International Journal of Progressive Education
Abbreviation: IJPE | ISSN (Print): 1554-5210 | DOI: 10.29329/ijpe

Original article | International Journal of Progressive Education 2020, Vol. 16(6) 352-364

Investigation of Studies for the Use of Augmented Reality Applications for Educational Purposes: Content Analysis

Ferhat Bahçeci & Ali Sercan Yaratan

pp. 352 - 364   |  DOI: https://doi.org/10.29329/ijpe.2020.280.22

Published online: December 07, 2020  |   Number of Views: 30  |  Number of Download: 64


Abstract

Augmented reality is a technology used in almost every stage of our daily life. It has become widespread in several fields such as engineering, healthcare, advertising, defense industry, and entertainment. The use of augmented reality technology that combines virtual and real environments is increasing every day. Augmented reality technology, which allows multiple multimedia materials to be used together, is a preferred teaching material in educational environments. This study is a content analysis study. Turkish studies that addressed the use of augmented reality applications for educational purposes and that were published between 2012 and 2019 were analyzed and descriptive analysis was performed according to their distribution by years, a number of authors, research patterns, sample sizes, data collection tools, and data analysis methods. For this purpose, the keywords Augmented reality, educational practices, education technologies and educational technologies were searched in ULAKBİM, YÖK National Thesis Center and Google Academy databases and 106 scientific studies, 60 thesis and 46 articles published between 2012 and 2019 in Turkish were obtained. Then, these studies were examined using the content analysis method. The publication classification form, developed by Sözbilir, Kutu, and Yasar (2012) as a data collection tool, was rearranged in line with the sub-problems. These sub-problems are research patterns, data analysis methods, data collection tools, number of authors, distribution by years and sample sizes. The data were presented with descriptive statistics methods such as frequency and percentage, with graphs and tables. As a result it was found that the studies in the field of augmented were published mostly in 2019. It was also observed that most of the investigated articles had two authors in terms of the number of authors. In addition quasi-experimental design, one of the most common quantitative research methods, was found to be used as the research design. In terms of sample size, it was seen that a sample size between 51-100 was used. It was also observed that the most used data collection tool was the achievement tests prepared according to the purpose of the research. The analysis of the results section of the studies revealed that the t-test, which is one of the the parametric tests, was used most frequently in the analysis of the data. The results of this study will reveal the tendency of the studies and identify deficiencies in the existing studies and thus will be a guide for future studies.

Keywords: Augmented Reality, Educational Practices, Instructional Technologies, Educational Technologies.


How to Cite this Article?

APA 6th edition
Bahceci, F. & Yaratan, A.S. (2020). Investigation of Studies for the Use of Augmented Reality Applications for Educational Purposes: Content Analysis . International Journal of Progressive Education, 16(6), 352-364. doi: 10.29329/ijpe.2020.280.22

Harvard
Bahceci, F. and Yaratan, A. (2020). Investigation of Studies for the Use of Augmented Reality Applications for Educational Purposes: Content Analysis . International Journal of Progressive Education, 16(6), pp. 352-364.

Chicago 16th edition
Bahceci, Ferhat and Ali Sercan Yaratan (2020). "Investigation of Studies for the Use of Augmented Reality Applications for Educational Purposes: Content Analysis ". International Journal of Progressive Education 16 (6):352-364. doi:10.29329/ijpe.2020.280.22.

References
  1. Abdüsselam, M. S. and Karal, H. (2012). Fizik Öğretiminde Artırılmış Gerçeklik OrtamlarınınÖğrenci Akademik Başarısı Üzerine Etkisi: 11. Sınıf Manyetizma Konusu Örneği. Eğitim Ve Öğretim Araştırmaları Dergisi, 1(4), 170-181. [Google Scholar]
  2. Alkan, C. (1997). Eğitim Teknolojisi (5. Baskı). Ankara: Anı. [Google Scholar]
  3. Alsumait, A. and Al‐Musawi, Z. S. (2013). Creative And İnnovative E‐Learning Using İnteractive Storytelling. International Journal Of Pervasive Computing And Communications. [Google Scholar]
  4. Azuma, R. T. (1997). A Survey Of Augmented Reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385. [Google Scholar]
  5. BGC. (2019). Embracing Industry 4.0 And Rediscovering Growth. RetrievedFrom:https://www.bcg.com/en-il/capabilities/operations/embracing-industry-4.0rediscoveringgrowth.aspx  [Google Scholar]
  6. Billinghurst, M., Kato, H. and Poupyrev, I. (2001). The Magicbook: A Transitional AR İnterface. Computers & Graphics, 25(5), 745-753. [Google Scholar]
  7. Bujak, K. R., Radu, I., Catrambone, R., Macıntyre, B., Zheng, R. and Golubski, G. (2013). A Psychological Perspective On Augmented Reality İn The Mathematics Classroom. Computers & Education, 68, 536-544. [Google Scholar]
  8. Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S. and Demirel, F. (2009). Bilimsel Arastırma Yöntemleri. Ankara, Turkey: Pegem Akademi. [Google Scholar]
  9. Chen, Y. C. (2006, June). A Study of Comparing the Use of Augmented Reality and Physical Models in Chemistry Education. in Proceedings of the 2006 ACM İnternational Conference on Virtual Reality Continuum and its Applications (Pp. 369-372). [Google Scholar]
  10. Cohen, L. M. and Manion, L. (2001). L. & Morrison, K.(2007). Research Methods in Education, 6. [Google Scholar]
  11. Çakır, R., Solak, E. and Tan, S. S. (2015). Artırılmış Gerçeklik Teknolojisi İle İngilizce Kelime Öğretiminin Öğrenci Performansına Etkisi. Gazi Eğitim Bilimleri Dergisi, 1(1), 45-58. [Google Scholar]
  12. Çavdaroğlu, G. Ç. (2013). Smart Facıal Feature Regıons And Facıal Feature Poınts. Sigma, 31, 246-261. [Google Scholar]
  13. Çifçi, M. and Ersoy, M. (2019). Okulöncesi Eğitimi Alanındaki Araştırmaların Yönelimleri: Bir İçerik Analizi. Cumhuriyet International Journal of Education, 8(3), 862-886. [Google Scholar]
  14. Dilek, A., Baysan, S. and Öztürk, A. A. (2018). Türkiye’de Sosyal Bilgiler Eğitimi Üzerine Yapılan Yüksek Lisans Tezleri: Bir İçerik Analizi Çalışması. Turkish Journal Of Social Research/Turkiye Sosyal Arastirmalar Dergisi, 22(2). [Google Scholar]
  15. Doğan, H, TOK, T . (2018). Türkiye’de Eğitim Bilimleri Alanında Yayınlanan Makalelerin İncelenmesi: Eğitim Ve Bilim Dergisi Örneği. Current Research İn Education, 4 (2), 94-109. [Google Scholar]
  16. Dönmez, B., and Gündoğdu, K. (2016). 2000-2016 Yılları Arasında Türkçe Öğretim Programları Alanında Yayımlanan Makale Ve Tezlerin Analizi. Uluslararası Türkçe Edebiyat Kültür Eğitim (Teke) Dergisi, 5(4). [Google Scholar]
  17. Erbas, Ç. and Demirer, V. (2014). Eğitimde Artırılmış Gerçeklik Uygulamaları: Google Glass Örneği. Journal Of Instructional Technologies & Teacher Education, 3(2). [Google Scholar]
  18. Erdem, D. (2011). Türkiye’de 2005–2006 Yılları Arasında Yayımlanan Eğitim Bilimleri Dergilerindeki Makalelerin Bazı Özellikler Açısından İncelenmesi: Betimsel Bir Analiz. Journal Of Measurement And Evaluation İn Education And Psychology, 2 (1) , 140-147. [Google Scholar]
  19. Grubert, J. and Grasset, R. (2013). Augmented Reality For Android Application Development. Packt Publishing Ltd. [Google Scholar]
  20. Gül, H. and Maksüdünov, A. (2019). Manas Sosyal Araştırmalar Dergisinde 2012-2018 Yılları Arasında Yayınlanan Makalelerin İçerik Analizi. MANAS Sosyal Araştırmalar Dergisi, 8 (2) , 1459-1478. DOI: 10.33206/mjss.539653 [Google Scholar]
  21. Hamilton, K. and Olenewa, J. (2010). Augmented Reality İn Education [Powerpoint Slides]. Retrieved From Lecture Notes Online Web Site: http://www.Authorstream.com/Presentation/K3hamilton-478823-Augmented-Reality-in-Education. [Google Scholar]
  22. Karaoglan Yilmaz, F. G. and Yılmaz, R. (2019). Artırılmış Gerçekliğin Uygulamalarının Eğitsel Amaçlı Kullanımına Yönelik Öğretmen Adaylarının Görüşlerinin İncelenmesi. [Google Scholar]
  23. Kaufmann, H. and Papp, M. (2006). Learning Objects For Education With Augmented Reality. Proceedings Of EDEN, 160-165. [Google Scholar]
  24. Kerawalla, L., Luckin, R., Seljeflot, S., and Woolard, A. (2006). “Making İt Real”: Exploring The Potential Of Augmented Reality For Teaching Primary School Science. Virtual Reality, 10(34), 163-174. [Google Scholar]
  25. Kiliç Çakmak, E. , Kukul, V. , Çetin, E., Berikan, B., Kandemir, B., Pamukçu, B., Taşkin, N. And Marangoz, M . (2015). 2013 Yılı Eğitim Teknolojileri Araştırmalarının Incelenmesi: Ajet, Bjet, C&E, Etrd, Ets Ve L&I Dergileri. Eğitim Teknolojisi Kuram Ve Uygulama, 5 (1) , 126-160. Doi: 10.17943/Etku.17190 [Google Scholar]
  26. Köroğlu, O. (2012). En Yaygın İletişim Ortamında Artırılmış Gerçeklik Uygulamaları. [Google Scholar]
  27. Milgram, P. and Kishino, F. (1994). A Taxonomy Of Mixed Reality Visual Displays. IEICETRANSACTIONS On Information And Systems, 77(12), 1321-1329. [Google Scholar]
  28. Munir, E. (2010). A 3D Topological Tracking System For Augmented Reality. Yayınlanmamış Yüksek Lisans Tezi. [Google Scholar]
  29. Nischelwitzer, A., Lenz, F. J., Searle, G. and Holzinger, A. (2007, July). Some Aspects Of The Development Of Low-Cost Augmented Reality Learning Environments As Examples For Future İnterfaces in Technology Enhanced Learning. In International Conference On Universal Access in Human-Computer Interaction (Pp. 728-737). Springer, Berlin, Heidelberg. [Google Scholar]
  30. Öztemel, E. (2018). Eğitimde Yeni Yönelimlerin Değerlendirilmesi Ve Eğitim 4.0. Üniversite Araştırmaları Dergisi, Nisan 2018, Cilt 1, Sayı 1, Sayfa: 25-30 [Google Scholar]
  31. Selçuk, Z., Palancı, M., Kandemir, M. and Dündar, H. (2014). Eğitim Ve Bilim Dergisinde Yayınlanan Araştırmaların Eğilimleri: İçerik Analizi. Eğitim Ve Bilim, 39(173). [Google Scholar]
  32. Shelton, B. E.  and Hedley, N. R. (2002, September). Using Augmented Reality For Teaching Earth Sun Relationships To Undergraduate Geography Students. In The First IEEE International Workshop Agumented Reality Toolkit, (Pp. 8-Pp). IEEE. [Google Scholar]
  33. Singhal, S., Bagga, S., Goyal, P. and Saxena, V. (2012). Augmented Chemistry: Interactive Education System. International Journal Of Computer Applications, 49(15). [Google Scholar]
  34. Sözbilir, M., Kutu, H. and Yaşar, M. D. (2012). Science Education Research İn Turkey: A Content Analysis of Selected Features of Papers Published. In J. Dillon& D. Jorde  (Eds). The World of Science Education: Handbook Of Research İn Europe (Pp.341-374). Rotterdam: Sense Publishers. [Google Scholar]
  35. Uygun, D. and Sönmez, A. (2019). Mobil Öğrenme Üzerine Güncel Çalışmalarla İlgili Bir İçerik Analizi. [Google Scholar]
  36. Wojciechowski, R. and Cellary, W. (2013). Evaluation of Learners’ Attitude Toward Learning in ARIES Augmented Reality Environments. Computers & Education, 68, 570-585. [Google Scholar]
  37. Yıldırım, Ş. (2006). Yıldırım A. & Şimşek H.(2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri, 5. [Google Scholar]
  38. Yıldız, V., Baydaş, Ö. and Göktaş, Y . (2019). ARCS Motivasyon Modeli: 1997-2018 Yılları Arasında Yapılmış Uygulamalı Makalelerin İçerik Analizi. Trakya Eğitim Dergisi, 9(4), 723-741. DOI: 10.24315/Tred.520477 [Google Scholar]
  39. Yuen, S. C. Y., Yaoyuneyong, G. and Johnson, E. (2011). Augmented Reality: An Overview and Five Directions For AR in Education. Journal of Educational Technology Development and Exchange (JETDE), 4(1), 11. [Google Scholar]