Publication: Tasarım eğitiminde sanal gerçekliğin uzamsal görselleştirme, üç boyutlu çizim, bilişsel yük, uyarılma ve duygu durumu üzerine etkileri
Abstract
Bu çalışmada sanal gerçeklik destekli eğitim ortamında üç boyutlu tasarım deneyiminin bilgisayar ortamında üç boyutlu tasarım deneyimine kıyasla öğrencilerin uzamsal görselleştirme becerisi ve 3B çizime yönelik akademik başarılarındaki gelişime yönelik etkisi araştırılmıştır. Araştırmada ayrıca sanal gerçekliğin bu uygulama sürecinde öğrencilerin bilişsel yük, duygu ve uyarılma düzeylerine etkisine de bakılmış ve her iki aracı kullanan öğrencilerin bu süreçte gördükleri avantajlar ve dezavantajlarla ilgili görüşleri ele alınmıştır.Araştırmada karma desen türlerinden biri olan açımlayıcı sıralı desen kullanılmıştır. İki aşamadan oluşan çalışmanın ilk aşamasında nicel yöntemlerden ön test – son test kontrol gruplu yarı deneysel modelden, ikinci aşamasında ise nitel araştırma yöntemlerinden biri olan durum çalışmasından faydalanılmıştır. Çalışma grubu 2023-2024 eğitim öğretim dönemindeki 62 lise hazırlık öğrencisinden oluşmaktadır. İlk aşamada, araştırmanın bağımlı değişkenleri 3B çizime yönelik akademik başarısı, uzamsal görselleştirme becerisi, bilişsel yük, uyarılma durumu ve duygu durumu iken bağımsız değişkeni ise tasarım aracıdır. Bilgisayar Bilimi dersi kapsamında tasarım aracı olarak TinkerCad'i kullanmaya devam edecek öğrenciler kontrol grubu, VR tasarım aracını deneyecek öğrenciler ise deney grubu olarak belirlenmiştir. Bu aşamada deney ve kontrol grubundaki bütün öğrencilere 3B çizime yönelik akademik başarı sınavı ve uzamsal görselleştirme testi ön test olarak uygulanmış, üç haftalık eğitim sonrasında aynı testler son test olarak tekrar uygulanmıştır. Bu üç hafta boyunca bilişsel yük ve duygu kafesi testleri her haftanın son dersinde öğrencilere uygulanmıştır. Araştırmanın ikinci aşamasında, tüm öğrencilerin hem VR hem de TinkerCad ortamlarını deneyimleme durumlarının araştırılması hedeflenmiştir. Bu bağlamda, öğrencilerin her iki tasarım aracını da deneyimlemeleri amacıyla kullanılan tasarım araçlarında çaprazlama yapılmıştır. Üç hafta boyunca, her haftanın son dersinde öğrencilere duygu kafesi testi uygulanmıştır. Uygulama sonunda, öğrencilerin her iki araçla ilgili görüşleri alınmıştır. Ayrıca, her iki tasarım aracını da kullanmış olan öğrencilerden, kendi tasarımlarını yapmaları istendiğinde hangi aracı tercih edeceklerini belirlemek amacıyla performans görevi yapmaları istenmiştir.Araştırma bulgularına göre, sanal gerçeklik ortamında üç boyutlu tasarım geliştirme ve bilgisayar ortamında üç boyutlu tasarım geliştirme seçenekleri arasında öğrencilerin uzamsal görselleştirme becerileri açısından anlamlı bir fark bulunmazken, her iki seçeneğin de öğrencilerin akademik başarısını anlamlı derecede artırdığı görülmüştür. Öğrencilerin akademik başarısının alt boyutlarından biri olan iki boyuttan üç boyuta dönüştürmeye yönelik çizim puanını anlamlı derecede artırdığı görülürken, üç boyuttan iki boyuta dönüştürmeye yönelik çizim puanı, boyutlandırma ve ölçeklendirmeye yönelik başarı puanları üzerinde anlamlı bir etkisi görülmemiştir. Sanal gerçeklik ve bilgisayarı kullanan öğrencilerin bilişsel yüklerinin az olduğu ve birbirleri arasında anlamlı bir fark olmadığı gözlenmiştir. Bu iki aracın kullanımı sürecinde deney ve kontrol gruplarının duygu durumları arasında anlamlı bir fark olmazken uyarılma durumları arasında VR lehine anlamlı bir fark gözlenmiştir. Yapılan görüşmeler sonucunda da öğrencilerin sanal gerçeklik teknolojisinin kullanımını bilgisayar teknolojisinin kullanımına kıyasla daha eğlenceli bulduğu görülmektedir. Uyarılma durumunda gruplar arasında anlamlı farklılığın olması da bunu destekler niteliktedir.
This study investigates the impact of the three-dimensional design experience in a virtual reality-supported educational environment compared to the three-dimensional design experience in a computer environment on students' spatial visualization skills and their academic achievement in 3D drawing. Additionally, the study examines the effects of virtual reality on students' cognitive load, emotions, and arousal levels during this application process. The advantages and disadvantages perceived by students using both tools were also considered.The study utilized an exploratory sequential design, one of the mixed methods designs. The first phase employed a quasi-experimental model with pre-test-post-test control group from quantitative methods, while the second phase utilized a case study from qualitative research methods. The study group consisted of 62 high school preparatory students during the 2023-2024 academic year. In the first phase, the dependent variables were academic achievement in 3D drawing, spatial visualization skills, cognitive load, arousal state, and emotional state, with the independent variable being the design tool. Students continuing to use TinkerCad as the design tool in their Computer Science course formed the control group, while students experimenting with the VR design tool as part of the research constituted the experimental group. During this phase, all students in both groups underwent pre-tests for academic achievement in 3D drawing and spatial visualization skills, followed by the same tests as post-tests after three weeks of training. Throughout these three weeks, cognitive load and emotion cage tests were administered to students at the end of each weekly class. The second phase of the research aimed to investigate the experiences of all students in both VR and TinkerCad environments. In this context, cross-learning was implemented by allowing students to experience both design tools. Emotional cage tests were administered to students at the end of each weekly class over the three-week period. At the end of this period, students' opinions regarding both tools were collected. Additionally, students who had used both design tools were asked to perform a task to determine which tool they preferred when asked to create their own designs. Thus, students were given the choice to select the design tool they preferred for this task.In the second phase, it was aimed to investigate the experiences of all students with both VR and TinkerCad environments. In this context, students were crossed over to experience both design tools. The emotion gauge test continued to be administered at the end of each week for another three weeks. At the end of this three-week period, students' opinions on both tools were collected. Additionally, students who had used both design tools were asked to complete a performance task to determine which tool they preferred when asked to create their own designs. Thus, students chose the design tool they would use for this task.According to the research findings, there was no significant difference in students' spatial visualization skills between developing three-dimensional design in virtual reality and computer environments. However, both options significantly improved students' academic achievement. It was observed that drawing scores for transforming from two dimensions to three dimensions, a subcategory of academic achievement, increased significantly, whereas there was no significant impact on drawing scores for transforming from three dimensions to two dimensions, dimensioning, and scaling achievement scores. Students using both virtual reality and computer environments showed low cognitive loads with no significant difference between them. While there was no significant difference in emotional states between the two tools during their use, there was a significant difference in arousal states. Interviews revealed that students found virtual reality technology more enjoyable compared to computer technology. The significant difference in arousal states between groups during use also supports this qualitative finding.
This study investigates the impact of the three-dimensional design experience in a virtual reality-supported educational environment compared to the three-dimensional design experience in a computer environment on students' spatial visualization skills and their academic achievement in 3D drawing. Additionally, the study examines the effects of virtual reality on students' cognitive load, emotions, and arousal levels during this application process. The advantages and disadvantages perceived by students using both tools were also considered.The study utilized an exploratory sequential design, one of the mixed methods designs. The first phase employed a quasi-experimental model with pre-test-post-test control group from quantitative methods, while the second phase utilized a case study from qualitative research methods. The study group consisted of 62 high school preparatory students during the 2023-2024 academic year. In the first phase, the dependent variables were academic achievement in 3D drawing, spatial visualization skills, cognitive load, arousal state, and emotional state, with the independent variable being the design tool. Students continuing to use TinkerCad as the design tool in their Computer Science course formed the control group, while students experimenting with the VR design tool as part of the research constituted the experimental group. During this phase, all students in both groups underwent pre-tests for academic achievement in 3D drawing and spatial visualization skills, followed by the same tests as post-tests after three weeks of training. Throughout these three weeks, cognitive load and emotion cage tests were administered to students at the end of each weekly class. The second phase of the research aimed to investigate the experiences of all students in both VR and TinkerCad environments. In this context, cross-learning was implemented by allowing students to experience both design tools. Emotional cage tests were administered to students at the end of each weekly class over the three-week period. At the end of this period, students' opinions regarding both tools were collected. Additionally, students who had used both design tools were asked to perform a task to determine which tool they preferred when asked to create their own designs. Thus, students were given the choice to select the design tool they preferred for this task.In the second phase, it was aimed to investigate the experiences of all students with both VR and TinkerCad environments. In this context, students were crossed over to experience both design tools. The emotion gauge test continued to be administered at the end of each week for another three weeks. At the end of this three-week period, students' opinions on both tools were collected. Additionally, students who had used both design tools were asked to complete a performance task to determine which tool they preferred when asked to create their own designs. Thus, students chose the design tool they would use for this task.According to the research findings, there was no significant difference in students' spatial visualization skills between developing three-dimensional design in virtual reality and computer environments. However, both options significantly improved students' academic achievement. It was observed that drawing scores for transforming from two dimensions to three dimensions, a subcategory of academic achievement, increased significantly, whereas there was no significant impact on drawing scores for transforming from three dimensions to two dimensions, dimensioning, and scaling achievement scores. Students using both virtual reality and computer environments showed low cognitive loads with no significant difference between them. While there was no significant difference in emotional states between the two tools during their use, there was a significant difference in arousal states. Interviews revealed that students found virtual reality technology more enjoyable compared to computer technology. The significant difference in arousal states between groups during use also supports this qualitative finding.
Description
Keywords
Sanal gerçeklik, 3B tasarım, 3B çizim, uzamsal görselleştirme, akademik başarı, bilişsel yük, uyarılma durumu, duygu durumu Virtual reality, 3D design, 3D drawing, spatial visualization, academic achievement, cognitive load, arousal state, emotional state