Fen öğretiminde artırılmış ve sanal gerçeklik teknolojilerinin ışık mikroskobu kullanımına etkisi

Abstract

The aim of this study is to determine the effects of applications developed with augmented and virtual reality technologies in the e-learning process, which are the subjects that require practice in the science course, and on the secondary school 8th-grade students’ academic achievement, course engagement, and self-efficacy beliefs in the use of the microscope. In addition, in this study, it has been tried to reveal how the students evaluate the use of augmented and virtual reality technologies in the subjects related to the microscope, and how the students' preference status in learning the subjects related to the microscope with these technologies. This research, in which the experimental was preferred, was carried out with three groups, two of which were experimental and one was the control group. The data in the quantitative dimension of the research were obtained with the academic achievement test, the course engagement scale, and the self-efficacy belief scale in the use of microscope. These tools were applied as pre-test and post-test. As a result of the analysis of the data obtained, there was no significant difference between the groups in terms of academic achievement, all the materials used in the groups related to the subject had an equal effect on the students in the e-learning environment, there was a significant difference in favor of the virtual reality experimental group in terms of the students' self-efficacy beliefs in using the microscope. It has been concluded that the use of virtual reality technology from different technologies in the environment has a positive effect on the self-efficacy beliefs of students in the use of the microscopes, the effect of efficient interaction of the students in the applications is high, and there is no significant difference between the groups in terms of their engagement in the course. The data obtained from the qualitative dimension carried out to support the quantitative dimension were analyzed by content analysis. It has been observed that students prioritize virtual reality technology in some aspects since the use of virtual reality technology is easier than augmented reality technology.