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    The Effect of Augmented Reality based applications on achievement and attitude towards science course in distance education process
    (Springer, 2022) Cetin, Hakan; Turkan, Azmi
    This study aims to enrich a theme in the science course in the distance education process with augmented reality-based applications and to examine the effects of these applications on students' achievement and attitudes in science courses. A single group pretest and posttest experimental design was used in this research. The research group consisted of 15 third grade students attending at a school in Siirt during the 2020-2021 academic year. In the research, AR-based applications were designed for some gains aimed at the Electric Vehicles theme in the science course and these applications were shown to the students through the Zoom program. This applications consist of 15 h, including pre and post test. Research data were collected through data sets obtained from success and attitude scales given before and after the application. The findings obtained from the research show that the students' achievement and attitudes towards the science course increased significantly with Augmented Reality (AR) based applications.
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    Öğe
    The effect of augmented reality-based reading environments on retelling skills: Formative experiment
    (Springer, 2023) Cetin, Hakan; Ulusoy, Mustafa
    This research aims to improve the oral retelling skills of primary school third grade students by using augmented reality-based reading environments. The research was carried out on 88 primary school third grade students studying in the city center of Siirt. Purposful sampling method was used in the selection of students. Formative experiment design was used in the study. The main purpose of the formative experiment design is to bridge the gap between research and practical application. In this design, an intervention program is applied to the individual. During the implementation, the factors that increase or decrease the effectiveness of the intervention are determined and the intervention program is rearranged considering these factors in order for the research to be more effective. In this study, quantitative and qualitative data collection tools were used together. Oral Retelling and Response Observation Form developed by Ulusoy (2017) was used to measure students' oral retelling skills. In the qualitative dimension of the research, a semi-structured interview form was used that was developed by the researcher was used. When the results obtained from the research findings were examined, it was observed that augmented reality-based reading environments improved the oral retelling skills of primary school third grade students.