistemas de realidade virtual e aumentada. Editora Universitária UFPE, 1-19.
  • Cerqueira, C. & Kirner, C. (2012). Developing Educational Applications with a Non-Programming Augmented Reality Authoring Tool. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012–World Conference on Educational Media and Technology (pp. 2816-2825).
  • Chen, C. M. & Tsai, Y. N. (2012). Interactive augmented reality system for enhancing library instruction in elementary schools. Computers & Education, 59(2), 638-652. Delello, J. A., Mcwhorter, R. R., & Camp, K. M. (2015). Integrating augmented reality in higher education: A multidisciplinary study of student perceptions. Journal of Educational Multimedia and Hypermedia, 24(3), 209-233.
  • Demircioğlu, İ. H. (2009). Tarih öğretmenlerinin tarihsel düşünme becerilerine yönelik görüşleri. Milli Eğitim Dergisi, 39(184), 228-239.
  • Demirel, T. (2017). Argümantasyon yöntemi destekli artırılmış gerçeklik uygulamalarının akademik başarı, eleştirel düşünme becerisi, fen ve teknoloji dersine yönelik güdülenme ve argümantasyon becerisi üzerindeki etkisinin incelenmesi (Yayımlanmamış Doktora Tezi). Çukurova Üniversitesi, Adana.
  • Devlin, K. J. (2012). Introduction to mathematical thinking Palo Alto, CA: Keith Devlin.
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  • Henderson, P. B., Hitchner, L., Fritz, S. J., Marion, B., Scharff, C., Hamer, J., & Riedesel, C. (2002). Materials development in support of mathematical thinking. ACM SIGCSE Bulletin, 35(2), 185-190.
  • Herpich, F., Guarese, R. L. M., Fratin, V., & Tarouco, L. M. R. (2018). Augmented reality impact in the development of formal thinking. 4th Annual International Conference of the Immersive Learning Research Network (iLRN2018) (pp. 23-34).
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  • Işık, A. D.. (2012). Sunular yardımıyla öğrencilerin yaratıcı düşünme becerilerini geliştirme. Bartın University Journal of Faculty of Education, 1(1), 89-96.
  • Jdaitawi, M. T., & Kan'an, A. F. (2022). A decade of research on the effectiveness of augmented reality on students with special disability in higher education. Contemporary Educational Technology, 14(1).
  • Johnson, E. T., & McNeal, K. S. (2022). Student perspectives of the spatial thinking components embedded in a topographic map activity using an augmented-reality sandbox. Journal of Geoscience Education, 70(1), 13-24.
  • Kairu, C. (2021). Augmented reality and its influence on cognitive thinking in learning. American Journal of Educational Research, 9(8), 504-512. doi: 10.12691/education-9-8-6.
  • Kaplan, E. (2005). İlköğretim öğrencilerinin tarihsel düşünme becerilerinin sözlü tarih çalışmalarıyla geliştirilmesi. Yayınlanmamış Doktora Tezi, Marmara Üniversitesi.
  • Karaoğlan-Yılmaz, F. G., Yılmaz, R., Üstün, A. B, & Keser, H. (2019). Examination of critical thinking standards and academic self-efficacy of teacher candidates as a predictor of metacognitive thinking skills through structural equation modelling. Kuramsal Eğitimbilim Dergisi [Journal of Theoretical Educational Science], 12(4), 1239-1256.
  • Kıncal, R. Y., & Yazgan, A. D. (2010). Investigating the formal operational thinking skills of 7th and 8th grade primary school students according to some variables. Elementary Education Online, 9(2). Kirmit, Ş., Dönmez, İ., & Çataltaş, H. E. (2018). Üstün yetenekli öğrencilerin bilgisayarca düşünme becerilerinin incelenmesi. Journal of STEAM Education, 1(2), 17-26.
  • Kirner, C. (2011). Prototipagem rápida de aplicações interativas de realidade aumentada. Tendências e Técnicas em Realidade Virtual e Aumentada, 2(1), 29-54.
  • Kiryakova, G., Angelova, N., & Yordanova, L. (2018). The potential of augmented reality to transform education into Smart education. TEM Journal, 7(3).
  • Kucuk, B. (2020). İnternette 1 saniye içinde neler oluyor? https://tr.euronews.com/2020/01/20/internette-1-saniye-icinde-neler-oluyor sayfasından erişilmiştir.
  • Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. Lee, K. (2012). Augmented reality in education and training. Techtrends Tech Trends 56, 13–21. https://doi.org/10.1007/s11528-012-0559-3
  • Lin, Y. J., & Wang, H. C. (2023). Applying augmented reality in a university English class: Learners’ perceptions of creativity and learning motivation. Innovation in Language Learning and Teaching, 17(2), 291-305.
  • Martín-Gutiérrez, J., Saorín, J. L., Contero, M., Alcañiz, M., Pérez-López, D. C., & Ortega, M. (2010). Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics, 34(1), 77-91.
  • Midak, L. Y., Kravets, I. V., Kuzyshyn, O. V., Berladyniuk, K. V., Buzhdyhan, K. V., Baziuk, L. V., & Uchitel, A. D. (2020). Augmented reality in process of studying astronomic concepts in primary school. Workshop Proceedings. 2731. pp. 239-250.
  • Milgram, P. and Kishino, F. (1994). A taxonomy of mixed reality visual displays. Ieice Transactions on Information and Systems, 77(12), 1321-1329.
  • Milli Eğitim Bakanlığı. (2018). Hayat Bilgisi Dersi Öğretim Programı. https://mufredat.meb.gov.tr/Dosyalar/2018122171428547-HAYAT%20B%C4%B0LG%C4%B0S%C4%B0%C3%96%C4%9ERET%C4%B0M%20PROGRAMI.pdf adresinden erişilmiştir.
  • Mitchell, R. (2011). Alien Contact! Exploring teacher implementation of an augmentedreality curricular unit.Journal of Computers in Mathematics and Science Teaching, 30,271–302.
  • Moreno-Guerrero, A. J., Alonso García, S., Ramos Navas-Parejo, M., Campos-Soto, M. N., & Gómez García, G. (2020). Augmented reality as a resource for improving learning in the physical education classroom. International Journal of environmental research and public health, 17(10), 3637.
  • National Research Council, & Geographical Sciences Committee. (2005). Learning to think spatially. National Academies Press.
  • Oh, Y. J., Suh, Y.S., & Kim, E. K. (2016). Picture puzzle augmented reality system for infants creativity. Eighth international conference on ubiquitous and future networks (ICUFN), (pp. 343–346).
  • Oluk, A., Korkmaz, Ö., & Oluk, H. A. (2018). Scratch’ın 5. sınıf öğrencilerinin algoritma geliştirme ve bilgi-işlemsel düşünme becerilerine etkisi. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(1), 54-71.
  • Ortaş, İ. (2018). Bilgi ve iletişim çağında bilimsel bilgiye erişimin önemi ve Türkiye’nin bilgiye erişim potansiyeli. Türk Kütüphaneciliği, 32(3), 223-232.
  • Önder, R. (2016). Eğitimde artırılmış gerçeklik uygulamaları: aurasma ve color mix. Akademik Bilişim Konferansı.
  • Paul, R., & Elder, L. (1992). Critical thinking: What, why, and how. New directions for community colleges, 77(2), 3-24.
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  • Roopa, D., Prabha, R., & Senthil, G. A. (2021). Revolutionizing education system with interactive augmented reality for quality education. Materials Today: Proceedings. 46, 3860-3863. Rosenberg, M. (2001). The how of thinking: the secrets of neuro-linguistic programming. Analytic Teaching, 20(2).
  • 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.
  • Salinas, P., & Pulido, R. (2016). Understanding the conics through augmented reality. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 341-354.
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  • Tüzün, Ü. N., & Köseoğlu, F. (2018). Bilim eğitiminde düşünce deneyleri temelli online argümantasyonla lise öğrencilerinin eleştirel düşünme becerilerinin geliştirilmesi. Türkiye Kimya Derneği Dergisi Kısım C: Kimya Egitimi, 3(2), 77-98. URL 1. https://www.ims.tuwien.ac.at/projects/construct3d Veen, W. (2007). Homo zappiens and the need for new education systems. In CERI-new millennium learners-meetings and conferences, Italy-OECD seminar on digital natives and education, Florence, Italy.
  • Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
  • Wongchiranuwat, S., Samat, C., Kanjug, I., & Wattanachai, S. (2021). A Designing Framework for Flipped Classroom Learning Environment Model Combined with Augmented Reality to Enhance Creative Thinking in Product Design for High School Students. In Innovative Technologies and Learning: 4th International Conference, ICITL Proceedings 4 (pp. 206-218). Springer International Publishing.
  • Yang, F. C. O., Lai, H. M., & Wang, Y. W. (2023). Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement. Computers & Education, 195, 104721.
  • Yousef, A. M. F. (2021). Augmented reality assisted learning achievement, motivation, and creativity for children of low‐grade in primary school. Journal of Computer Assisted Learning, 37(4), 966-977.
  • Zhukovskiy, V. I., & Pivovarov, D. V. (2008). The nature of visual thinking. Humanities & Social Sciences, 1, pp. 149-158.

Toplam 77 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Öğretim Teknolojileri
BölümDerlemeler
Yazarlar

Yasemin Sönmez Gümüşhan Gazi Üniversitesi 0000-0003-2148-0122 Türkiye

Selma Yel GAZİ ÜNİVERSİTESİ, GAZİ EĞİTİM FAKÜLTESİ 0000-0002-9624-6966 Türkiye

Yayımlanma Tarihi31 Aralık 2023
Gönderilme Tarihi25 Ekim 2023
Kabul Tarihi28 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 4 Sayı: 2

Kaynak Göster

APASönmez Gümüşhan, Y., & Yel, S. (2023). ARTIRILMIŞ GERÇEKLİK TEKNOLOJİSİ KULLANILARAK DÜŞÜNME BECERİLERİNİN GELİŞTİRİLMESİ ÜZERİNE BİR DERLEME. Kapadokya Eğitim Dergisi, 4(2), 144-157.

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