Okul Öncesinde Artırılmış Gerçeklik Teknolojisi Kullanımına Yönelik Bibliyometrik Haritalama Analizi*

Year 2023, Volume: 8 Issue: 2, 285 - 298, 29.12.2023

Naciye Duman , Faruk Arıcı

https://doi.org/10.54979/turkegitimdergisi.1377768

Abstract

Son yıllarda teknolojinin gelişmesiyle birlikte, artırılmış gerçeklik (AG) teknolojisi eğitim alanında yaygın olarak kullanılmaya başlanmıştır. Eğitim ortamlarında kullanılması ile öğretimin niteliğini artıran AG teknolojisi özellikle okul öncesi eğitimde, çocukların öğrenme sürecine katkı sağlayabilecek bir teknoloji olarak öne çıkmaktadır. AG teknolojisi sayesinde, öğrencilerin interaktif bir şekilde öğrenmeleri sağlanarak, eğlenceli ve etkili bir öğrenme ortamı yaratılmaktadır. Bu nedenle, AG teknolojisinin okul öncesi eğitimde kullanımı üzerine yapılan akademik çalışmaların bibliyometrik analizi önem kazanmaktadır. Araştırmada okul öncesi dönemde AG kullanımıyla ilgili Web of Science’ta yer alan 95 çalışma incelenmiştir. Bu çalışmalarda erken çocukluk dönemi, etkileşim, İngilizce öğretimi, motivasyon ve ilgi kavramlarının sıklıkla kullanıldığı görülmüştür. Dolayısıyla yürütülen araştırmaların bu kavramlara odaklandığı söylenebilir. Son zamanlarda yürütülen araştırmaların örneklem düzeyinin okul öncesi öğrencileri üzerinde yoğunlaştığı, lisans düzeyinde yürütülen çalışmaların daha az tercih edildiği anlaşılmaktadır. Elde edilen sonuçlar doğrultusunda öğretmen yetiştirmede, üst düzey duyuşsal ve bilişsel becerilere yönelik çalışmalara ihtiyaç olduğu söylenebilir. Ayrıca araştırmada alandaki saygın araştırmacı ve dergiler belirlenmiştir. Bu araştırmacı ve dergiler takip edilerek okul öncesi dönemde AG kullanımı ile ilgili geçerli ve güvenilir bilgilere ulaşılabilir.

Keywords

Okul öncesi eğitimi, artırılmış gerçeklik, bibliyometrik haritalama analizi

Ethical Statement

Çalışma etik ilkelere uygun olarak yürütülmüştür.

Supporting Institution

Bu çalışma TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2023 yılı 1. dönem çağrısı Kapsamında Desteklenmiştir (Proje No:1919B012306343).

Project Number

1919B012306343

Thanks

Bu çalışma TÜBİTAK 2209-A Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2023 yılı 1. dönem çağrısı Kapsamında Desteklenmiştir. TÜBİTAK'a proje desteği için teşekkür ederiz (Proje No:1919B012306343).

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