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dc.contributor.authorİbili, Emin
dc.contributor.authorÇat, Mevlüt
dc.contributor.authorResnyansky, Dmitry
dc.contributor.authorŞahin, Sami
dc.contributor.authorBillinghurst, Mark
dc.date.accessioned2021-05-05T22:14:16Z
dc.date.available2021-05-05T22:14:16Z
dc.date.issued2020
dc.identifier.issn0020-739X
dc.identifier.issn1464-5211
dc.identifier.urihttps://doi.org/10.1080/0020739X.2019.1583382
dc.identifier.urihttps://hdl.handle.net/20.500.12933/402
dc.descriptionibili, emin/0000-0002-6186-3710en_US
dc.descriptionWOS:000461947400001en_US
dc.description.abstractThe aim of this research was to examine the effect of Augmented Reality (AR) supported geometry teaching on students' 3D thinking skills. This research consisted of 3 steps: (1) developing a 3D thinking ability scale, (ii) design and development of an AR Geometry Tutorial System (ARGTS) and (iii) implementation and assessment of geometry teaching supported with ARGTS. A 3D thinking ability scale was developed and tested with experimental and control groups as a pre- and post-test evaluation. An AR Geometry Tutorial System (ARGTS) and AR teaching materials and environments were developed to enhance 3D thinking skills. A user study with these materials found that geometry teaching supported by ARGTS significantly increased the students' 3D thinking skills. The increase in average scores of Structuring 3D arrays of cubes and Calculation of the volume and the area of solids thinking skills was not statistically significant (p > 0.05). In terms of other 3D geometric thinking skills' subfactors of the scale a statistically significant difference was found in favour of the experimental group in pre-test and post-test scores (p < 0.05). The biggest difference was found on ability to recognize and create 3D shapes (p < 0.01).The results of this research are particularly important for identifying individual differences in 3D thinking skills of secondary school students and creating personalized dynamic intelligent learning environments.en_US
dc.description.sponsorshipScientific and Technological Research Council of Turkey (TUBITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [BIDEB 2219]en_US
dc.description.sponsorshipThis research was supported by the postdoctoral research programme (BIDEB 2219) of The Scientific and Technological Research Council of Turkey (TUBITAK).en_US
dc.language.isoengen_US
dc.publisherTaylor & Francis Ltden_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subject[No Keywords]en_US
dc.titleAn assessment of geometry teaching supported with augmented reality teaching materials to enhance students' 3D geometry thinking skillsen_US
dc.typearticleen_US
dc.departmentAFSÜ, Sağlık Bilimleri Fakültesi, Sağlık Yönetimi Bölümüen_US
dc.contributor.institutionauthorİbili, Emin
dc.identifier.doi10.1080/0020739X.2019.1583382
dc.identifier.volume51en_US
dc.identifier.issue2en_US
dc.identifier.startpage224en_US
dc.identifier.endpage246en_US
dc.relation.journalInternational Journal Of Mathematical Education In Science And Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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