The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

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dc.contributor.authorAvci, Sirin Kucuk
dc.contributor.authorCoklar, Ahmet Naci
dc.contributor.authorIstanbullu, Aslihan
dc.date.accessioned2024-02-23T14:30:02Z
dc.date.available2024-02-23T14:30:02Z
dc.date.issued2019
dc.departmentNEÜen_US
dc.description.abstractThe objective of the study is to analyze the effect of three dimensional (3D) virtual environment and augmented reality applications on learning achievement. In line with this purpose, experimental studies were considered and the effects of experimental and control groups on learning achievement analyzed. In the experimental group, the applications which were established through the 3D virtual environment and augmented reality technologies while control group consisted of face to face environment. In order to realize this aim, the meta-analysis method used in educational sciences was preferred. Key words for 3D virtual environments meta-analysis scanning are: '''3D virtual world & achievement' and '''3D virtual environment & achievement'. And the key word determined for the augmented reality meta- analysis scanning is '''augmented reality & achievement'. Within the context of the research, the databases such as Science Direct, ERIC, Taylor & Francis, EBSCO, Emerald, JSTOR, SAGE, SpringerLink and Google Scholar were analyzed. The determined keywords were entered into the aforementioned databases and 4.682 articles published between 2010 and 2016 were controlled in terms of their conformity to the objectives of the research. After the initial analysis, 47 articles were determined on 3D virtual environment while 57 articles were on the augmented reality. Among the 47 articles on 3D virtual environments, 20 articles which conform to the inclusion criteria were determined and 24 articles among the 57 articles on augmented reality were employed for meta-analysis. The dependent variable of the research is learning achievement while independent variable is experimental and control groups. Education level was determined as the moderator variable in the research. According to the results of the research, it was found that 3D virtual environments had moderate levels of effect on learning achievement on behalf of the experimental group (d=0.32). similar to those results, augmented reality applications had also moderate level of effect on learning achievement on behalf of experimental group (d=0.46). According to the results of the moderator analysis conducted, it was determined that the selection of the study sample as undergraduate, primary school, high school and secondary school did not change the effect size of the 3D virtual environments on the learning success. Again, according to the results of the moderator analysis, it was determined that the selection of the study sample as a secondary school, primary school and graduate did not change the effect size of the augmented reality applications on the learning success.en_US
dc.identifier.doi10.15390/EB.2019.7969
dc.identifier.endpage182en_US
dc.identifier.issn1300-1337
dc.identifier.issue198en_US
dc.identifier.scopus2-s2.0-85065477756en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage149en_US
dc.identifier.urihttps://doi.org/10.15390/EB.2019.7969
dc.identifier.urihttps://hdl.handle.net/20.500.12452/14965
dc.identifier.volume44en_US
dc.identifier.wosWOS:000466836800007en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTurkish Education Assocen_US
dc.relation.ispartofEgitim Ve Bilim-Education And Scienceen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subject3d Virtual Environmenten_US
dc.subjectAugmented Realityen_US
dc.subjectLearning Achievementen_US
dc.subjectMeta-Analysis Methoden_US
dc.subjectEffect Sizeen_US
dc.titleThe Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Studyen_US
dc.typeArticleen_US

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