In recent years it is observed that studies related to the use of augmented reality technology in education have increased significantly. The aim of this research is to determine how the distribution of the theses and articles on the use of augmented reality technology in primary school level between 2012 and 2022, according to the predetermined criteria. For this purpose, 11 theses and 3 articles were included in the research as a result of the scanning conducted in YÖK National Thesis Center, TR Dizin, and DergiPark. The selected studies were analysed according to the categories of publication year, publication type, grade level, subject, number of participants, research method used, data collection tool, obtained findings, and results, through the "Thesis/Article Review Form" prepared in Excel program. It was observed that the largest number of studies were conducted in 2022 and 2019, and the most studies were included as master's theses. It was found that the most work was done with 4th graders and that research on the Türkçe course was in the majority when the grade level was examined. It has been determined that studies with participant counts ranging from 1 to 30 are more prevalent in terms of the number of participants. It was also observed that quantitative and mixed methods were preferred more than qualitative studies. Moreover, it was found that the academic achievement was the most examined effect of augmented reality technology, and pretest-posttest was the most used scale. However, it was concluded that there were very few studies on augmented reality technology in primary school level, not enough emphasis on mathematics topics, and almost no work was done with students in the concrete operational stage in the early years of primary school. Various suggestions were made for future studies considering these results.

Son yıllarda büyük bir ivme kazanan artırılmış gerçeklik teknolojisinin eğitimde kullanımıyla ilgili çalışmaların çoğaldığı görülmektedir. Bu araştırma ile, 2012-2022 yılları arasında ilkokul kademesinde artırılmış gerçeklik teknolojisinin kullanımını konu alan tez ve makalelerin belirlenen ölçütler doğrultusunda nasıl bir dağılım gösterdiğini belirlemek amaçlanmıştır. Bu amaca yönelik olarak YÖK Ulusal Tez Merkezi, TR Dizin ve DergiPark’ta yapılan tarama sonucunda 11 tez ve 3 makale araştırmaya dahil edilmiştir. Bu doğrultuda belirlenen çalışmalar Excel programında hazırlanan “Tez/makale İnceleme formu” ile yayın yılı, yayın türü, sınıf düzeyi, ders, katılımcı sayısı, kullanılan yöntem, veri toplama aracı, elde edilen bulgular ve sonuçlar kategorilerine göre incelenmiştir. Buna göre en fazla sayıda araştırmanın 2022 ve 2019 yıllarında yapıldığı, en çok çalışmanın da yüksek lisans tezi olarak yer aldığı görülmüştür. Sınıf düzeyine bakıldığında en çok 4. sınıflarla çalışma yapıldığı ve Türkçe dersine yönelik araştırmaların çoğunlukta olduğu tespit edilmiştir. Nicel ve karma çalışmaların nitel çalışmalardan daha fazla tercih edildiği görülmüştür. Ayrıca artırılmış gerçeklik teknolojisinin en çok akademik başarıya etkisinin incelendiği, ölçek olarak en çok öntest-sontest kullanıldığı da yine bulgular arasındadır. Bunlarla birlikte ilkokul kademesine yönelik artırılmış gerçeklik teknolojisinin yer aldığı çok az sayıda çalışma yapıldığı, matematik konularına yeterince yer verilmediği ve ilkokulun ilk yıllarında somut işlem dönemindeki öğrencilerle neredeyse hiç çalışma yapılmadığı ulaşılan sonuçlar arasındadır. Bu sonuçlar göz önünde bulundurularak ileride yapılacak çalışmalar için çeşitli önerilerde bulunulmuştur.

This study aims to get feedback on a web-based and augmented reality supported active learning system (ARGEBİLİM) that aims to improve the scientific process skills of 6th grade students.In this context, the opinions of six students and a teacher who participated in a pilot study were taken.Qualitative data collection tools were used in the research, and the model of the research is case study.Semi-structured interview questions were prepared separately for students and teachers.The data obtained from the interview questions were evaluated under five sub-headings: the effect of the developed system on learning, the evaluation method, the use of the system, the design of the system, the activities and the gamification elements.Both students and teachers stated that ARGEBILIM had a positive effect on learning.They found it sufficient to use it as an assessment tool.In addition to these, they also expressed positive opinions in terms of design, ease of use, effectiveness and gamification.In addition, it was concluded that the students found the lesson taught with ARGEBİLİM more fun and effective.

The aim of this study was to explore the needs for the identification ofdesign elements of a web-based learning system that would help students develop their science process skills (SPS) to be used in science lessons. A descriptive survey method was adopted as the methodology of the study. Survey data was collected from a sample of 36 teachers and 196 middle school students (grades 5 to 8). The results of the study indicated that students had difficulty in learning science subjects. They thought that they could learn the subjects in the science course better with technological and educational support, and various teaching activities. Teachers stated that the web-based education system should meet the following requirements be simple and understandable, be relevant to real/everyday life, be an interactive system, which is rich in content and images, and include various multimedia elements such as simulations, animations, and 3D materials. On the other hand, many students stated that a web-based learning system that will help them learn the subjects in the science course should have course videos (educational videos), test/solved/sample questions, practice exams, accurate and reliable information. In addition, the students stated that this web-based learning system should be simple and understandable, have easy and rich content, be interactive and have a good technical infrastructure. Both teachers and students thought that “observing”, and “experimenting” skills would be improved the most in technology-enhanced learning environments. In addition, teachers stated that the benefits of developing students’ science process skills in real life would be “gaining a scientific perspective on events”, “awareness of the problem(s) around them”, “science literacy”, “enabling the student to access the information himself/herself”, “expanding perspectives on events”, and “able to solve the problems they encounter more easily”.

The aim of this study was to investigate the extent to which science process skills are represented in the texts and activities in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks according to the learning areas in the science curriculum. This study was carried out by document analysis method. Course contents and activities in science textbooks were analyzed using descriptive analysis. Results showed that total of 899 science process skills are identified in the 3rd, 4th, 5th, 6th, 7th, and 8th grade science textbooks covering total 42 units. In addition, when the averages of science process skills use in science textbooks are examined, it has been determined that the use of science process skills in 6th (%23.9) and 7th (%18.8) grade textbooks is above the average. While the use of science process skills in science textbooks increases from the 3rd grade to the 4th grade at primary education level, the similar increase is not determined in the use of science process skills in secondary education science textbooks. Moreover, it is found that science process skills are mostly focused on the 6th grade science textbook (n=215) and the least in the 3rd grade science textbook (n=112). As a result, when science textbooks are evaluated according to grade levels in terms of science process skills, it is determined that the most common science process skill identified is observing, and the least used one is the using data and modelling.

This study examines the effect of modality and redundancy in an Augmented Reality (AR) based language learning environment for teaching vocabulary in a foreign language. The study aims to determine the effectiveness of the redundancy and modality principles, examine the relationship between cognitive load, satisfaction, anxiety, willingness, and achievement, identify predictors of achievement, and understand how students perceive AR-based vocabulary learning in three different presentation modes (animation + narration + text, animation + narration, and animation + text). The study used a pre- and post-test control group quasi-experimental design, with 97 Turkish-speaking undergraduate students from the Faculty of Education at a state university participating. The study participants were divided into three groups and practiced using the same AR-based flashcards in three different modalities (animation + narration + text, animation + narration, and animation + text). After completing a short distractive task during the practice session, the participants were given an achievement test. The analysis of the data revealed that while the group that used animation + narration outscored the other two groups, the difference was only significant between the animation + text group and the animation + narration group, which supported the modality principle. However, there was no significant difference between the animation + narration + text group and the animation + narration group, which did not support the redundancy principle. The study also included qualitative data from a focus group interview to support the quantitative findings. The conclusion of the study is that the principles of CTML (Cognitive Theory of Multimedia Learning) should be reconsidered in relation to the use of AR technology in instructional settings.

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.

Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis. Keywords: descriptive content analysis, 5E educational model, science education, science process skills

This study aims to reveal how project-based teaching method affects students' achievement, cognitive load and behaviors in programming teaching. In the study, the pretest-posttest, unequaled control group quasi-experimental model, which is one of the experimental models, was used. The participants of the study were sixth grade students who take the elementary school Information Technologies and Software lesson (N = 55). Achievement test, cognitive load scale and behavior management tool ClassDojo were used as data collection tools in the study. In the experimental group, the subjects were taught with project-based teaching method (student-centered and with teacher guidance). Besides, subjects in the control group were taught with traditional teaching method (teacher-centered). The implementation process took six weeks. Two-Factor ANOVA for Mixed Measures was used to examine the difference between the achievement of the groups. At the end of each lesson, the cognitive load scale was applied to the groups and the data obtained was analyzed by using the Cramer V Coefficient. During the study, the students got positive and negative scores according to their behaviors in the classroom, and the significance of the difference between the two percentages was tested according to their positive behavior percentages. As a result of the study, it was found that the academic achievement and in-class behavior scores of students who learned programming with project-based teaching method differed significantly from those who learned with the traditional method. In addition, it was concluded that project-based teaching method used in programming education did not make a significant difference on students' cognitive load.

Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.

Ozellikle mobil veya mobil olmayan goruntuleme aygitlarinda kullanilma ozelligine sahip olan Artirilmis Gerceklik (AG), gunumuz ogrenme ortamlarina katki saglayacagi dusunulen yenilikci bir teknoloji olarak karsimiza cikmaktadir. Egitimde AG kullanimina yonelik yapilan calismalarin cogunlukla fen bilimleri alaninda yogunlastigi gorulmektedir. Bu arastirmalar, fen bilimleri alaninda oldukca yogun olan ve ogrencilerin anlamakta zorluk cektigi soyut kavramlar konusunda AG’nin etkililigini arastirmayi hedeflemislerdir. Bu baglamda bu calisma ile ozellikle fizik alaninda soyut ve bilissel olarak anlasilmasi zor olan ‘manyetizma’ konusunun ogretiminde AG tabanli bir uygulamanin kullanimina yonelik fen bilgisi ogretmenlerinin goruslerine basvurmak amaclanmistir. Calismada sekiz ortaokul fen bilimleri ogretmeni ile odak grup gorusmesi yapilmistir. Yaklasik iki saat suren gorusme ile ogretmenlerin konu hakkindaki dusuncelerine basvurulmus ve elde edilen cevaplar degerlendirilmistir. Calismaya katilan tum ogretmenlerin AG uygulamalarini kullanmak istedikleri ve bu tur uygulamalar ile kalici ve anlamli bir ogrenme saglanabilecegi sonucuna ulasilmistir. Ogretimde yeni bir boyut acan ve geleneksel sinif ortamlarinda kullanima uygun bu yenilikci teknoloji ile ogrencilerin bilgiye keyif alarak daha kolay ulasabilecekleri ve boylece ogrenmeye buyuk katki saglanabilecegi dusunulmektedir.

Araştırmanın amacı, Chen ve Jang (2010) tarafından İngilizce olarak geliştirilmiş olan bir Çevrimiçi Motivasyon Ölçeğini Türkçe'ye kazandırmaktır. Türkçe'ye uyarlama aşamasında ölçeğin hem Türkçe hem de İngilizce formu, her iki dile de hakim bir gruba 15 gün ara ile iki kez uygulanmış ve orijinal formdaki alt boyutlar arasındaki korelasyonlar incelenmiştir. Bu bağlamda ölçeğin Türkçe ve İngilizce formlarından elde edilen korelasyonları yedi alt boyut için 0.27 - 0.82 aralığında hesaplanmıştır. Ölçeğin Türkçe formu 351 öğrenciye uygulandıktan sonra yapı geçerliğini test etmek amacıyla yapılan Doğrulayıcı Faktör Analizi bulgularına göre RMSEA değeri 0.08 olarak hesaplanırken, ki-kare/sd değeri ise 5.64 olarak hesaplanmıştır. Diğer uyum indeks değerleri de 0.82 ile 0.91 aralığında elde edilmiştir. Türkçe 'ye uyarlanan ölçeğin her alt boyutu için hesaplanan iç tutarlık katsayıları ise 0.41 ile 0.84 arasındadır. Elde edilen bulgulara göre Türkçe'ye uyarlanan Çevrimiçi Motivasyon Ölçeğinin orijinal halinin, Türk kültüründe de benzerlik gösterdiği ve de böyle kullanılabileceği sonucuna ulaşılmıştır

Problem Durumu: AR’nin egitim ortamlarinda kullanimina yonelik analiz calismalarina rastlamak mumkundur. Fakat AR uygulamalarinin ogrenme surecindeki etkisini belirlemeye yonelik farkli ortamlarda ve zamanlarda gerceklestirilen arastirmalarin birlestirilmesini ongoren kapsamli arastirmalarin sinirli oldugu ortaya cikmaktadir. Bunun yani sira, AR uygulamalarinin ogrenme surecindeki etkililigini farkli degiskenler (ders alanlari, egitim durumlari, kullanilan goruntuleme aygitlari) ile belirleyen arastirmalara gerek yurt icin de gerekse yurt disinda rastlanmamistir. Bu cercevede arastirmanin bu degiskenler bakimindan alana katkida bulunacagi dusunulmektedir. 184 Muzaffer OZDEMIR – Cavus SAHIN - Serdar ARCAGOK - Mehmet Kaan DEMIR Eurasian Journal of Educational Research 74 (2018) 165-186 Arastirmanin Amaci: Bu arastirmanin amaci AR uygulamalarinin ogrenme surecindeki etkisini belirlemektir. Arastirmanin Sorulari: 1. Artirilmis gerceklik uygulamalarinin ogrencilerin akademik basarilari uzerindeki etkisi nedir? 2. Arastirmalarin gerceklestirildigi ders alanlari (Doga Bilimleri ve Sosyal Bilimler) incelendiginde, artirilmis gerceklik uygulamalarinin etki buyuklukleri arasinda akademik basari acisindan anlamli bir fark var midir? 3. Ogrencilerin egitim durumlari (ilkogretim, lise ve lisans) bakimindan artirilmis gerceklik uygulamalarinin etki buyuklukleri arasinda akademik basari bakimindan anlamli bir fark var midir? 4. Ogrencilerin kullandigi goruntuleme aygitlari (mobil, tablet ve web) bakimindan artirilmis gerceklik uygulamalari arasinda akademik basari bakimindan anlamli bir fark var midir? 5. Arastirmanin orneklem buyuklukleriyle artirilmis gerceklik uygulamalarinin etki buyuklukleri arasinda akademik basariya gore anlamli bir fark var midir? Arastirmanin Yontemi: AR uygulamalarinin ogrenme surecindeki etkisini belirlemek amaciyla gerceklestirilen arastirmada meta analiz yontemi kullanilmistir. Arastirma Verilerinin Toplanmasi: Arastirmaya artirilmis gerceklik uygulamalarinin ogrenme surecindeki etkisini ortaya koyan calismalar dahil edilmistir. Bu cercevede su asamalar izlenmistir: Literatur Taramasi: 1 Ekim 2007 ile 1 Subat 2017 arasinda egitimde AR kullanimina yonelik yurticinde ve yurtdisinda gerceklestirilen nicel calismalar arastirmaya dâhil edilmistir. Bu cercevede arastirmada deney grubunda AR uygulamalarini kullanan, kontrol grubunda ise geleneksel uygulamalari kullanan makaleler ele alinmistir. Bu makalelere ulasmak icin uc asamali bir yol izlenmistir; Birinci asamada, analiz edilecek makaleler Web of Science arama motoru yardimi ile egitim arastirmalari, egitim bilimsel disiplinleri, psikoloji egitimi ve ozel egitim kategorilerinde taranmistir. Makalelerin yayinlandigi dergiler Social Sciences Citation Index (SSCI) tarafindan tarananlar arasindan belirlenmistir. Tarama terimleri olarak “augmented reality”, “augmented reality technology”, “augmented reality system”, “mixed reality”, “virtual environments”, “virtual reality” ve “virtual learning environments” seklindeki anahtar kelimeler kullanilmistir. Taramalar sonucunda bir akademik dergi listesi elde edilmistir (toplam 100 adet). Ikinci asamada, birinci asamada belirlenen dergilerin icerisinden, Google Akademik h5-endeks siralamasinda (Egitim teknolojileri” kategorisinde) ilk 15’de yer alan akademik dergiler calisma icin degerlendirilmistir (Tablo 1). Ucuncu ve son asamada ise Web of Science taramasinda elde edilen ilk 100 dergi arasinda yer alip da ikinci asamada belirlenen 15 dergi arasinda yer almayan fakat calisma konusu ile ilgili en fazla makale yayinlayan alti dergi yine calisma icin ele alinacak dergiler listesine eklenmistir (Tablo 2). Sonuc olarak SSCI tarafindan taranan toplam 21 akademik dergi calismada degerlendirmek uzere belirlenmistir. Makaleleri Secme Kriterleri ve Calismalarin Belirlenmesi: Calismada analiz etmek uzere Ekim 2017’den Subat 2017’ye kadar yayinlanmis SSCI makaleleri ele alinmistir. Tarama sirasinda sempozyum ve kongre bildirileri, kitap incelemesi, kitap bolumleri, editor yazilari, toplanti ozetleri, biyografik ogeler, ulusal ya da uluslararasi alanda yer Muzaffer OZDEMIR – Cavus SAHIN- Serdar ARCAGOK- Mehmet Kaan DEMIR Eurasian Journal of Educational Research 74 (2018) 165-186 185 alan yuksek lisans ve doktora tezleri ve Ingilizce disindaki dillerde yayinlanmis calismalar inceleme disi birakilmistir. Yukarida belirlenen kriterler dogrultusunda, belirlenen dergilerde Subat 2017’ye kadar egitimde AG kullanimi uzerine yayinlanmis olan toplam 75 makaleye ulasilmistir. Incelenen 75 makale icinden deneysel calismalara odaklanilarak ozellikle on–test ve son–test uygulanan ve gruplar arasinda karsilastirma yapilan makaleler ilgili calisma icin secilmistir. Meta-analiz calismalari icin etki boyutunu hesaplamak uzere yeterince veri icermeyen arastirmalar analiz disi birakilmistir. Sonuc olarak belirlenen olcutlere gore arastirmada 16 makale analiz edilmistir. Arastirmanin Bulgulari ve Sonuclari: Arastirmada elde edilen bulgular ile, AR uygulamalarinin ogrenme surecinde ogrencilerin akademik basarilarini geleneksel ogretime gore artirdigi sonucuna ulasilmistir. Bu sonuc farkli ogretim kademelerinde ogrenim goren ogrencilerle yapilan arastirma sonuclariyla tutarlilik gostermektedir. AR destekli ogrenme uygulamalarinin ogrencilerin akademik basarilarini olumlu yonde etkilemelerinin altinda yatan bircok neden olabilir. Meta-analiz kapsaminda incelenen 16 arastirma bulgularinin sonucu, arastirmanin gerceklestigi egitim alanlarina gore Doga Bilimlerinin etki buyuklugu Sosyal Bilimlere gore daha yuksek duzeyde ortaya ciktigini gostermektedir. Bununla birlikte her iki egitim alaninin etki buyuklugunun orta duzeyde oldugu ve pozitif degerler aldigi belirlenmistir. Ayrica artirilmis gerceklik uygulamalarinin ogrenme surecindeki akademik basariyi egitim alani bakimindan anlamli olarak farklilastirmadigi sonucuna ulasilmistir. Hem Doga bilimlerinde (orn., fizik, kimya biyoloji ve matematik) anlatilan derslerde genellikle soyut kavramlar agirliklidir. Fakat sosyal bilimlerde (orn., Ekonomi, Siyaset Bilimi, Psikoloji ve Sosyoloji vb.) anlatilan derslerin neredeyse tamami soyut dusunmeyi gerektirmektedir. Meta-analiz kapsaminda, Doga Bilimlerinin etki buyuklugunun Sosyal Bilimlere gore daha yuksek duzeyde cikmasinin olasi nedenleri arasinda, AR teknolojisi ile Doga Bilimlerindeki soyut kavramlarin Sosyal bilimlere gore daha kolay somutlastirilabiliyor olmasi yer alabilir. Arastirmanin diger bir degiskeni olan ogretim kademesine gore etki buyukluklerinin anlamli bir farklilik gostermedigi belirlenmistir. Arastirmada etki buyuklukleri bakimindan karsilastirma yapilan degiskenlerden biri de goruntuleme aygitlaridir. Buna gore en yuksek etki buyuklugu mobil aygitlarda, en dusuk etki buyuklugu ise web kame tabanli goruntuleme sistemlerinde gozlemlenmistir. Bununla birlikte soz konusu etki buyuklukleri arasinda anlamli bir fark bulunmustur. Bu noktadan hareketle artirilmis gerceklik ile ilgili uygulamalarda kullanilan goruntuleme aygitlarinin ogrencilerin ogrenme surecindeki akademik basarilarini etkileyen onemli bir degisken oldugu dusunulebilir. Oyle ki AR uygulamalarini goruntulemek icin mobil aygitlarin kullanildigi cogu calismada AR uygulamalarinin ogrenme surecinde ogrencilerin akademik basarilarini geleneksel ogretime gore artirdigi sonucuna ulasilirken, AR uygulamalarini web kamerasi ile goruntuleyen bazi calismalarda ise akademik basarida anlamli bir farklilik gozlenmemistir. Arastirmada ele alinan calismalarda buyuk orneklem gruplarinin etki buyuklugunun orta duzeyde, kucuk orneklem gruplarinin etki buyuklugunun kucuk duzeyde oldugu bulgusuna ulasilmistir. Boylece orneklem buyukluklerinin AR uygulamalarinin ogrenme surecindeki akademik basariyi etkileyen onemli bir degisken oldugu sonucuna ulasilmamistir. 186 Muzaffer OZDEMIR – Cavus SAHIN - Serdar ARCAGOK - Mehmet Kaan DEMIR Eurasian Journal of Educational Research 74 (2018) 165-186 Arastirmanin Onerileri: Bu calisma artirilmis gerceklik uygulamalarinin ogrenme surecindeki etkililigini akademik basari degiskeni bakimindan ele almistir. Farkli arastirmalar artirilmis gerceklik uygulamalarinin ogrenme surecindeki etkililigini tutum, kaygi, motivasyon gibi farkli degiskenler bakimindan ele alinabilir. Arastirma kapsaminda ele alinan bagimsiz degiskenler disinda farkli bagimsiz degiskenler (yas, cinsiyet vb.) dikkate alinarak cesitli arastirmalar gerceklestirilebilir. Artirilmis gerceklik calismalari ile ilgili ulusal ve uluslararasi alanda yer alan yuksek lisans ve doktora tezleri dikkate alinarak daha buyuk orneklem gruplari incelenebilir.

The aim of the research is to translate an online motivation scale developed in English by Chen and Jang (2010) into Turkish. The research was designed using a correlational survey model. In the adaptation process, the scale was first translated from English into Turkish and the compatibility of the translation on both sides was checked by five experts. Later, the English (original) and Turkish forms of the scale were applied to the third-grade students in English teaching department with 20 days intervals. These students dominated both Turkish and English language. The correlations obtained from Turkish and English forms of the scale were calculated between 0.43-0.68 for seven subscales. According to the confirmatory factor analysis tests conducted to test the validity of the scale, 1 Bu araştırma XIII. Uluslararası Avrupa Sosyal ve Beşeri Bilimler Araştırmaları kongresinde bildiri olarak sunulmuştur 19-22 Mayıs, 2017 2 Dr. Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Eğitim Bilimleri Bölümü, e-mail: dozbasi@comu.edu.tr 3 Öğretmen, Çanakkale Mehmet Akif Ersoy Mesleki ve Teknik Anadolu Lisesi, e-mail: hakancevahir@hotmail.com 4 Dr. Çanakkale Onsekiz Mart Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi, e-mail: mozdemir@comu.edu.tr Trakya Üniversitesi Eğitim Fakültesi Dergisi 2018, Cilt 8, Sayı 2, Ocak 2018 Trakya University, Journal of Education Faculty 2018, Vol.8 Issue 2, January 2018 353 the RMSEA value was calculated as 0.08 and the chi-square/sd value was calculated as 5.64. Other compliance index values were obtained between 0.82 and 0.91. Also, as evidence of the reliability of the study, we can say that the cronbach’s alpha coefficients calculated at each sub-dimension level are between 0.60 and 0.90. According to the findings obtained, it was seen that the original version of the online motivation scale adapted to Turkish showed similarity in Turkish culture and could be used with this adapted form.

Bu araştırma üniversite öğrencilerinin derslerde öğretim aracı olarak kullanılan PowerPoint’e (PP) karşı tutumlarını belirlemeye yönelik olarak geçerli ve güvenilir bir ölçek geliştirmek için tasarlanmıştır. Ölçeğin geçerlik ve güvenirlik çalışması için gerekli olan veriler, Türkiye’nin kuzeybatısındaki orta büyüklükteki bir üniversitede öğrenim görmekte olan öğrencilerden toplanmıştır. Ölçeğin yapı geçerliğini belirlemek için 341 öğrenciden toplanan veriler kullanılarak Açımlayıcı Faktör Analizi (AFA) yapılmış ve 26 maddelik üç alt boyutlu bir yapı elde edilmiştir. Aynı evrenden 303 öğrenciden oluşan farklı bir gruptan elde edilen veriler üzerinde Doğrulayıcı Faktör Analizi (DFA) yapılarak AFA’dan elde edilen 26 maddelik üç alt boyutlu modelin çapraz geçerliği test edilmiştir. Sonuçlar model uyumunun kabul edilebilir olduğunu göstermiştir. Geliştirilen ölçeğin iç tutarlılık katsayısı (Cronbach’s Alpha) ölçeğin tamamı için .96 olarak belirlenmiştir. Bu sonuçlar geliştirilen ölçeğin öğrencilerin öğretim aracı olarak kullanılan PP’ye karşı tutumlarını ölçmek için geçerli ve güvenilir bir ölçek olarak kullanılabileceğine işaret etmektedir.

Purpose: The aim of this research is to investigate the effect of Augmented Reality (AR) applications in the learning process. Problem: Research that determines the effectiveness of Augmented Reality (AR) applications in the learning process with different variables has not been encountered in national or international literature. Research Methods: To determine the effect of AR in the learning process, experimental studies conducted in 2007-2017 on the use of AR in education were analyzed by the Meta Analysis Method. Analyzed articles were selected among the publications in the journals scanned in the Social Sciences Citation Index (SSCI). In this context, 16 studies were examined to identify the effect of AR applications in the learning process. Findings: Findings indicated that AR applications increase students' academic achievement in the learning process compared to traditional methods. Implications for Research and Practice: It was concluded that AR applications do not show significant differences in academic success in the learning process. For example, the "grade level" variable of the study does not show a significant difference compared to traditional methods. When assessing AR display devices, the largest effect size was related to the use of mobile devices, while the smallest effect size was in the use of webcam-based devices. When comparing sample size in the study, it was identified that the effect size of large sample groups was affected by AR on a medium level, while small samples were affected minimally. (c) 2018 Ani Publishing Ltd. All rights reserved

Human brain is two hemispheres filled with secrets. What happens in the brain has always a research source and mystery for human. Some researchers associating human behaviors with the subconscious reported that if they reached to subconscious they could make the human demonstrate the desired behaviors. Researchers thinking like that have become the essential advisors for the advertisement sector trying to direct people to consumption especially. While the advertisement sector tries to make people buy things that dont need it also brought new concepts in the science world. The most known and emphasized one are subliminal messages. The purpose of this study is to examine use of subliminal messages for education from the point of view of students Computer and Instructional Technologies Education (CEIT). Since subliminal messages are dealt in terms of information technologies generally, opinions of CEIT senior class students dominating this field were referred. Interview technique one of the qualitative research methods was used in the study. In this study 42 students participated in the research. According to findings of the study, CEIT students expressed an opinion that subliminal messages could be beneficial for the education. It was found out that the most preferred method for education materials to be prepared is cartoon for students. It was expressed that 25. square technique was the most proper method as the subliminal method.

Son yıllarda, Artırılmış Gerçeklik (AG) teknolojisinin kullanımına yönelik araştırmalar, eğitim teknolojilerine yönelik araştırma eğilimleri arasında ilk sıralara doğru önemli adımlar atmaktadır. Gerçekleştirilen birçok çalışma, AG teknolojisinin öğrenmeyi ne derece artırdığı, ne tür avantajlar sağladığı, ne gibi zorlukları beraberinde getirdiği ve hangi eğitim alanları için uygun olduğu konusunda birçok soruya cevaplar aramıştır. Bu çalışmada, AG destekli öğrenme ortamlarını AG destekli olmayan diğer farklı öğrenme ortamları veya araçları ile çeşitli pedagojik özellikler açısından karşılaştıran deneysel çalışmaların sistematik olarak incelenmesi amaçlanmıştır. Bu bağlamda, incelenen çalışmalarda ele alınan ‘eğitim alanı’, ‘hedef kitlenin eğitim seviyesi’, ‘bağımlı değişkenler’, ‘AG’nin öğrenmede etkililiği’, ‘AG’nin öğrenme ortamlarında kullanımına yönelik faydalar’, ‘AG uygulamalarında karşılaşılan zorluklar’, ‘kullanılan AG türü ve içeriği’, ‘ihtiyaç duyulan yazılımlar ve görüntüleme aygıtları’ gibi faktörler değerlendirilmiştir. Araştırmanın amacı ve belirlenen özel kriterler doğrultusunda 2011-2016 yılları arasında yayımlanan ve SSCI’da taranan toplam 25 deneysel çalışma sistematik alanyazın inceleme metodu kullanılarak analiz edilmiştir. Sonuç olarak AG destekli öğrenme ortamlarının öğrencilerin öğrenme süreçlerini nasıl etkilediğine yönelik bulgular tartışılmıştır. Ayrıca öğrencilerin öğrenme süreçlerini destekleyecek yeni AG tasarımlarına yönelik bazı önerilerde bulunulmuştur