İlkokul üçüncü sınıf Türkçe dersinde artırılmış gerçeklik uygulamalarının yabancı uyruklu öğrencilerin kelime öğrenme başarılarına ve derse katılımlarına etkisinin araştırılması

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Thesis Type: Doctorate

Institution Of The Thesis: Ataturk University, Eğitim Bilimleri Enstitüsü, Temel Eğitim Anabilim Dalı, Turkey

Approval Date: 2025

Thesis Language: Turkish

Student: ADNAN DELEN

Supervisor: Muhammet Hanifi Ercoşkun

Open Archive Collection: AVESIS Open Access Collection

Abstract:

This study aimed to examine the effects of augmented reality (AR)–supported instructional practices on Turkish vocabulary learning achievement, classroom engagement levels, and learning retention among foreign-national students at the third-grade level of primary school. The research was designed in three phases within the framework of an explanatory sequential mixed-methods design and was integrated with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional design model. In the first phase of the study, a needs analysis was conducted with teachers and experts in the field of AR. Subsequently, a quasi-experimental study was carried out with a total of 80 foreign-national third-grade students enrolled in four different primary schools, forming two experimental groups and two control groups. In the final phase, qualitative data were collected through teacher and student perspectives in order to gain an in-depth understanding of the quantitative findings. Data collection instruments included Turkish achievement tests, a classroom engagement scale, semi-structured student and teacher interview forms, and a student interview questionnaire. Quantitative data were analyzed using SPSS, LISREL, and Excel software, employing repeated measures ANOVA, one-way ANOVA, and Tukey's HSD tests. Qualitative data were subjected to thematic content analysis using the MAXQDA software. All findings were evaluated in an integrated manner from a mixed-methods perspective. The results of the study revealed that AR-supported Turkish language instructional activities significantly enhanced foreign-national students' vocabulary learning achievement and classroom engagement. Moreover, both quantitative and qualitative findings confirmed that AR applications positively supported the retention of learned knowledge. Within the scope of the study, the pedagogical benefits of disseminating AR technologies in education were highlighted, and recommendations were offered for researchers, practitioners, and policymakers in the field.