Yazar "Islim, Omer Faruk" seçeneğine göre listele

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    A needs analysis study for the development of augmented reality applications in science and mathematics teaching for individuals with special educational needs
    (Springer, 2024) Islim, Omer Faruk; Ozcakir, Bilal; Ozkubat, Ufuk; Sanir, Hanifi; Sevim-Cirak, Nese; Solmaz, Ebru; Uluay, Gulsah
    AR technology is utilized in several disciplines at various educational levels, from primary to higher education. It is evident that AR technology has been investigated by addressing numerous subtopics related to individuals at different levels of science and mathematics education within the field of special education. Since emerging evidence indicates that the implementation of this technology has a positive impact on students' acquisition of academic skills, it could be argued that more effort is required to develop and implement AR applications for students with cognitive challenges. This study aims to identify the areas of science and mathematics where secondary school students with SEN encounter learning difficulties by conducting a needs analysis with special education professionals. The purposive sampling method was employed for this study, and a total of 150 teachers were interviewed. The findings indicate that science teachers struggle to teach students with learning disabilities, particularly in subjects requiring abstract thinking and physics. In addition to science classes, teachers stated that they encountered difficulties when teaching certain mathematics subjects, such as the four operations, fraction problem-solving, and geometric shapes, to students with learning difficulties. Finally, teachers also suggested that augmented reality applications should be implemented for mathematics topics like problem-solving, fractions, geometry, ratio, and proportion.
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    Öğe
    Augmented Reality in Mathematics Education: A Systematic Review
    (Ozgen Korkmaz, 2024) Islim, Omer Faruk; Namlı, Şenol; Sevim-Cirak, Nese; Özçakır, Bilal; Lavicza, Zsolt
    The aim of this study is to explore the application of augmented reality technology in mathematics education. To accomplish this, papers related to Augmented Reality (AR) and mathematics, indexed in the Web of Science, ERIC, and SCOPUS databases from January 2010 to June 2024, were analysed. The review process identified a total of 645 items: 415 from the Web of Science, 113 from the ERIC, and 117 from the SCOPUS. Following the application of our relevance criteria, unrelated articles were removed, resulting in a final selection of 96 articles for examination in this study. The findings indicate a year-on-year increase in publications, reflecting the growing prominence of AR in the field. However, there seems to be a recent trend of stabilization, which may be temporary. Also, most of these studies were conducted with middle school or university students. Based on the reviewed papers, there is a trend that AR applications are generally prepared for the geometry and measurement topics of mathematics courses. Although there are some limitations such as insufficient technical infrastructure, operating system incompatibility, and the shift of attention to software rather than content, AR can positively affect students’ attitudes and interest towards mathematics, motivation, spatial ability, creative thinking skills, high-level strategy use, and self-efficacy. © 2024, Ozgen Korkmaz. All rights reserved.