Kesirler konusu öğretiminde metaverse kullanımı: Eylem araştırması
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, metaverse ortamında altıncı sınıf öğrencilerinin kesirler konusunu öğrenme süreçlerinin nasıl ilerleyebileceğini, uygulamada karşılaşılacak sorunların neler olabileceğini ve nasıl giderilebileceğini ayrıntılı olarak incelemektir. Bu amaç doğrultusunda araştırmada, bir devlet okulunda 2024-2025 eğitim-öğretim yılında altıncı sınıfa devam eden altı kişilik bir öğrenci grubu ile çalışmalar, bir sanal gerçeklik uygulaması olan "Prisms Math" kullanılarak metaverse ortamında yürütülmüştür. Araştırmada yöntem olarak karma yöntem tercih edilmiştir. Desen olarak ise hem ön test-son test tek gruplu zayıf deneysel desenden hem de eylem araştırması deseninden yararlanılmıştır. Bu kapsamda, uygulama sürecinde kullanılmak üzere eylem planları hazırlanmış ve uzman görüşlerine sunulmuştur. Araştırmada nicel verilerin toplanmasında "Kesirler Başarı Testi", görüşlerin toplanmasında ise görüşme formları kullanılmıştır. Nitel veriler, araştırmacı tarafından geliştirilen gözlem formu, üç ayrı görüşme formu (uygulama öncesi, uygulama sürerken ve uygulama sonrası), günlükler ve yansıtıcı değerlendirme formları aracılığıyla toplanmıştır. Uygulama sürecinin tamamı kamera ile kayıt altına alınmıştır. Kesirler Başarı Testi'nden elde edilen verilerin analizinde Wilcoxon işaretli sıralar testi analizi yapılmıştır. Görüşme formları, yansıtıcı değerlendirme formları ve araştırmacı ile öğrenci günlüklerinden toplanan veriler, içerik analizi ile analiz edilmiştir. Gözlem formlarından elde edilen verilerin analizinde ise, Eisner'in Eğitsel Eleştiri Modeli'nden yararlanılmıştır. Araştırmada kullanılan 'Kesirler Başarı Testi'nden elde edilen verilerin analizine göre öğrencilerin ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunmuştur ancak Prisms Math VR uygulamasında yer alan, eylem planındaki etkinlikleri birebir kapsayan kazanımlara ilişkin soruların analizine göre öğrencilerin ön test-son test puanları arasında istatistiksel olarak anlamlı bir fark bulunmamıştır. Öğrencilerin görüşlerinden elde edilen bulgulara göre: Metaverse ortamında kesirler konusunun öğretimi, öğrencilerin öğrenme sürecini olumlu yönde desteklemiş ve öğrencilerin konuyu daha iyi kavramasına yardımcı olmuştur. Öğrenciler, matematik konularında özgüven kazandıklarını, bireysel öğrenme ve problem çözme becerilerinin geliştiklerini belirtmişlerdir. Başlangıçta tereddütleri olmasına rağmen öğrenciler, süreç içerisinde matematik etkinliklerini daha kolay yapabildiklerini ve eğlendiklerini ifade etmişlerdir. Öğrenciler, metaverse ortamında öğrenirken daha fazla motive olduğunu belirtmişlerdir. Gözlemlerden elde edilen bulgulara göre: Öğrenciler, matematik konularında gelişim göstermiştir, süreç boyunca eğlenmiş ve hiçbir zaman kaygı duymamışlardır ancak öğrencilerin metaverse ortamında öğrenmeye alışması zaman almıştır. Sanal gözlüğün kayması ve kumandalar öğrencileri zorlamış ve öğrenme sürecini zaman zaman sekteye uğratmıştır; bu sebeple metaverse ortamının ve sanal gözlüğün geliştirilmesi gerektiği gözlemlenmiştir. Araştırmadan elde edilen sonuçlar doğrultusunda uygulayıcılara, araştırmacılara ve teknoloji geliştiricilere yönelik çeşitli öneriler sunulmuştur.
The aim of this study is to examine in detail how sixth-grade students' learning processes regarding fractions might progress in a metaverse environment, what problems might be encountered in practice, and how they can be overcome. To this end, the research was conducted with a group of six sixth-grade students attending a public school during the 2024-2025 academic year, using a virtual reality application called "Prisms Math" in a metaverse environment. A mixed-methods approach was chosen for the research. Both a pre-test-post-test single-group weak experimental design and an action research design were utilized. Within this scope, action plans were prepared for use during the implementation process and submitted to expert opinions. Quantitative data were collected using the "Fractions Achievement Test," and interview forms were used to collect opinions. Qualitative data were collected through an observation form developed by the researcher, three separate interview forms (pre-implementation, during-implementation, and post-implementation), journals, and reflective evaluation forms. The entire application process was recorded on camera. Wilcoxon signed-rank test analysis was performed to analyze the data obtained from the Fractions Achievement Test. Data collected from interview forms, reflective evaluation forms, and researcher and student journals were analyzed using content analysis. Eisner's Educational Criticism Model was used to analyze the data obtained from observation forms. Analysis of the data obtained from the 'Fractions Achievement Test' used in the study revealed a statistically significant difference between students' pre-test and post-test scores. However, analysis of the questions related to the learning outcomes that directly covered the activities in the action plan, as included in the Prisms Math VR application, did not reveal a statistically significant difference between students' pre-test and post-test scores. According to the findings obtained from the students' opinions: Teaching fractions in a metaverse environment positively supported the students' learning process and helped them understand the subject better. Students stated that they gained confidence in mathematics, and that their individual learning and problem-solving skills improved. Although they had reservations at first, students stated that they were able to do math activities more easily and enjoyed themselves during the process. Students stated that they were more motivated while learning in a metaverse environment. According to the findings from the observations: Students showed improvement in mathematics, enjoyed the process, and never experienced anxiety; however, it took time for students to adapt to learning in the metaverse environment. The sliding of the virtual reality headset and the controls challenged the students and occasionally disrupted the learning process; therefore, it was observed that the metaverse environment and the virtual reality headset needed improvement. Based on the results of the research, various suggestions were presented for practitioners, researchers, and technology developers.
The aim of this study is to examine in detail how sixth-grade students' learning processes regarding fractions might progress in a metaverse environment, what problems might be encountered in practice, and how they can be overcome. To this end, the research was conducted with a group of six sixth-grade students attending a public school during the 2024-2025 academic year, using a virtual reality application called "Prisms Math" in a metaverse environment. A mixed-methods approach was chosen for the research. Both a pre-test-post-test single-group weak experimental design and an action research design were utilized. Within this scope, action plans were prepared for use during the implementation process and submitted to expert opinions. Quantitative data were collected using the "Fractions Achievement Test," and interview forms were used to collect opinions. Qualitative data were collected through an observation form developed by the researcher, three separate interview forms (pre-implementation, during-implementation, and post-implementation), journals, and reflective evaluation forms. The entire application process was recorded on camera. Wilcoxon signed-rank test analysis was performed to analyze the data obtained from the Fractions Achievement Test. Data collected from interview forms, reflective evaluation forms, and researcher and student journals were analyzed using content analysis. Eisner's Educational Criticism Model was used to analyze the data obtained from observation forms. Analysis of the data obtained from the 'Fractions Achievement Test' used in the study revealed a statistically significant difference between students' pre-test and post-test scores. However, analysis of the questions related to the learning outcomes that directly covered the activities in the action plan, as included in the Prisms Math VR application, did not reveal a statistically significant difference between students' pre-test and post-test scores. According to the findings obtained from the students' opinions: Teaching fractions in a metaverse environment positively supported the students' learning process and helped them understand the subject better. Students stated that they gained confidence in mathematics, and that their individual learning and problem-solving skills improved. Although they had reservations at first, students stated that they were able to do math activities more easily and enjoyed themselves during the process. Students stated that they were more motivated while learning in a metaverse environment. According to the findings from the observations: Students showed improvement in mathematics, enjoyed the process, and never experienced anxiety; however, it took time for students to adapt to learning in the metaverse environment. The sliding of the virtual reality headset and the controls challenged the students and occasionally disrupted the learning process; therefore, it was observed that the metaverse environment and the virtual reality headset needed improvement. Based on the results of the research, various suggestions were presented for practitioners, researchers, and technology developers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
