Educational Policy Analysis and Strategic Research
ISSN (Print): 1949-4270 - ISSN (Online): 1949-4289

Research article    |    Open Access
Educational Policy Analysis and Strategic Research 2019, Vol. 14(3) 41-63

Augmented reality, virtual reality and digital games: A research on teacher candidates

Okan Sarıgöz

pp. 41 - 63   |  DOI: https://doi.org/10.29329/epasr.2019.208.3

Publish Date: September 29, 2019  |   Single/Total View: 308/1.056   |   Single/Total Download: 474/1.779

PDF Download

Abstract

Virtual reality, although it is in the real world, is a three-dimensional simulation model that brings users to a different environment with computer-generated graphics, video and audio, and enables communication with the media. Virtual reality is the imitation of the physical structure from a real-world or an imaginary world in a computer-generated environment. Augmented reality is the combination of the real world with the virtual world, the creation of enriched environments using virtual objects, the combination of physical reality and digital holograms, or the creation of a virtual world suitable for the purpose by using digital products. The aim of this study is to determine the opinions of teacher candidates studying in the faculty of education in terms of augmented reality, virtual reality and digital games depending on some demographic variables. The working group of the study consisted of teacher candidates studying in different departments of the Faculty of Education of Mustafa Kemal University in 2018-2019 Academic Year. Mixed model and General survey model were used in the study. In order to determine the opinions of teacher candidates, Using Digital Educational Plays Scale was used as a data collection tool. As a result of the research, there was no statistically significant difference between the opinions of the teacher candidates about the use of digital educational games in terms of the affective component, perceived usefulness, perceived control and the scale generally in terms of the scale, however, however, it has been concluded that there is a difference in favor of women in sub-dimension of affective components. In addition, in the research, teacher candidates were not afraid to use computer, but they were afraid of playing computer games.

Keywords: Augmented Reality, Virtual Reality, Digital games, Hologram, Virtual world

How to Cite this Article?

APA 7th edition
Sarigoz, O. (2019). Augmented reality, virtual reality and digital games: A research on teacher candidates. Educational Policy Analysis and Strategic Research, 14(3), 41-63. https://doi.org/10.29329/epasr.2019.208.3

Harvard
Sarigoz, O. (2019). Augmented reality, virtual reality and digital games: A research on teacher candidates. Educational Policy Analysis and Strategic Research, 14(3), pp. 41-63.

Chicago 16th edition
Sarigoz, Okan (2019). "Augmented reality, virtual reality and digital games: A research on teacher candidates". Educational Policy Analysis and Strategic Research 14 (3):41-63. https://doi.org/10.29329/epasr.2019.208.3

References
  1. Abbasi, F., Waseem, A. & Ashraf, E. (2017). Augmented reality based teaching in classrooms. Computing and Digital Systems (C-CODE), International Conference on Communication, 259-264. [Google Scholar]
  2. Aktas-Arnas, Y. (2005). Okul oncesi donemde bilgisayar destekli egitim. Eurasian Journal of Educational Research, 20, 36-47. [Google Scholar]
  3. Altinpulluk, H. & Kesim, M. (2015). Gecmisten gunumuze artirilmis gerceklik uygulamalarinda gerceklesen paradigma degisimleri. Akademik Bilisim 2015, Eskisehir: Anadolu Üniversitesi. [Google Scholar]
  4. Aslan R. & Erdogan S. (2017). 21. Yuzyilda hekimlik egitimi: Sanal gerceklik, artirilmis gerceklik, hologram. Kocatepe Veterinary Journal, 10(3), 204-212. DOI:10,5578/kvj.57308 [Google Scholar]
  5. Aveleyra, E. E., Racero, D. A. & Toba, G. G. (2018). The didactic potential of ar in teaching physics. 2018 IEEE, World Engineering Education Conference, 1-3. [Google Scholar]
  6. Azuma, R. T. (1997). A survey of augmented reality. Teleoperators and Virtual Environments, 6(4), 355-385. [Google Scholar]
  7. Azuma, R., Billinghurst, M. & Klinker, G. (2011). Special section on mobile augmented reality. Computers & Graphics, 35(4), 854-868. doi:10.1016/j.cag.2011.05.002. [Google Scholar] [Crossref] 
  8. Bacca, J., Baldiris, S., Fabregat, R., Graf, S. & Kinshuk. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149. [Google Scholar]
  9. Baek, Y. (2013). Cases on digital game-based learning: Methods, models, and strategies: methods, models, and strategies. Hershey, PA, IGI Global. [Google Scholar]
  10. Bates, A. T. (2015). Teaching in a digital age. Glokalde, 1(3). [Google Scholar]
  11. Bayraktar, E. & Kaleli, F. (2007). Sanal gerceklik ve uygulama alanlari. Akademik Bilisim Konferansi, Dumlupinar Üniversitesi, Kutahya, 1-6. [Google Scholar]
  12. Blascovich, J., & Bailenson, J. (2005). Immersive virtual environments and education simulations. in cohen, Portney, Rehberger, Thorsen (Eds.) virtual decisions: digital simulations for teaching reasoning in the social sciences and humanities. Mahwah, New Jersey: Lawrence Earlbaum Associates, Inc. [Google Scholar]
  13. Bonanno, P. & Kommers, P. A. M. (2008). Exploring the influence of gender and gaming competence on attitudes towards using instructional games. British Journal of Educational Technology, 39(1): 97-109. [Google Scholar]
  14. Bonwell, C. C.& Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183. [Google Scholar]
  15. Brazley, M. D. (2018). Architecture, virtual reality, spatial visualization, learning styles, and distance education. International Journal of Architecture, Arts and Applications, 4(2), 10. doi: 10.11648/j.ijaaa.20180402.11 [Google Scholar] [Crossref] 
  16. Brazley, M. D. (2014). How students learn with mobile technology. US-China Education Review, 4(6), 357-471. [Google Scholar]
  17. Burdea, G. & Coiffet, P. (2003). Virtual Reality Technology, Teleoperators and Virtual Environments, 12, 663-664. [Google Scholar]
  18. Castellar, E. N., All, A., De Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises. Computers & Education, 85, 123-133. Doi:10.1016/j.compedu.2014.12.021 [Google Scholar]
  19. Celen, F. K., Celik, A. & Seferoglu, S. S. (2011). Cocuklarin internet kullanimlari ve onlari bekleyen cevrim-ici riskler. XIII. Akademik Bilisim Konferansi (AB11), 2-4 Subat 2011. Malatya: Inonu Universitesi. [Google Scholar]
  20. Chin, W. A., Yahaya, W. A. J. W. & Muniandy, B. (2018). Virtual science laboratory (vislab): The effect of visual signalling principles towards students’ perceived motivation. International Journal of Engineering & Technology, 7(30), 289-292. DOI: 10.14419/ijet.v7i3.30.18262 [Google Scholar]
  21. Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T. & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686. Doi: 10.1016/j.compedu.2012.03.004 [Google Scholar]
  22. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage. [Google Scholar]
  23. Cruz-Neira, C., Fernandez, M. & Portales, C. (2018). Virtual reality and games. Multimodal Technologies and Interaction, 2(1), 1-5. doi:10.3390/mti2010008 [Google Scholar] [Crossref] 
  24. Dempsey, P. (2016). The teardown: HTC vive VR headset. Engineering & Technology, 11(7-8), 80-81. DOI: 10.1049/et.2016.0731 [Google Scholar]
  25. Desai, P. R., Desai, P. N., Ajmera, K. D. & Mehta, K. (2014). A review paper on oculus rift-a virtual reality headset. arXiv preprint arXiv:1408.1173. [Google Scholar]
  26. Dey, A., Billinghurst, M., Lindeman, R. W. & Swan, J. (2018). A Systematic Review of 10 Years of Augmented Reality Usability Studies: 2005 to 2014. Frontiers in Robotics and AI, 5(37), 1-28. doi.org/10.3389/frobt.2018.00037 [Google Scholar]
  27. Ebner, M. & Holzinger, A. (2007). Successful implementation of user-centered game based learning in higher education: An example from civil engineering. Computers & Education, 49(3), 873-890. [Google Scholar]
  28. Häfner, P., Häfner, V. & Ovtcharova, J. (2013). Teaching methodology for virtual reality practical course in engineering education. Procedia Computer Science, 25, 251-260. https://doi.org/10.1016/j.procs.2013.11.031 [Google Scholar] [Crossref] 
  29. Hearn, K. (2018). Advancing STEAM learning through virtual reality. Senior Honors Projects, 2010-Current, 576. [Google Scholar]
  30. Huang, H. M., Liaw, S. S. & Lai, C. M. (2016). Exploring learner acceptance of the use of virtual reality in medical education: A case study of desktop and projection-based display systems. Interactive Learning Environments, 24(1), 3-19. http://dx.doi.org/10.1080/10494820.2013.817436. [Google Scholar]
  31. Hwang, G. J. & Wu, P. H. (2012). Advancements and trends in digital game‐based learning research: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 43(1), E6-E10. https://doi.org/10.1111/j.1467-8535.2011.01242.x [Google Scholar] [Crossref] 
  32. Jaros, W. (2018). The role of augmented reality and virtual reality in digital learning: Comparing matching task performance. Retrieved from the University of Minnesota Digital Conservancy, Retrieved. 09.10.2018 http://hdl.handle.net/11299/198966. [Google Scholar]
  33. Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. [Google Scholar]
  34. Kapp, K. M. (2007). Tools and techniques for transferring know‐how from boomers to gamers. Global Business and Organizational Excellence, 26(5), 22-37. [Google Scholar]
  35. Karasar, N. (2010). Bilimsel Arastirma Yontemi. Ankara: Nobel Yayin Dagitim. [Google Scholar]
  36. Kauchak, D. P. & Eggen, P. D. (2003). Learning and teaching. New York: Allyn Bacon. [Google Scholar]
  37. Kruger, W., Bohn, C. A., Frohlich, B., Schuth, H., Strauss, W. & Wesche, G. (1995). The responsive workbench: A virtual work environment. Computer, 28(7), 42-48. [Google Scholar]
  38. Li, J., Theng, Y. L. & Foo, S. (2014). Game-based digital interventions for depression therapy: A systematic review and meta-analysis. Cyberpsychology, Behavior, and Social Networking, 17(8), 519-527. Doi: 10.1089/cyber.2013.0481 [Google Scholar]
  39. Muensterer, O. J., Lacher, M., Zoeller, C., Bronstein, M. & Kubler, J. (2014). Google glass in pediatric surgery: An exploratory study. International Journal of Surgery, 12(4), 281-289. Doi: 10.1016/j.ijsu.2014.02.003 [Google Scholar]
  40. Neelakantam, S. & Pant, T. (2017). Setting up your VR lab and popular WebVR projects. Learning Web-based Virtual Reality, 11-16, Apress, Berkeley, CA. [Google Scholar]
  41. Niju, M., Dascălu, M. I., Bagîs, S. & Bodea, C. N. (2018). Supporting constructivist learning and teaching with the aid of VR-based consumer tech: A case study. 2018 Zooming Innovation in Consumer Technologies Conference (ZINC), 5-8. [Google Scholar]
  42. Noor, A. K. (2016). The hololens revolution. Mechanical Engineering Magazine Select Articles, 138(10), 30-35. Doi: 10.1115/1.2016-Oct-1 [Google Scholar]
  43. Ozdinc, F., Tuzun, H., Ergun, E., Bayrak, F., & Kula, A. (2016). Usability testing of a three-dimensional library orientation game. In M. A. Garcia-Ruiz (Ed.), Games User Research: A Case Study Approach (p. 77-95). Boca Raton, FL: CRC Press. [Google Scholar]
  44. Pan, Z., Cheok, A. D., Yang, H., Zhu, J. & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20-28. [Google Scholar]
  45. Penfold, P. (2009). Learning through the world of second life a hospitality and tourism experience. Journal of Teaching in Travel & Tourism, 8(2–3), 139–160. [Google Scholar]
  46. Ragan, E. D., Huber, K. J., Laha, B. & Bowman, D. A. (2012). The effects of navigational control and environmental detail on learning in 3D virtual environments. Virtual Reality Short Papers and Posters, 11-14. [Google Scholar]
  47. Ravenscroft, A. (2007). Promoting thinking and conceptual change with digital dialogue games. Journal of Computer Assisted Learning, 23(6), 453-465. [Google Scholar]
  48. Regan, D. A. (2012). Investigating gender differences in student preferences for and achievement with educational games. Retrieved. 08.10.2018 stars.library.ucf.edu/cgi/viewcontent.cgi?article-5477&content-etd [Google Scholar]
  49. Rickel, J. (2001). Intelligent virtual agents for education and training: Opportunities and challenges. International Workshop on Intelligent Virtual Agents, 15-22, Springer, Berlin, Heidelberg. [Google Scholar]
  50. Rogers, M. P. (2012). Bringing unity to the classroom. Journal of Computing Sciences in Colleges, 27(5), 171–177. [Google Scholar]
  51. Rozinaj, G., Vančo, M., Vargic, R., Minárik, I. & Polakovič, A. (2018). Augmented/Virtual Reality as a Tool of Self-Directed Learning. 25th International Conference on Systems, Signals and Image Processing (IWSSIP), 1-5. [Google Scholar]
  52. Sarigoz, O., Bolat, Y. & Alkan, S. (2018). Digital education game: adapting to Turkish, validity and reliability study. World Journal of Education, 8(5), 130-139. https://doi.org/10.5430/wje.v8n5p130 [Google Scholar] [Crossref] 
  53. Sawyer, B. D., Finomore, V. S., Calvo, A. A. & Hancock, P. A. (2014). Google glass: A driver distraction cause or cure?. Human Factors, 56(7), 1307-1321. https://doi.org/10.1177/0018720814555723 [Google Scholar] [Crossref] 
  54. Schmalstieg, D. & Hollerer, T. (2016). Augmented reality: principles and practice. Addison-Wesley Professional. [Google Scholar]
  55. Schott, C. (2012). Virtual mobilities and sustainable tourism: Virtual fieldtrips for climate change education. In T. R. Tiller (Ed.), Conference proceedings of BEST EN think tank XII (pp. 341–356). Sydney: University of Technology Sydney. [Google Scholar]
  56. Sundar, S. S. (2008). The MAIN model: A heuristic approach to understanding technology effects on credibility. Digital Media, Youth and Credibility, 73-100, Cambrighe MA: MIT Press. [Google Scholar]
  57. Thomas, B., Close, B., Donoghue, J., Squires, J., De Bondi, P., Morris, M. & Piekarski, W. (2000). ARQuake: An outdoor/indoor augmented reality first person application. The Fourth İnternational Symposium on Weraable Computers, Atlanta GA, 139-146. [Google Scholar]
  58. Tseng-Lung, H. & Feng, H. L. (2014). Formation of augmented-reality interactive technology's persuasive effects from the perspective of experiential value. Internet Research, 24(1), 82-109. https://doi.org/10.1108/IntR-07-2012-0133. [Google Scholar] [Crossref] 
  59. Uzunboylu, H. & Sarigoz, O. 2015. The evaluation of anthropological attitudes towards social professional and lifelong learning in terms of some variables. The Antropologist, 21(3): 439-449. DOI: 10.1080/09720073.2015.11891833. [Google Scholar]
  60. Valcke, M., De Wever, B., Van Keer, H. & Schellens, T. (2011). Long-term study of safe Internet use of young children. Computers & Education, 57(1), 1292-1305. https://doi.org/10.1016/j.compedu.2011.01.010 [Google Scholar] [Crossref] 
  61. Vate-U-Lan, P. (2012, July). An augmented reality 3d pop-up book: the development of a multimedia project for English language teaching. Multimedia and Expo (ICME), International Conference on IEEE, 890-895. [Google Scholar]
  62. Vázquez, C., Xia, L., Aikawa, T. & Maes, P. (2018). Words in motion: Kinesthetic language learning in virtual reality. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), 272-276. [Google Scholar]
  63. Vos, N., Van Der Meijden, H. & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127-137. Doi: 10.1016/j.compedu.2010.08.013 [Google Scholar]
  64. Wang, F. & Burton, J. K. (2013). Second Life in education: A review of publications from its launch to 2011. British Journal of Educational Technology, 44(3), 357–371. https://doi.org/10.1111/j.1467-8535.2012.01334.x [Google Scholar] [Crossref] 
  65. Wozniak, P., Vauderwange, O., Mandal, A., Javahiraly, N. & Curticapean, D. (2016). Possible applications of the Leap Motion controller for more interactive simulated experiments in augmented or virtual reality. In Optics Education and Outreach IV, vol. 9946, page 99460P. International Society for Optics and Photonics. [Google Scholar]
  66. Youngblut, C. (1998). Educational Uses of Virtual Reality Technology. Alexandria, VA: Institute for Defense Analyses. [Google Scholar]
Meta
Vol. 14 (3)
Download
Metric
History
Related

Volume 14 Issue 3

September 2019

All Manuscript

Educational Policy Analysis and Strategic Research

Copyright © 2025 Educational Policy Analysis and Strategic Research.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.