The effect of augmented reality-based reading environments on retelling skills: Formative experiment

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dc.authoridCetin, Hakan/0000-0002-3740-5445
dc.contributor.authorCetin, Hakan
dc.contributor.authorUlusoy, Mustafa
dc.date.accessioned2024-12-24T19:24:36Z
dc.date.available2024-12-24T19:24:36Z
dc.date.issued2023
dc.departmentSiirt Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.1007/s10639-022-11415-8
dc.identifier.endpage5873
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue5
dc.identifier.scopus2-s2.0-85141342216
dc.identifier.scopusqualityQ1
dc.identifier.startpage5849
dc.identifier.urihttps://doi.org/10.1007/s10639-022-11415-8
dc.identifier.urihttps://hdl.handle.net/20.500.12604/6040
dc.identifier.volume28
dc.identifier.wosWOS:000879147700003
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241222
dc.subjectAugmented reality
dc.subjectFormative experiment
dc.subjectContent analysis
dc.subjectReading
dc.titleThe effect of augmented reality-based reading environments on retelling skills: Formative experiment
dc.typeArticle

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