Araştırma Makalesi
BibTex RIS Kaynak Göster

Developing Augmented Reality Learning Material in Professional English Teaching and Examining Its Effect on Academic Success / Profesyonel İngilizce öğretiminde Artırılmış Gerçeklik (AR) Temelli Öğrenme Materyali Geliştirme ve Akademik Başarıya Etkisinin İncelenmesi

Yıl 2023, Cilt: 14 Sayı: 6, 1 - 19, 29.12.2023

Tugba Aydın Yıldız Şule Çınar Yağcı Yasin Özkan

https://doi.org/10.19160/e-ijer.1329400

Öz

The learning materials of the new generation technologies such as augmented reality (AR) are supposed to exhibit sufficient input for the individuals who were raised with these kinds of developments in every aspect of life. Thus, the significance of this study is developing a new learning material is not a new issue, however, creating an AR, which can be controlled and applied according to the individual learning level for professional (can be regarded as business English) English lessons, has crucial importance nowadays. In this direction, the aim of this study is to develop a self-autonomous language learning material based on AR for the university students who study Maritime or Port Management in which learning the professional English terminology or communicate, is one of the most difficult obstacle for the professional life. In this study, 4-week AR-aided application for professional English, which was developed for Maritime Faculty students (50 experimental + 50 control) according to the curriculum. Qualitative (observation and semi-structured interview forms) and quantitative (pre- & post-test) research methods were used as a mixed method research design. According to the findings, there is a significant difference between the groups in line with the academic achievement and some crucial reaction were observed in experimental group: language learning with AR technology is a captivating and innovative experience. AR transforms traditional language lessons into immersive, interactive environments where learners can engage with virtual elements, enhancing the students’ linguistic skills while exploring a dynamic and engaging world of learning, making education more exciting and effective.

Anahtar Kelimeler

English education Maritime education Augmented reality Learning material

Kaynakça

  • Akçayır, M., Dündar, H. & Akçayır, G. (2016). What makes you adigital native? Is it enough to be born after 1980. Computers in Human Behavior, 60, 435-440.
  • Akçayır, M. (2016). Fen laboratuvarında artırılmış gerçeklik uygulamalarının üniversite öğrencilerinin laboratuvar becerilerine, tutumlarına ve görev yüklerine etkisi [The effect of augmented reality applications on university students’ laboratory skills, attitudes and task loads] (Unpublished doctoral thesis). Gazi University, Ankara.
  • Ayvacı, H. Ş. Özbek, D. &. Sevim, S. (2018). Etkileşimli tahtaların öğretime entegrasyonu konusunda öğretmen görüşlerinin belirlenmesi: Trabzon ili örneği, E-Uluslararası Eğitim Araştırmaları Dergisi, 9(1), 1-13
  • Azuma, R. T. (1997). A survey of augmented reality. Presence Teleoperators Virtual Environ, 6, 355–385.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educ. Technol. Soc., 17, 133–149.
  • Bakırcı, H., Ertuş Tunç, Ü. & Cengiz, E. (2023). Uzaktan eğitim aracılığıyla işlenen fen bilimleri dersine yönelik beşinci sınıf öğrencilerinin görüşleri / Opinions of fifth grade students on science lessons taught through distance education. E-uluslararası eğitim araştırmaları dergisi, 14 (1) , 171-186. DOI: 10.19160/eijer.1212400
  • Barreira, J., Bessa, M., Pereira, L. C., Adao, T., Peres, E., & Magalhaes, L. (2012). MOW: Augmented reality game to learn words in different languages: Case study: Learning English names of animals in elementary school [Paper presentation]. 7th Iberian Conference on Information Systems and Technologies (CISTI),1-6
  • Boeije, H. (2002). A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality and Quantity. 36. 391-409. 10.1023/A:1020909529486.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449-462.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks: Sage.
  • Çakır, R., Solak, E., & Tan, S., S. (2015). Artırılmış gerçeklik teknolojisi ile İngilizce kelime öğretiminin öğrenci performansına etkisi [Effect of teaching English vocabulary with augmented reality technologıes on students’ performances]. Gazi Journal of Educational Science, 1(1), 45-58.
  • Deniz, S. & Bağçeci, B. (2022). Investigation of teachers’ attitudes towards distance education in terms of various variables / Öğretmenlerin uzaktan eğitime yönelik tutumlarının çeşitli değişkenlere göre incelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13 (6) , 45-64. DOI: 10.19160/e-ijer.1168784
  • Dirgeyasa, I. (2018). The need analysis of maritime English learning materials for nautical students of maritime academy in Indonesia based on on STCW’2010 curriculum. English Language Teaching, 11(41). DOI:10.5539/elt.v11n9p41
  • Dukalskaya, I. V., & Tabueva, I.N. (2022). Promoting Augmented Reality Technology in Teaching English Language to Non-Linguistic Students in Higher Education. European Journal of Contemporary Education, doi: 10.13187/ejced.2022.1.47
  • Dunleavy, M., Dede, C., & 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.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational research review, 27, 244–260. DOI:10.1016/j.edurev.2019.04.001
  • Hsiao, H. S., Chang, C. S., Lin, C. Y., & Wang, Y. Z. (2016). Weather observers: A manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223.
  • Huang, T.C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Comput. & Educ., 96, 72-82.
  • Ibanez, M. B., Di Serio, A., Villaran, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
  • Ibrahim, A., Huynh, B., Downey, J., Hollerer, T., Chun, D., & O'Donovan, J. (2018). ARbis pictus: A study of vocabulary learning with augmented reality. Transactions on Visualization and Computer Graphics, 24, 2867–2874. DOI:10.1109/tvcg.2018.2868568
  • Karadayı-Taşkıran, A., Koral, E., & Bozkurt, A. (2015). Artırılmış gerçeklik uygulamasının yabancı dil öğretiminde kullanılması [The use of augmented reality application in foreign language teaching] (Paper presentation). Academic Informatics Conference, Eskişehir.
  • Karaman, F. B. (2023). Ortaöğretim Düzeyinde Artırılmış Gerçeklik Teknolojisi İle İkinci Yabancı Dil Olarak Almanca Öğretimine Yönelik Örnek Bir Uygulama. Uluslararası Çağdaş Eğitim Araştırmaları Dergisi, doi: 10.33200/ijcer.1274226
  • Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: A review of the literature. Educ. Media Int., 52, 253–271.
  • Küçük, S., Yilmaz, R., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education and Science, 39. DOI:10.15390/eb.2014.3595.
  • Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR code and augmented reality-supported mobile English learning system. In X. Jiang, M. Y. Ma & C. W. Chen (Eds.), Mobile Multimedia Processing: Fundamentals, Methods, and Applications (pp. 37-52). Berlin, Heidelberg: Springer Berlin Heidelberg.
  • Maddikunta, P. K. R., Pham, Q. V., Prabadevi, B., Deepa, N., Dev, K., Gadekallu, T. R., & Liyanage, M. (2022). Industry 5.0: A survey on enabling technologies and potential applications. Journal of Industrial Information Integration, 26, 100257.
  • Mallam, S. C., Nazir, S., & Renganayagalu, S. K. (2019). Rethinking maritime education, training, and operations in the digital era: Applications for emerging immersive technologies. Journal of Marine Science and Engineering, 7(12), 428.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-Based inquiry (7th ed.). London: Pearson.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Ogata, H., Li, M., Hou, B., Uosaki, N., El-Bishouty, M. M., & Yano, Y. (2011). SCROLL: Supporting to share and reuse ubiquitous learning log in the context of language learning. Research and Practice in Technology Enhanced Learning, 6(2), 69-82.
  • Özdemir, 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.
  • Özden Çınar, T. , Yazıcı, H. & Kaya, M. T. (2023). Opinions of Gifted Students on Augmented Reality Application in Social Studies Course / Özel Yetenekli Öğrencilerin Sosyal Bilgiler Dersinde Artırılmış Gerçeklik Uygulamasına Yönelik Görüşleri. e-Uluslararası Eğitim Araştırmaları Dergisi, 14 (2), 254-271. DOI: 10.19160/e-ijer.1238478
  • Rivera, A. C., Villarroel, J. S., Miranda, S. V. & Mayorga, A. (2019) Exploring the applications of augmented reality for English learning. ICERI2019 Proceedings, pp. 5226-5229.
  • Saray, S. (2020). Denizcilik eğitimi veren ortaöğretim kurumlarında Mesleki İngilizce dersinin yeterliliği üzerine inceleme [Investigation on the qualification of vocational English course in secondary educational institutions giving maritime education] (Unpublished master’s thesis). İstanbul Teknik University, İstanbul.
  • Solak, E. & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.
  • Solidjonov, D. (2023). Learning english language as a second language with augmented reality. doi: 10.54613/ku.v6i6.264
  • Sotiriou, S. & Bogner, F. X. (2008). Visualizing the invisible: Augmented reality as an innovative science education scheme. Advanced Science Letters, 1(1), 114-122.
  • Takkaç Tulgar, A. (2019). In between reality and virtuality: Augmented reality in teaching English to young learners. The Journal of Selcuk University Social Sciences Institute, 41, 356-364.
  • Toprakçı, E. (2016). Eğitimbilim pedandragoji. içinde Eğitimbilim Pedandragoji, 130-173. (Ed.: Erdal Toprakçı) Ankara: Ütopya Yayınevi
  • Toprakçı, E. (2017). Sınıf yönetimi (3. Baskı). Ankara: Pegem Yayıncılık
  • Tyson, M. (2021). Impact of augmented reality on vocabulary acquisition and retention. Issues and trends in learning technologies, 9 (1). DOI:10.2458/azu_itlt_v9i1_tyson
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y. & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Genişletilmiş 9. Baskı. Ankara: Seçkin.
  • Yılmaz, Z. A. & Batdi, V. (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education and Science, 41(188), 273-289.
  • Zhao, X., Li, X., Wang, J. & Shi, C. (2020). Augmented reality (AR) learning application based on the perspective of situational learning: High efficiency study of combination of virtual and real. Psychology, 11(9), 1340–1348. doi:10.4236/psych.2020.119086

Profesyonel İngilizce öğretiminde Artırılmış Gerçeklik (AR) Temelli Öğrenme Materyali Geliştirme ve Akademik Başarıya Etkisinin İncelenmesi / Developing Augmented Reality Learning Material in Professional English Teaching and Examining Its Effect on Academic Success

Yıl 2023, Cilt: 14 Sayı: 6, 1 - 19, 29.12.2023

Tugba Aydın Yıldız Şule Çınar Yağcı Yasin Özkan

https://doi.org/10.19160/e-ijer.1329400

Öz

Artırılmış gerçeklik (AG) gibi yeni nesil teknolojilerin öğrenme materyallerinin, hayatın her alanında bu tür gelişmelerle yetişen bireyler için yeterli girdi sunması beklenmektedir. Bu nedenle, bu çalışmanın önemi yeni bir öğrenme materyali geliştirmek değildir, ancak yeni bir konu olarak mesleki (iş İngilizcesi olarak kabul edilebilir) İngilizce dersleri için bireysel öğrenme seviyesine göre kontrol edilebilen ve uygulanabilen bir AG oluşturmak günümüzde büyük önem taşımaktadır. Bu doğrultuda, bu çalışmanın amacı, mesleki İngilizce terminolojisini öğrenmenin veya iletişim kurmanın profesyonel yaşam için en zor engellerden biri olduğu Denizcilik veya Liman İşletmeciliği eğitimi alan üniversite öğrencileri için AG'ye dayalı özerk bir dil öğrenme materyali geliştirmektir. Bu çalışmada, Denizcilik Fakültesi öğrencileri için (50 deney + 50 kontrol) müfredata göre geliştirilen mesleki İngilizceye yönelik 4 haftalık AG destekli uygulama yapılmıştır. Karma yöntem araştırma deseni olarak nitel (gözlem ve yarı yapılandırılmış görüşme formları) ve nicel (ön ve son test) araştırma yöntemleri kullanılmıştır. Bulgulara göre, akademik başarı doğrultusunda gruplar arasında anlamlı bir fark vardır ve deney grubunda bazı önemli tepkiler gözlemlenmiştir: AG teknolojisi ile dil öğrenimi büyüleyici ve yenilikçi bir deneyimdir. AG, geleneksel dil derslerini, öğrencilerin sanal unsurlarla etkileşime girebileceği, dinamik ve ilgi çekici bir öğrenme dünyasını keşfederken öğrencilerin dil becerilerini geliştiren, eğitimi daha heyecanlı ve etkili hale getiren sürükleyici, etkileşimli ortamlara dönüştürmektedir.

Anahtar Kelimeler

İngilizce eğitimi Denizcilik eğitimi Artırılmış Gerçeklik Öğrenme Materyali

Kaynakça

  • Akçayır, M., Dündar, H. & Akçayır, G. (2016). What makes you adigital native? Is it enough to be born after 1980. Computers in Human Behavior, 60, 435-440.
  • Akçayır, M. (2016). Fen laboratuvarında artırılmış gerçeklik uygulamalarının üniversite öğrencilerinin laboratuvar becerilerine, tutumlarına ve görev yüklerine etkisi [The effect of augmented reality applications on university students’ laboratory skills, attitudes and task loads] (Unpublished doctoral thesis). Gazi University, Ankara.
  • Ayvacı, H. Ş. Özbek, D. &. Sevim, S. (2018). Etkileşimli tahtaların öğretime entegrasyonu konusunda öğretmen görüşlerinin belirlenmesi: Trabzon ili örneği, E-Uluslararası Eğitim Araştırmaları Dergisi, 9(1), 1-13
  • Azuma, R. T. (1997). A survey of augmented reality. Presence Teleoperators Virtual Environ, 6, 355–385.
  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educ. Technol. Soc., 17, 133–149.
  • Bakırcı, H., Ertuş Tunç, Ü. & Cengiz, E. (2023). Uzaktan eğitim aracılığıyla işlenen fen bilimleri dersine yönelik beşinci sınıf öğrencilerinin görüşleri / Opinions of fifth grade students on science lessons taught through distance education. E-uluslararası eğitim araştırmaları dergisi, 14 (1) , 171-186. DOI: 10.19160/eijer.1212400
  • Barreira, J., Bessa, M., Pereira, L. C., Adao, T., Peres, E., & Magalhaes, L. (2012). MOW: Augmented reality game to learn words in different languages: Case study: Learning English names of animals in elementary school [Paper presentation]. 7th Iberian Conference on Information Systems and Technologies (CISTI),1-6
  • Boeije, H. (2002). A Purposeful Approach to the Constant Comparative Method in the Analysis of Qualitative Interviews. Quality and Quantity. 36. 391-409. 10.1023/A:1020909529486.
  • Cheng, K. H., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449-462.
  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352-365.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions (2nd ed.). Thousand Oaks: Sage.
  • Çakır, R., Solak, E., & Tan, S., S. (2015). Artırılmış gerçeklik teknolojisi ile İngilizce kelime öğretiminin öğrenci performansına etkisi [Effect of teaching English vocabulary with augmented reality technologıes on students’ performances]. Gazi Journal of Educational Science, 1(1), 45-58.
  • Deniz, S. & Bağçeci, B. (2022). Investigation of teachers’ attitudes towards distance education in terms of various variables / Öğretmenlerin uzaktan eğitime yönelik tutumlarının çeşitli değişkenlere göre incelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13 (6) , 45-64. DOI: 10.19160/e-ijer.1168784
  • Dirgeyasa, I. (2018). The need analysis of maritime English learning materials for nautical students of maritime academy in Indonesia based on on STCW’2010 curriculum. English Language Teaching, 11(41). DOI:10.5539/elt.v11n9p41
  • Dukalskaya, I. V., & Tabueva, I.N. (2022). Promoting Augmented Reality Technology in Teaching English Language to Non-Linguistic Students in Higher Education. European Journal of Contemporary Education, doi: 10.13187/ejced.2022.1.47
  • Dunleavy, M., Dede, C., & 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.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational research review, 27, 244–260. DOI:10.1016/j.edurev.2019.04.001
  • Hsiao, H. S., Chang, C. S., Lin, C. Y., & Wang, Y. Z. (2016). Weather observers: A manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223.
  • Huang, T.C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Comput. & Educ., 96, 72-82.
  • Ibanez, M. B., Di Serio, A., Villaran, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13.
  • Ibrahim, A., Huynh, B., Downey, J., Hollerer, T., Chun, D., & O'Donovan, J. (2018). ARbis pictus: A study of vocabulary learning with augmented reality. Transactions on Visualization and Computer Graphics, 24, 2867–2874. DOI:10.1109/tvcg.2018.2868568
  • Karadayı-Taşkıran, A., Koral, E., & Bozkurt, A. (2015). Artırılmış gerçeklik uygulamasının yabancı dil öğretiminde kullanılması [The use of augmented reality application in foreign language teaching] (Paper presentation). Academic Informatics Conference, Eskişehir.
  • Karaman, F. B. (2023). Ortaöğretim Düzeyinde Artırılmış Gerçeklik Teknolojisi İle İkinci Yabancı Dil Olarak Almanca Öğretimine Yönelik Örnek Bir Uygulama. Uluslararası Çağdaş Eğitim Araştırmaları Dergisi, doi: 10.33200/ijcer.1274226
  • Koutromanos, G., Sofos, A., & Avraamidou, L. (2015). The use of augmented reality games in education: A review of the literature. Educ. Media Int., 52, 253–271.
  • Küçük, S., Yilmaz, R., & Göktaş, Y. (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education and Science, 39. DOI:10.15390/eb.2014.3595.
  • Liu, T. Y. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515-527.
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR code and augmented reality-supported mobile English learning system. In X. Jiang, M. Y. Ma & C. W. Chen (Eds.), Mobile Multimedia Processing: Fundamentals, Methods, and Applications (pp. 37-52). Berlin, Heidelberg: Springer Berlin Heidelberg.
  • Maddikunta, P. K. R., Pham, Q. V., Prabadevi, B., Deepa, N., Dev, K., Gadekallu, T. R., & Liyanage, M. (2022). Industry 5.0: A survey on enabling technologies and potential applications. Journal of Industrial Information Integration, 26, 100257.
  • Mallam, S. C., Nazir, S., & Renganayagalu, S. K. (2019). Rethinking maritime education, training, and operations in the digital era: Applications for emerging immersive technologies. Journal of Marine Science and Engineering, 7(12), 428.
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-Based inquiry (7th ed.). London: Pearson.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Ogata, H., Li, M., Hou, B., Uosaki, N., El-Bishouty, M. M., & Yano, Y. (2011). SCROLL: Supporting to share and reuse ubiquitous learning log in the context of language learning. Research and Practice in Technology Enhanced Learning, 6(2), 69-82.
  • Özdemir, 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.
  • Özden Çınar, T. , Yazıcı, H. & Kaya, M. T. (2023). Opinions of Gifted Students on Augmented Reality Application in Social Studies Course / Özel Yetenekli Öğrencilerin Sosyal Bilgiler Dersinde Artırılmış Gerçeklik Uygulamasına Yönelik Görüşleri. e-Uluslararası Eğitim Araştırmaları Dergisi, 14 (2), 254-271. DOI: 10.19160/e-ijer.1238478
  • Rivera, A. C., Villarroel, J. S., Miranda, S. V. & Mayorga, A. (2019) Exploring the applications of augmented reality for English learning. ICERI2019 Proceedings, pp. 5226-5229.
  • Saray, S. (2020). Denizcilik eğitimi veren ortaöğretim kurumlarında Mesleki İngilizce dersinin yeterliliği üzerine inceleme [Investigation on the qualification of vocational English course in secondary educational institutions giving maritime education] (Unpublished master’s thesis). İstanbul Teknik University, İstanbul.
  • Solak, E. & Cakir, R. (2015). Exploring the effect of materials designed with augmented reality on language learners' vocabulary learning. Journal of Educators Online, 12(2), 50-72.
  • Solidjonov, D. (2023). Learning english language as a second language with augmented reality. doi: 10.54613/ku.v6i6.264
  • Sotiriou, S. & Bogner, F. X. (2008). Visualizing the invisible: Augmented reality as an innovative science education scheme. Advanced Science Letters, 1(1), 114-122.
  • Takkaç Tulgar, A. (2019). In between reality and virtuality: Augmented reality in teaching English to young learners. The Journal of Selcuk University Social Sciences Institute, 41, 356-364.
  • Toprakçı, E. (2016). Eğitimbilim pedandragoji. içinde Eğitimbilim Pedandragoji, 130-173. (Ed.: Erdal Toprakçı) Ankara: Ütopya Yayınevi
  • Toprakçı, E. (2017). Sınıf yönetimi (3. Baskı). Ankara: Pegem Yayıncılık
  • Tyson, M. (2021). Impact of augmented reality on vocabulary acquisition and retention. Issues and trends in learning technologies, 9 (1). DOI:10.2458/azu_itlt_v9i1_tyson
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y. & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Ankara: Seçkin Yayıncılık.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Genişletilmiş 9. Baskı. Ankara: Seçkin.
  • Yılmaz, Z. A. & Batdi, V. (2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education and Science, 41(188), 273-289.
  • Zhao, X., Li, X., Wang, J. & Shi, C. (2020). Augmented reality (AR) learning application based on the perspective of situational learning: High efficiency study of combination of virtual and real. Psychology, 11(9), 1340–1348. doi:10.4236/psych.2020.119086
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Sayı Makaleleri
Yazarlar

Tugba Aydın Yıldız 0000-0001-5248-2484

Şule Çınar Yağcı 0000-0003-4456-3174

Yasin Özkan 0000-0002-2029-0856

Yayımlanma Tarihi 29 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 14 Sayı: 6

Kaynak Göster

APA Aydın Yıldız, T., Çınar Yağcı, Ş., & Özkan, Y. (2023). Developing Augmented Reality Learning Material in Professional English Teaching and Examining Its Effect on Academic Success / Profesyonel İngilizce öğretiminde Artırılmış Gerçeklik (AR) Temelli Öğrenme Materyali Geliştirme ve Akademik Başarıya Etkisinin İncelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 14(6), 1-19. https://doi.org/10.19160/e-ijer.1329400
 Kapak Resmi İndir

Creative Commons Lisansı
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)


[email protected]        http://www.e-ijer.com       Adres: Ege Üniversitesi Eğitim Fakültesi  Bornova/İzmir