Identification the Impact of Differentiated Digitally Supported Learning Environments
The concepts of flipped learning (FL) and augmented reality (AR) draw attention which find strong support for contributing to learning performance. The purpose of this research is to examine to what extent pre-service teachers' environments with and without AR support differ from traditional di...
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| Format: | Article |
| Language: | English |
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Necmettin Erbakan University Press
2023-10-01
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| Series: | Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi |
| Subjects: | |
| Online Access: | https://dergipark.org.tr/tr/download/article-file/3237354 |
| _version_ | 1797367356844933120 |
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| author | Barış Ayaz Çelebi Uluyol Mehmet Ramazanoğlu |
| author_facet | Barış Ayaz Çelebi Uluyol Mehmet Ramazanoğlu |
| author_sort | Barış Ayaz |
| collection | DOAJ |
| description | The concepts of flipped learning (FL) and augmented reality (AR) draw attention which find strong support for contributing to learning performance. The purpose of this research is to examine to what extent pre-service teachers' environments with and without AR support differ from traditional digitally supported learning environments in terms of learning achievement. In this process, the analysis of the relationship between the perception of efficacy and motivation related to the learning content and the learning performance to measure the pure effect of the variables was the objective of another study. The study was conducted with the static group comparison design, which is among the weak experimental designs. The study group consisted of 109 pre-service teachers. Gain score test, academic motivation scale for learning information technology and perceived information and communication technologies (ICT) proficiency scale for pre-service teachers were used as data collection tools. Within the scope of the study, in-class implementations lasted for a total of eight weeks with each lasting for three hours. The ANOVA results indicated a statistically significant difference in favor of the AR-supported FL learning environment compared to the traditional digitally supported learning environment in terms of gains scores showing the pretest-posttest difference. In addition, no significant relationship was observed between perceived information technology proficiency and motivation status and gain scores. In this context, it can be suggested that the creation of AR-supported FL environments from suitable content situations in learning groups with proficient digital technology experience can positively contribute to learning performance. |
| first_indexed | 2024-03-08T17:17:17Z |
| format | Article |
| id | doaj.art-d4b9e5b4979844998cbf471eeefce5c9 |
| institution | Directory Open Access Journal |
| issn | 2687-1750 |
| language | English |
| last_indexed | 2024-03-08T17:17:17Z |
| publishDate | 2023-10-01 |
| publisher | Necmettin Erbakan University Press |
| record_format | Article |
| series | Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi |
| spelling | doaj.art-d4b9e5b4979844998cbf471eeefce5c92024-01-03T10:47:18ZengNecmettin Erbakan University PressNecmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi2687-17502023-10-015385386710.38151/akef.2023.88370Identification the Impact of Differentiated Digitally Supported Learning EnvironmentsBarış Ayaz0Çelebi Uluyol1Mehmet Ramazanoğlu2SIIRT UNIVERSITYGAZI UNIVERSITY, GAZİ FACULTY OF EDUCATIONSIIRT UNIVERSITYThe concepts of flipped learning (FL) and augmented reality (AR) draw attention which find strong support for contributing to learning performance. The purpose of this research is to examine to what extent pre-service teachers' environments with and without AR support differ from traditional digitally supported learning environments in terms of learning achievement. In this process, the analysis of the relationship between the perception of efficacy and motivation related to the learning content and the learning performance to measure the pure effect of the variables was the objective of another study. The study was conducted with the static group comparison design, which is among the weak experimental designs. The study group consisted of 109 pre-service teachers. Gain score test, academic motivation scale for learning information technology and perceived information and communication technologies (ICT) proficiency scale for pre-service teachers were used as data collection tools. Within the scope of the study, in-class implementations lasted for a total of eight weeks with each lasting for three hours. The ANOVA results indicated a statistically significant difference in favor of the AR-supported FL learning environment compared to the traditional digitally supported learning environment in terms of gains scores showing the pretest-posttest difference. In addition, no significant relationship was observed between perceived information technology proficiency and motivation status and gain scores. In this context, it can be suggested that the creation of AR-supported FL environments from suitable content situations in learning groups with proficient digital technology experience can positively contribute to learning performance.https://dergipark.org.tr/tr/download/article-file/3237354flipped learningaugmented realitylearning performanceit proficiencyit motivation.artırılmış gerçekliköğrenme performansıbi̇t yeterliğibi̇t motivasyonutersyüz öğrenme |
| spellingShingle | Barış Ayaz Çelebi Uluyol Mehmet Ramazanoğlu Identification the Impact of Differentiated Digitally Supported Learning Environments Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi flipped learning augmented reality learning performance it proficiency it motivation. artırılmış gerçeklik öğrenme performansı bi̇t yeterliği bi̇t motivasyonu tersyüz öğrenme |
| title | Identification the Impact of Differentiated Digitally Supported Learning Environments |
| title_full | Identification the Impact of Differentiated Digitally Supported Learning Environments |
| title_fullStr | Identification the Impact of Differentiated Digitally Supported Learning Environments |
| title_full_unstemmed | Identification the Impact of Differentiated Digitally Supported Learning Environments |
| title_short | Identification the Impact of Differentiated Digitally Supported Learning Environments |
| title_sort | identification the impact of differentiated digitally supported learning environments |
| topic | flipped learning augmented reality learning performance it proficiency it motivation. artırılmış gerçeklik öğrenme performansı bi̇t yeterliği bi̇t motivasyonu tersyüz öğrenme |
| url | https://dergipark.org.tr/tr/download/article-file/3237354 |
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