Journals / Eğitim Teknolojisi Kuram ve Uygulama / 2014 / Cilt: 4 - Sayı: 1

GAINING THE ATTENTION OF GENERATION IN LEARNING PROCESS: AUGMENTED REALITY

OĞRENME SÜRECİNDE Z KUŞAĞININ DİKKATİNİ ÇEKME: ARTIRILMIŞ GERÇEKLİK

Pages
63–80
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

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.

📌 3 Key Takeaways

🎯
Objective & Hypothesis: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.
📊
Key Findings & Data:For that reason, the curricula of educational institutions are required to be modernized and supported with advanced technologies.
💡
Conclusion & Impact: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.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

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.

Özet

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.

🔖

Cite This Article

SOMYÜREK, S. (2022). GAINING THE ATTENTION OF GENERATION IN LEARNING PROCESS: AUGMENTED REALITY. Eğitim Teknolojisi Kuram ve Uygulama, Cilt: 4 - Sayı: 1, 63–80. https://ajindex.com/articles/497292

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Azuma, R. T. (1997). survey of augmented reality. Presence, 6(4), 355-385.
  2. Azuma, R. T. (1999). The challenge of making augmented reality work outdoors. Mixed reality: Merging real and virtual worlds, 1, 379-390.
  3. 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.
  4. 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,
  5. 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.
  6. Billinghurst, M., Kato, H. (2002). Collaborative augmented reality. Communications of the ACM, 45, 64-70.
  7. Billinghurst, M., Kato, H., ve Poupyrev, |. (2001a). The MagicBook Moving seamlessly between reality and virtuality. Computer Graphics and Applications, 21(3), 2-4.
  8. 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).
  9. 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).
  10. 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 co