The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Gökhan DAĞDALAN; Erol TAŞ; Erdem KAYA

doi:https://doi.org/10.18009/jcer.818342

Makale detayları

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Yazarlar:

Gökhan DAĞDALAN | Erol TAŞ | Erdem KAYA

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Eğitim

Dergi:

Journal of Computer and Education Research 2021 Vol.9 Issue 17, pp.62-79

Belge Tipi:

Makale

Yayın Tarihi:

4/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000495303

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.818342

Özet:

 

In this study, it is aimed to examine the effects of virtual reality supported science education on the subject of “Nervous System” from the unit of “Controller and Regulatory System” on 6th grade the students’ cognitive levels and meta cognitive awareness. The sample of the study is 108 6th grade students (1st experimental group 36, 2nd experimental group 36, control group 36) from a public school in Altınordu district from city of Ordu in 2018-2019 educational year. While virtual reality method was applied for the first experimental group, animation supported teaching applications were applied for the second experimental group. For the control group, the students were taught with science education curriculum. As a result, it is determined that the students from virtual reality experimental group had significantly higher points than the other two groups. It is also observed that the students who were taken virtual reality based science lessons had higher metacognitive awareness.

 


In this study, it is aimed to examine the effects of virtual reality supported science education on the subject of “Nervous System” from the unit of “Controller and Regulatory System” on 6th grade the students’ cognitive levels and meta cognitive awareness. The sample of the study is 108 6th grade students (1st experimental group 36, 2nd experimental group 36, control group 36) from a public school in Altınordu district from city of Ordu in 2018-2019 educational year. While virtual reality method was applied for the first experimental group, animation supported teaching applications were applied for the second experimental group. For the control group, the students were taught with science education curriculum. As a result, it is determined that the students from virtual reality experimental group had significantly higher points than the other two groups. It is also observed that the students who were taken virtual reality based science lessons had higher metacognitive awareness.

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Makale detayları

The Effects of Virtual Reality and Animation Supported Science Education on Students’ Some Learning Products

Yazarlar: Gökhan DAĞDALAN | Erol TAŞ | Erdem KAYA

Yayıncı: Tamer KUTLUCA

Ana Başlıklar: Eğitim

Dergi: Journal of Computer and Education Research 2021 Vol.9 Issue 17, pp.62-79

Belge Tipi: Makale

Yayın Tarihi: 4/2021

Belge Dili: İngilizce

Document ID (Org No.): 2000495303

Sıklık: İki Yıllık

eISSN: 2148-2896

DOI: https://doi.org/10.18009/jcer.818342

Sayı

Yazarlar:

Gökhan DAĞDALAN | Erol TAŞ | Erdem KAYA

Yayıncı:

Tamer KUTLUCA

Ana Başlıklar:

Eğitim

Dergi:

Journal of Computer and Education Research 2021 Vol.9 Issue 17, pp.62-79

Belge Tipi:

Makale

Yayın Tarihi:

4/2021

Belge Dili:

İngilizce

Document ID (Org No.):

2000495303

Sıklık:

İki Yıllık

eISSN:

2148-2896

DOI:

https://doi.org/10.18009/jcer.818342