The Views of Students Regarding the Use of Virtual Reality Applications in Elementary Science Classes
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Published
Mar 25, 2024
Abstract
Recently, Virtual reality (VR) technologies have started to be used increasingly in the field of education, as in many other fields. With the widespread use of virtual reality applications, there is a need to investigate the effects of virtual reality applications in the field of education. The results obtained from these researches can contribute to the creation of effective and efficient virtual reality-supported learning environments. VR applications, one of the technology-supported learning environments, come to the forefront to help students learn concepts more easily and permanently. Since VR is very new and not a common practice in classrooms yet, it is necessary and important to investigate how VR can be used in science lessons and students’ views on these practices. The main goals of this study were to develop the Virtual Reality Solar System Model (VRSSM) for the unit “Sun System and Eclipses” for the 6th grade students and to find out what the students think about using virtual reality applications in science classes. This is a qualitative study and 16 students participated in this study and used the VRSSM. The semi-structured interview form was used as a data collection tool. The data was analyzed using content and descriptive analysis. The results of this research revealed that the students want VR to be used not only in science lessons but also in other lessons, they think that the knowledge they have gained is permanent and that they believe that this application can increase their science achievement. Additionally, students think that the application increases their interest in science lessons and affects their learning positively.
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Keywords
Virtual Reality, Solar System, Science Teaching, Virtual Learning Environment, 3D
Supporting Agencies
This study was funded by the Dokuz Eylül University, Turkey, under Grant Number: 201769
References
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Aktamış, H., & Arıcı, V. A. (2013). The Effects of using virtual reality software in teaching astronomy subjects on academic achievement and retention [Sanal gerçeklik programlarının astronomi konularının öğretiminde kullanılmasının akademik başarı ve kalıcılığa etkisi]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2):58-70.
Arıcı, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma: “Güneş Sistemi ve Ötesi: Uzay Bilmecesi” ünitesi örneği. MSc. Diss., Adnan Menderes University, Turkey.
Artun, H., Durukan, A., & Temur, A. (2020). Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25:5477-5498. DOI: https://doi.org/10.1007/s10639-020-10220-5
Avcı, Ş. K., & Çoklar, A. N., İstanbullu, A. (2019). The Effect of three dimensional virtual environments and augmented reality applications on the learning achievement: a meta-analysis study. Education and Science, 44(198):149-182.
Bayraktar, E., & Kaleli, F. (2007). Sanal gerçeklik ve uygulama alanları. Akademik Bilişim Konferansı, Kütahya.
Chung, L. Y. (2012). Incorporating 3D-virtual reality into language learning. International Journal of Digital Content Technology and its Applications, 6(6):249-255. DOI: https://doi.org/10.4156/jdcta.vol6.issue6.29
Çekbaş, Y., Yakar, H., Yıldırım, B., Savran, A. (2003). Bilgisayar destekli eğitimin öğrenciler üzerine etkisi. The Turkish Online Journal of Educational Technology, 2(4):76-78.
Dağdalan, G. (2019). Sanal Gerçeklik uygulaması destekli fen bilimleri öğretiminin öğrencilerin bilişsel düzeylerine, üst bilişsel farkındalıklarına ve sanal gerçeklik uygulamalarına ilişkin tutumlarına etkisi. Master’s thesis, Ordu University Institute of Science, Ordu, Turkey.
Dick, W., & Carey, L. (2000). The systematic design of instruction (5th ed.). New York: AddisonWesley.
Ekiz, D., & Akbaş, Y. (2005). İlköğretim 6. Sınıf öğrencilerinin astronomi ile ilgili kavramları anlama düzeyi ve kavram yanılgıları. Milli Eğitim Dergisi, 165:61-78.
Emre, İ. E., Selçuk, M., Budak, V. Ö., Bütün, & M., Şimşek, İ. (2019). Eğitim amaçlı sanal gerçeklik uygulamalarında kullanılan cihazların daldırma açısından incelenmesi. Bilişim Teknolojileri Dergisi, 12(2):119-129. DOI: https://doi.org/10.17671/gazibtd.453381
Eryanto, D. R. D., & Prestiliano, J. (2017). Design of learning media for the solar system lesson using animation and virtual reality. Open Science Journal, 2(1):1-13. DOI: https://doi.org/10.23954/osj.v2i1.790
Gedik, R. (2020). Sanal gerçeklik teknolojisinin ortaokul sosyal bilgiler dersi iklimler konusunda kullanılması üzerine öğrenci görüşleri [Students’ views on the use of virtual reality technology in climate topic in middle school social studies course]. Journal of Innovative Research in Social Studies, 3(1):33-53.
Gündoğdu, H., & Dikmen, Y. (2017). Hemşirelik eğitiminde simülasyon: Sanal gerçeklik ve haptik sistemler. Journal of Human Rhythm, 3(4):173-176.
Gürsoy, M. (2020). Yeraltı madenciliği eğitiminde bazı sanal gerçeklik uygulamaları. Master’s thesis, Afyon Kocatepe University Institute of Science, Afyon, Turkey.
Häfner, P., Dücker, J., Schlatt, C., & Ovtcharova, J. (2018). Decision support method for using virtual reality in education based on a cost-benefit-analysis. Paper presented at 4th International Conference of the Virtual and Augmented Reality in Education (VARE 2018), Budapest, September 18-19.
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1):1-32. DOI: https://doi.org/10.1007/s40692-020-00169-2
Heyselaar, E., Hagoort, P., & Segaert, K. (2017). In dialogue with an avatar, language behavior is identical to dialogue with a human partner. Behavior Research Methods, 49(1):46-60. DOI: https://doi.org/10.3758/s13428-015-0688-7
Hwang, W. Y., &Hu, S. S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers & Education, 62:308-319. https://doi.org/10.1016/j.compedu.2012.10.005
İneç, Z. F. (2020) Sanal gerçeklik teknolojisi ile sosyal bilgiler öğretiminde kültür aktarımı. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41):180-203. DOI: https://doi.org/10.33418/ataunikkefd.793821
Jou, M., & Liu, C. C. (2012). Application of semantic approaches and interactive virtual technology to improve teaching effectiveness. Interactive Learning Environments, 20(5):441-449. DOI: https://doi.org/10.1080/10494820.2010.509632
Kaleci, D., Tepe, T., & Tüzün, H. (2017). Üç boyutlu sanal gerçeklik ortamlarındaki deneyimlere ilişkin kullanıcı görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 21(3):669-689.
Kandemir, C., & Demir, B. A. (2020). Eğitimde sanal gerçeklik uygulamaları üzerine: “Sınıfta Ben De Varım” Projesi. The Turkish Online Journal of Design Art and Communication, 10(4):339-354. DOI: https://doi.org/10.7456/11004100/002
Kuhns, L. J. (1977). Teaching for permanent learning. NACTA Journal, 14-16.
Kuruüzümcü, R. (2010). Virtual reality as a digital environment and art form [Bir dijital ortam ve sanat formu olarak sanal gerçeklik]. Sanat Dergisi, 2010(12):93-96.
Lee, E. A. L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79:49-58. DOI: https://doi.org/10.1016/j.compedu.2014.07.010
Lee, H., Park, S. T., Kim, H. S., & Lee, H. (2005). Students’ understanding of astronomical concepts enhanced by an immersive Virtual Reality system (IVRS). In 3rd International Conference on Multimedia and Information and Communication Technologies in Education.
Liou, W. K., & Chang, C. Y. (2018, February). Virtual reality classroom applied to science education. In 2018 23rd International Scientific-Professional Conference on Information Technology (IT) (pp. 1-4). IEEE. DOI: https://doi.org/10.1109/SPIT.2018.8350861
Liou, H.-H., Yang, S. J. H., Chen, S. Y., & Tarng, W. (2017). The Influences of the 2D image-based augmented reality and virtual reality on student learning. Educational Technology & Society, 20(3):110-121.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publication, Inc.
Milli Eğitim Bakanlığı (2018). Fen Bilimleri Dersi Öğretim Programı ve Kılavuzu (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB Yayınları.
Mintz, R., Litvak, S., & Yair, Y. (2001). 3D-virtual reality in science education: An implication for astronomy teaching. Journal of Computers in Mathematics and Science Teaching, 20(3):293-305.
Okul, T., & Şimşek, G. (2020). Sanal gerçeklik uygulamalarının turizm rehberliği bölüm derslerinde kullanımına yönelik bir öneri. Turist Rehberliği Nitel Araştırmalar Dergisi, 1(1):31-51.
Öztürk, D., & Uçar, S. (2012). İlköğretim öğrencilerinin Ay’ın evreleri konusunda kavram değişimlerinin iş birliğine dayalı ortamda incelenmesi. Türk Fen Eğitimi Dergisi, 9(2):98-112.
Öztürk, E. O., & Sondaş, A. (2020) Sanal sağlık: Sağlıkta sanal gerçekliğe genel bakış. Kocaeli Üniversitesi Fen Bilimleri Dergisi, 3(2):164-169.
Sarıtaş, M. T. (2015). Chemistry Teacher Candidates’ Acceptance and Opinions about Virtual Reality Technology for Molecular Geometry. Educational Research and Reviews, 10(20):2745-2757. DOI: https://doi.org/10.5897/ERR2015.2525
Sarıçam, S. (2019). Fen bilimleri dersinde sanal gerçeklik uygulamalarının dolaşım Sistemi kavramlarının öğretimi üzerine etkisinin incelenmesi. Ph.D. diss., Marmara University Institute of Science, İstanbul, Turkey.
Sarioglu, S., & Girgin, S. (2020). The effect of using virtual reality in 6th grade science course the cell topic on students’ academic achievements and attitudes towards the course. Journal of Turkish Science Education, 17(1):109-125. DOI: https://doi.org/10.36681/tused.2020.16
Sezgin, S. (2016). Eğitimde giyilebilir teknolojiler: Fırsatlar ve eğilimler. Mehmet Akif Ersoy University Journal of Education Faculty, 1(40):405-418. DOI: https://doi.org/10.21764/efd.72734
Shih, Y. C. (2015). A virtual walkthrough London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5):407-428. DOI: https://doi.org/10.1080/09588221.2013.851703
Sun, K. T., Lin, C. L., & Wang, S. M. (2010). A 3-D virtual reality model of the sun and the moon for elearning at elementary schools. International Journal of Science and Mathematics Education, 8(4):689- 710. DOI: https://doi.org/10.1007/s10763-009-9181-z
Şimşek, İ., & Tuncer, C. A. N. (2019). Examination of virtual reality usage in higher education in terms of different variables [Yüksek öğretimde sanal gerçeklik kullanımı ile ilgili yapılan araştırmalara yönelik içerik analizi]. Folklor/Edebiyat, 25(97):77-90.
Tanrıkulu, B., & Karagöl, A. (2021). Virtual reality applications in the museum: Turtle trainer as a case study [Müzede sanal gerçeklik uygulamaları: Bir örnek çalışma olarak kaplumbağa terbiyecisi]. Yeni Medya Elektronik Dergisi, 5(2):95-111. DOI: https://doi.org/10.17932/IAU.EJNM.25480200.2021/ejnm_v5i2001
Teddlie, C., &Tashakkori, A. (2009). Foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage, London.
Terzioğlu, F., Kapucu S., Özdemir, L., Boztepe, H., Duygulu, S., Tuna A. Z., & Akdemir, N. (2012). Nursing students’ opinions about simulation method [Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri]. Journal of Hacettepe University Faculty of Nursing, 19(1):16-23.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1):68-77. DOI: https://doi.org/10.1016/j.compedu.2008.06.008
Tsivitanidou, O.E., Georgiou, Y., & Ioannou, A. (2021). A learning experience in inquiry-based physics with immersive virtual reality: Student perceptions and an interaction effect between conceptual gains and attitudinal profiles. Journal of Science Education and Technology, 30(1):841–861. DOI: https://doi.org/10.1007/s10956-021-09924-1
Us, F., Aytıs, S. (2009). Importance of perceptor movement in representation of architectural space [Mimari mekanın aktarımında algılayıcı hareketinin önemi]. Tasarım+Kuram, 5(7):82-98.DOI: https://doi.org/10.23835/tasarimkuram.240755
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin Yayıncılık.
Aktamış, H., & Arıcı, V. A. (2013). The Effects of using virtual reality software in teaching astronomy subjects on academic achievement and retention [Sanal gerçeklik programlarının astronomi konularının öğretiminde kullanılmasının akademik başarı ve kalıcılığa etkisi]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2):58-70.
Arıcı, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma: “Güneş Sistemi ve Ötesi: Uzay Bilmecesi” ünitesi örneği. MSc. Diss., Adnan Menderes University, Turkey.
Artun, H., Durukan, A., & Temur, A. (2020). Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25:5477-5498. DOI: https://doi.org/10.1007/s10639-020-10220-5
Avcı, Ş. K., & Çoklar, A. N., İstanbullu, A. (2019). The Effect of three dimensional virtual environments and augmented reality applications on the learning achievement: a meta-analysis study. Education and Science, 44(198):149-182.
Bayraktar, E., & Kaleli, F. (2007). Sanal gerçeklik ve uygulama alanları. Akademik Bilişim Konferansı, Kütahya.
Chung, L. Y. (2012). Incorporating 3D-virtual reality into language learning. International Journal of Digital Content Technology and its Applications, 6(6):249-255. DOI: https://doi.org/10.4156/jdcta.vol6.issue6.29
Çekbaş, Y., Yakar, H., Yıldırım, B., Savran, A. (2003). Bilgisayar destekli eğitimin öğrenciler üzerine etkisi. The Turkish Online Journal of Educational Technology, 2(4):76-78.
Dağdalan, G. (2019). Sanal Gerçeklik uygulaması destekli fen bilimleri öğretiminin öğrencilerin bilişsel düzeylerine, üst bilişsel farkındalıklarına ve sanal gerçeklik uygulamalarına ilişkin tutumlarına etkisi. Master’s thesis, Ordu University Institute of Science, Ordu, Turkey.
Dick, W., & Carey, L. (2000). The systematic design of instruction (5th ed.). New York: AddisonWesley.
Ekiz, D., & Akbaş, Y. (2005). İlköğretim 6. Sınıf öğrencilerinin astronomi ile ilgili kavramları anlama düzeyi ve kavram yanılgıları. Milli Eğitim Dergisi, 165:61-78.
Emre, İ. E., Selçuk, M., Budak, V. Ö., Bütün, & M., Şimşek, İ. (2019). Eğitim amaçlı sanal gerçeklik uygulamalarında kullanılan cihazların daldırma açısından incelenmesi. Bilişim Teknolojileri Dergisi, 12(2):119-129. DOI: https://doi.org/10.17671/gazibtd.453381
Eryanto, D. R. D., & Prestiliano, J. (2017). Design of learning media for the solar system lesson using animation and virtual reality. Open Science Journal, 2(1):1-13. DOI: https://doi.org/10.23954/osj.v2i1.790
Gedik, R. (2020). Sanal gerçeklik teknolojisinin ortaokul sosyal bilgiler dersi iklimler konusunda kullanılması üzerine öğrenci görüşleri [Students’ views on the use of virtual reality technology in climate topic in middle school social studies course]. Journal of Innovative Research in Social Studies, 3(1):33-53.
Gündoğdu, H., & Dikmen, Y. (2017). Hemşirelik eğitiminde simülasyon: Sanal gerçeklik ve haptik sistemler. Journal of Human Rhythm, 3(4):173-176.
Gürsoy, M. (2020). Yeraltı madenciliği eğitiminde bazı sanal gerçeklik uygulamaları. Master’s thesis, Afyon Kocatepe University Institute of Science, Afyon, Turkey.
Häfner, P., Dücker, J., Schlatt, C., & Ovtcharova, J. (2018). Decision support method for using virtual reality in education based on a cost-benefit-analysis. Paper presented at 4th International Conference of the Virtual and Augmented Reality in Education (VARE 2018), Budapest, September 18-19.
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1):1-32. DOI: https://doi.org/10.1007/s40692-020-00169-2
Heyselaar, E., Hagoort, P., & Segaert, K. (2017). In dialogue with an avatar, language behavior is identical to dialogue with a human partner. Behavior Research Methods, 49(1):46-60. DOI: https://doi.org/10.3758/s13428-015-0688-7
Hwang, W. Y., &Hu, S. S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers & Education, 62:308-319. https://doi.org/10.1016/j.compedu.2012.10.005
İneç, Z. F. (2020) Sanal gerçeklik teknolojisi ile sosyal bilgiler öğretiminde kültür aktarımı. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41):180-203. DOI: https://doi.org/10.33418/ataunikkefd.793821
Jou, M., & Liu, C. C. (2012). Application of semantic approaches and interactive virtual technology to improve teaching effectiveness. Interactive Learning Environments, 20(5):441-449. DOI: https://doi.org/10.1080/10494820.2010.509632
Kaleci, D., Tepe, T., & Tüzün, H. (2017). Üç boyutlu sanal gerçeklik ortamlarındaki deneyimlere ilişkin kullanıcı görüşleri. Türkiye Sosyal Araştırmalar Dergisi, 21(3):669-689.
Kandemir, C., & Demir, B. A. (2020). Eğitimde sanal gerçeklik uygulamaları üzerine: “Sınıfta Ben De Varım” Projesi. The Turkish Online Journal of Design Art and Communication, 10(4):339-354. DOI: https://doi.org/10.7456/11004100/002
Kuhns, L. J. (1977). Teaching for permanent learning. NACTA Journal, 14-16.
Kuruüzümcü, R. (2010). Virtual reality as a digital environment and art form [Bir dijital ortam ve sanat formu olarak sanal gerçeklik]. Sanat Dergisi, 2010(12):93-96.
Lee, E. A. L., & Wong, K. W. (2014). Learning with desktop virtual reality: Low spatial ability learners are more positively affected. Computers & Education, 79:49-58. DOI: https://doi.org/10.1016/j.compedu.2014.07.010
Lee, H., Park, S. T., Kim, H. S., & Lee, H. (2005). Students’ understanding of astronomical concepts enhanced by an immersive Virtual Reality system (IVRS). In 3rd International Conference on Multimedia and Information and Communication Technologies in Education.
Liou, W. K., & Chang, C. Y. (2018, February). Virtual reality classroom applied to science education. In 2018 23rd International Scientific-Professional Conference on Information Technology (IT) (pp. 1-4). IEEE. DOI: https://doi.org/10.1109/SPIT.2018.8350861
Liou, H.-H., Yang, S. J. H., Chen, S. Y., & Tarng, W. (2017). The Influences of the 2D image-based augmented reality and virtual reality on student learning. Educational Technology & Society, 20(3):110-121.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. California: Sage Publication, Inc.
Milli Eğitim Bakanlığı (2018). Fen Bilimleri Dersi Öğretim Programı ve Kılavuzu (İlkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: MEB Yayınları.
Mintz, R., Litvak, S., & Yair, Y. (2001). 3D-virtual reality in science education: An implication for astronomy teaching. Journal of Computers in Mathematics and Science Teaching, 20(3):293-305.
Okul, T., & Şimşek, G. (2020). Sanal gerçeklik uygulamalarının turizm rehberliği bölüm derslerinde kullanımına yönelik bir öneri. Turist Rehberliği Nitel Araştırmalar Dergisi, 1(1):31-51.
Öztürk, D., & Uçar, S. (2012). İlköğretim öğrencilerinin Ay’ın evreleri konusunda kavram değişimlerinin iş birliğine dayalı ortamda incelenmesi. Türk Fen Eğitimi Dergisi, 9(2):98-112.
Öztürk, E. O., & Sondaş, A. (2020) Sanal sağlık: Sağlıkta sanal gerçekliğe genel bakış. Kocaeli Üniversitesi Fen Bilimleri Dergisi, 3(2):164-169.
Sarıtaş, M. T. (2015). Chemistry Teacher Candidates’ Acceptance and Opinions about Virtual Reality Technology for Molecular Geometry. Educational Research and Reviews, 10(20):2745-2757. DOI: https://doi.org/10.5897/ERR2015.2525
Sarıçam, S. (2019). Fen bilimleri dersinde sanal gerçeklik uygulamalarının dolaşım Sistemi kavramlarının öğretimi üzerine etkisinin incelenmesi. Ph.D. diss., Marmara University Institute of Science, İstanbul, Turkey.
Sarioglu, S., & Girgin, S. (2020). The effect of using virtual reality in 6th grade science course the cell topic on students’ academic achievements and attitudes towards the course. Journal of Turkish Science Education, 17(1):109-125. DOI: https://doi.org/10.36681/tused.2020.16
Sezgin, S. (2016). Eğitimde giyilebilir teknolojiler: Fırsatlar ve eğilimler. Mehmet Akif Ersoy University Journal of Education Faculty, 1(40):405-418. DOI: https://doi.org/10.21764/efd.72734
Shih, Y. C. (2015). A virtual walkthrough London: Culture learning through a cultural immersion experience. Computer Assisted Language Learning, 28(5):407-428. DOI: https://doi.org/10.1080/09588221.2013.851703
Sun, K. T., Lin, C. L., & Wang, S. M. (2010). A 3-D virtual reality model of the sun and the moon for elearning at elementary schools. International Journal of Science and Mathematics Education, 8(4):689- 710. DOI: https://doi.org/10.1007/s10763-009-9181-z
Şimşek, İ., & Tuncer, C. A. N. (2019). Examination of virtual reality usage in higher education in terms of different variables [Yüksek öğretimde sanal gerçeklik kullanımı ile ilgili yapılan araştırmalara yönelik içerik analizi]. Folklor/Edebiyat, 25(97):77-90.
Tanrıkulu, B., & Karagöl, A. (2021). Virtual reality applications in the museum: Turtle trainer as a case study [Müzede sanal gerçeklik uygulamaları: Bir örnek çalışma olarak kaplumbağa terbiyecisi]. Yeni Medya Elektronik Dergisi, 5(2):95-111. DOI: https://doi.org/10.17932/IAU.EJNM.25480200.2021/ejnm_v5i2001
Teddlie, C., &Tashakkori, A. (2009). Foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage, London.
Terzioğlu, F., Kapucu S., Özdemir, L., Boztepe, H., Duygulu, S., Tuna A. Z., & Akdemir, N. (2012). Nursing students’ opinions about simulation method [Simülasyon yöntemine ilişkin hemşirelik öğrencilerinin görüşleri]. Journal of Hacettepe University Faculty of Nursing, 19(1):16-23.
Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., & Kızılkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1):68-77. DOI: https://doi.org/10.1016/j.compedu.2008.06.008
Tsivitanidou, O.E., Georgiou, Y., & Ioannou, A. (2021). A learning experience in inquiry-based physics with immersive virtual reality: Student perceptions and an interaction effect between conceptual gains and attitudinal profiles. Journal of Science Education and Technology, 30(1):841–861. DOI: https://doi.org/10.1007/s10956-021-09924-1
Us, F., Aytıs, S. (2009). Importance of perceptor movement in representation of architectural space [Mimari mekanın aktarımında algılayıcı hareketinin önemi]. Tasarım+Kuram, 5(7):82-98.DOI: https://doi.org/10.23835/tasarimkuram.240755
Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin Yayıncılık.
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Urhan, O., & Akpinar, E. (2024). The Views of Students Regarding the Use of Virtual Reality Applications in Elementary Science Classes. Science Insights Education Frontiers, 21(1), 3329–3348. https://doi.org/10.15354/sief.24.or550
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