Publication: Öğretmenlerin sanal gerçeklik tutumlarını ölçmeye yönelik bir ölçek geliştirme çalışması
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2024
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Abstract
Bu araştırmanın amacı öğretmenlerin uzaktan eğitimle birlikte ortaya çıkan sanal gerçeklik kavramına yönelik tutumlarını ölçmeye çalışan geçerli ve güvenilir bir ölçek geliştirmektir. Ayrıca yurt içi ve yurt dışında görev yapan öğretmenlerin sanal gerçeklik uygulaması hakkındaki görüşlerinin ne yönde olduğunun, ortak ya da farklı düşüncelerin belirlenmesi de amaçlanmıştır. Karma paradigmaya dayalı bu araştırmada ölçek geliştirme aşaması için 587 öğretmenle, görüşlerin belirlenmesi aşaması için ise yurt içinden 50 ve yurt dışından 30 öğretmenden görüşler alınmıştır. Ölçeğin geliştirilmesi aşamasında açımlayıcı ve doğrulayıcı faktör analizi sonuçlarına göre, 19 maddeyle toplam varyansın %55.44’ünü açıklayan üç faktörlü bir yapı ortaya çıkmıştır. Ölçeğin birinci boyutu bilişsel beceriler, ikinci boyutu eleştirel ve analitik beceriler, üçüncü boyutu ise duyuşsal beceriler olarak isimlendirilmiştir. Ölçek sonuçlarının Cronbach Alfa güvenirlik katsayısı .90, McDonald's ω güvenirlik katsayı .91 olarak elde edilmiştir. Alt boyutların güvenirlikleri ise .83 ve .91 arasında değerler almaktadır. Öğretmenlerin sanal gerçekliğe yönelik tutumları cinsiyet, branş, çalışma süresi, eğitim seviyesi, yaş ve çalıştığı kurum türüne göre de incelenmiş ve değişkenlerin geneli kapsamında manidar bir farklılık bulunmamıştır. Yurt içinde ve yurt dışında görev yapan öğretmenlerin sanal gerçeklik kavramına yönelik görüşleri kategorilendirilmiştir. Elde edilen görüşler paralellik göstermekle birlikte, iki grup da sanal gerçeklik uygulamasının; bağımlılık, gerçek dünyadan kopma ve ekonomik sorunlar gibi olumsuz yönleri olabileceği ifade edilmiş ve sanal gerçeklik kullanım alanlarının sanal gezi, eğitim, oyun ve eğlence alanları olabileceği belirtilmiştir. Bununla beraber sanal gerçekliğin yaparak yaşayarak öğrenmeye katkı sağlama ve öğrenmeyi zenginleştirme gibi olumlu katkılar sağlayacağı sonucuna da varılmıştır.
The aim of this research is to develop a valid and reliable scale that tries to measure teachers' attitudes towards the concept of virtual reality that emerges with distance education. It is also aimed to determine the opinions of teachers working at home and abroad about virtual reality application and their common or different thoughts. In this research based on mixed paradigm, opinions were received from 587 teachers for the scale development phase, and from 50 domestic and 30 teachers from abroad for the opinion determination phase. According to the results of exploratory and confirmatory factor analysis during the development of the scale, a three-factor structure emerged with 19 items explaining 55.44% of the total variance. The first dimension of the scale is called cognitive skills, the second dimension is called critical and analytical skills, and the third dimension is called affective skills. Cronbach Alpha reliability coefficient of the scale results was obtained as .90, and McDonald's ω reliability coefficient was obtained as .91. The reliabilities of the sub-dimensions take values between .83 and .91. Teachers' attitudes towards virtual reality were also examined according to gender, branch, working period, education level, age and type of institution they work in, and no significant difference was found within the scope of the variables in general. The opinions of teachers working at home and abroad regarding the concept of virtual reality are categorized. Although the opinions obtained are parallel, both groups say that virtual reality application; It has been stated that it may have negative aspects such as addiction, detachment from the real world and economic problems, and it has been stated that the areas of use of virtual reality can be virtual travel, education, games and entertainment areas. However, it has also been concluded that virtual reality will provide positive contributions such as contributing to learning by doing and enriching learning.
The aim of this research is to develop a valid and reliable scale that tries to measure teachers' attitudes towards the concept of virtual reality that emerges with distance education. It is also aimed to determine the opinions of teachers working at home and abroad about virtual reality application and their common or different thoughts. In this research based on mixed paradigm, opinions were received from 587 teachers for the scale development phase, and from 50 domestic and 30 teachers from abroad for the opinion determination phase. According to the results of exploratory and confirmatory factor analysis during the development of the scale, a three-factor structure emerged with 19 items explaining 55.44% of the total variance. The first dimension of the scale is called cognitive skills, the second dimension is called critical and analytical skills, and the third dimension is called affective skills. Cronbach Alpha reliability coefficient of the scale results was obtained as .90, and McDonald's ω reliability coefficient was obtained as .91. The reliabilities of the sub-dimensions take values between .83 and .91. Teachers' attitudes towards virtual reality were also examined according to gender, branch, working period, education level, age and type of institution they work in, and no significant difference was found within the scope of the variables in general. The opinions of teachers working at home and abroad regarding the concept of virtual reality are categorized. Although the opinions obtained are parallel, both groups say that virtual reality application; It has been stated that it may have negative aspects such as addiction, detachment from the real world and economic problems, and it has been stated that the areas of use of virtual reality can be virtual travel, education, games and entertainment areas. However, it has also been concluded that virtual reality will provide positive contributions such as contributing to learning by doing and enriching learning.
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Sanal gerçeklik, Ölçek Geliştirme, Uluslararası Karşılaştırma Virtual Reality, Scale Development, International Comparison