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ÖzetSoyut düşünme becerisi gerektiren geometri konularını, kâğıt, kalem, cetvel gibi araçlarla somutlaştırmaya çalışmak, ilgili kavram ve kuralları doğru bir şekilde içselleştirmeye ve görselleştirmeye yeterli olmayabilir. Bu nedenle geometri konularının daha derinlemesine öğrenilmesini sağlamak, soyut kavramları somutlaştırmak için eğitim teknolojilerindeki yeni yönelimleri takip etmek ve kullanmak gerekmektedir. Son yıllarda adını sıkça duyduğumuz Artırılmış Gerçeklik (AG) uygulamaları eğitim teknolojileri alanında umut veren eğitim teknolojileri arasında yerini almıştır. Bu çalışmada ise 6. sınıf Matematik kitabının geometrik cisimler ünitesinde yer alan üç boyutlu çizimler AG teknolojisi ile zenginleştirilerek 3D geometri kitabı yazılımı hazırlanmıştır. Visual Studio 2012 platformu ve Microsoft Silverlight yazılım geliştirme düzlemi kullanılarak geliştirilen ARGE3D geometri kitabı yazılımı için Silverlight ve Windows Phone için esnek artırılmış gerçeklik kütüphanesi olan Slartoolkit'den faydalanılmıştır. Geliştirilen yazılım MEB'e bağlı okullarda matematik ders materyali olarak kullanılmış ve bu alanda yazılım yapmak isteyen bundan sonraki eğitim yazılımı geliştiricilerine AG yazılımlarının uygulama potansiyeli, sınırlılıkları hakkında bilgiler verilmiş ve çözüm önerileri getirilmiştir. Ayrıca AG işaretleyicilerin kitap üzerindeki dâhili kullanımı ve harici kullanımı karşılaştırılmış ve sınıf içi eğitimdeki etkileri gözlemlenmiştir. Sonuçlar ARGE 3D geometri kitabı yazılımının öğrencilerin ilgi ve dikkatini derse çekerek öğrenilmesi zor olan geometri konularının öğrenilmesini kolaylaştırdığını, ancak bilgisayar laboratuarı ortamında kullanıldığında kamera pozlama ayarları nedeninden dolayı yansımaların oluştuğu tespit edilmiştir. Ayrıca ARGE 3D işaretleyici sisteminin harici kullanımının kullanıcı bilgisayar arasındaki etkileşimi ve kullanım kolaylığını artırdığı görülmüştür.© Afyon Kocatepe Üniversitesi Software Design and Development of an Interactive 3D Geometry Book Using Augmented Reality:ARGE3DKey words Augmented Reality; Geometry Education, AR Book AbstractTrying to concretisate geomery subjects that require abstract thinking, using tools like paper, pen and ruler may not be enough to internalization and visualisation of concepts and rules. Thats why it is necessary to follow and use new approaches ln educational technologies for better teaching of geometry subjects and concretisating abstract concepts. Augmented Reality (AR) applications that we hear its name a lot recently created awareness in educational technologies subject and had its place in promising educational technologies. In this study, a 3D geomtry book has been prepared by enriching 6th grade math book geometric objects using augmented reality. For ARGED3D geometry book software which was developed on Visual Studio 2012 and Microsoft Silverlight, Slartoolkit which is an augmented reality library for Silverlight and Windows Phone was used. The produced software was used as a course material at Ministry of National Education schools and ,i...

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In this study, the relationship between the usability of a mobile Augmented Reality (AR) tutorial system and cognitive load was examined. In this context, the relationship between perceived usefulness, the perceived ease of use, and the perceived natural interaction factors and intrinsic, extraneous, germane cognitive load were investigated. In addition, the effect of gender on this relationship was investigated. The research results show that there was a strong relationship between the perceived ease of use and the extraneous load in males, and there was a strong relationship between the perceived usefulness and the intrinsic load in females. Both the perceived usefulness and the perceived ease of use had a strong relationship with the germane cognitive load. Moreover, the perceived natural interaction had a strong relationship with the perceived usefulness in females and the perceived ease of use in males. This research will provide significant clues to AR software developers and researchers to help reduce or control cognitive load in the development of AR-based instructional software.

-The aim of this study is to investigate the effect of augmented reality on students' computer attitudes and computer skills self-efficacy in teaching geometry. ARGE3D program was developed in order to display the static 3D objects included in the geometrical shapes unit in the sixth grade mathematics book. Quasiexperimental mixed research method was utilized in the study. The sample consisted of sixth grade students in Aksaray. One control and one experimental group were established in each school (n=100). The experimental groups received four weeks of instruction via ARGE3D and the control groups received standard text-book instruction. Computer Skills Attitude Test, Computer Skills Self-Efficacy Test and were used to collect the quantitative data. On the other hand, semi-structured interviews with both the students and the teachers, and video captures during the implementation were used to collect qualitative data. The results showed that ARGE3D did not significantly affect students' computer-skills self-efficacy and computer skills attitudes in preand post-application tests.

In this study, geometry instruction's academic success for the students and their attitudes towards mathematics which is supported by education materials of Augmented Reality (AR) and its effect on the acceptance of AR and its usage by teachers and students have been researched. Under this research, ARGE3D software has been developed by using augmented reality technology as for the issue of geometric objects that is contained in the mathematics curriculum of 6th class of primary education. It has been provided with this software that three-dimensional static drawings can be displayed in a dynamic and interactive way. The research was conducted in two different schools by an experiment and control group. In the process of data collection, Geometry Achievement Test (GAT), Geometric Reasoning Test (GRT), Attitudes Scale for Mathematics (ASM), students' math lecture notes, semi-structured interviews with teachers and students and observation and video recordings were used. Results showed that geometry instruction with ARGE3D increased students' academic success. In addition, it was found that geometry instruction with ARGE3D became more effective on students' attitudes that had negative attitudes towards mathematics and it also provided support to reduce fear and anxiety

Abstract. In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and self-efficacy perceptions among teaching candidates were examined. The sample in this study comprised final-grade teaching candidates who were in the graduation phase. Statistical analysis of the data was conducted with the SPSS 22.0 computer program. According to the results, there was a moderate negative relationship between the Internet addiction level among the teaching candidates and weak self-efficacy perceptions and problem-solving skills, while there was a positively higher correlation between self-efficacy perceptions and problem-solving skills in the sample. Male subjects' Internet addiction levels were significantly higher than those of their female counterparts. However, no gender influence was observed on the problem-solving skills of prospective teachers and their proficiency regarding professional competence. The use of the Internet for entertainment purposes influenced problem-solving skills among teaching candidates to a negative extent, resulting in Internet dependency. Teaching candidates who used the Internet for research purposes, however, showed a higher level of proficiency and problem-solving skills appropriate to their profession and lower Internet addiction levels. Engaging in regular sporting activities was found to reduce teaching candidates' Internet addiction levels and positively affect problem-solving skills.