Depending on the rapid development of technology, many environments, tools and methods are being developed in the field of education and training. These innovations include education in virtual worlds and three-dimensional education technologies that we have encountered frequently in recent years. With the improvement of three-dimensional education technologies, it is known that learning is used in "3D virtual worlds". Accordingly, it is mentioned that virtual environments are used in all levels of education, learning and teaching process.In this study, the virtual world of Second Life, which is a three-dimensional online life simulation and can be defined as an alternative teaching environment, was examined. The aim of this article; Introducing Second Life, a virtual environment that can be used in art and design education, to provide a theoretical perspective, to contribute to researchers and teachers who want to use 3D virtual worlds for educational purposes and to create a theoretical basis for the researches in this environment.Therefore, first of all, 3D virtual worlds are examined from a general perspective. Then, the Second Life application from 3D virtual environments was examined in detail and its general characteristics were defined.In addition, the use of Second Life in education, construction and content creation within the application, art and design making and art education were discussed. For this reason, examples of the artists using the Second Life application were given and some of the educational practices related to how Second Life was used in art and design education were included. In the conclusion part, with the development of technology and the use of virtual worlds in education, the gains that can be achieved in art classes were also included. In this context, the importance of the use of technology, various computer applications (VR, augmented reality applications, etc.) and 3D virtual worlds was mentioned in terms of today's art education gains. It was also stated that the ways of incorporating technology into art education should be questioned. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Teknolojinin hızla ilerlemesine bağlı olarak eğitim ve öğretim alanında birçok ortam, araç ve yöntem geliştirilmektedir. Bu yeniliklerin içerisinde son yıllarda sıkça karşılaştığımız sanal dünyalarda eğitim ve üç boyutlu eğitim teknolojileri de yer almaktadır. Üç boyutlu eğitim teknolojilerinin iyileştirilmesiyle beraber “3B sanal dünyalarda öğrenme”nin ön plana çıktığı bilinmektedir. Buna bağlı olarak eğitimin tüm kademelerinde, öğrenme ve öğretme sürecinde sanal ortamların işe koşulduğundan söz edilmektedir. Bu araştırmada üç boyutlu, çevrimiçi bir yaşam simülasyonu olan ve alternatif bir öğretim ortamı olarak tanımlanabilen Second Life sanal dünyası incelenmiştir. Bu makalenin amacı; sanat ve tasarım eğitiminde kullanılabilecek sanal ortamlardan Second Life’ı tanıtmak, bu konuda teorik bir perspektif kazandırmak, 3B sanal dünyaları eğitim amaçlı kullanmak isteyen araştırmacı ve öğretmenlere katkı sağlamak ve bu ortamda yapılacak araştırmalar için kuramsal zemin oluşturmaktır. Bu nedenle öncelikle 3B sanal dünyalara genel bir çerçeveden bakılmıştır. Ardından 3B sanal ortamlardan Second Life uygulaması detaylı bir biçimde incelenerek genel özellikleri tanımlanmıştır. Second Life uygulamasının eğitimde kullanılması, uygulama dâhilinde inşa ve içerik oluşturma, sanat ve tasarım yapma ve sanat eğitimi konusu tartışılmıştır. Daha sonra Second Life uygulamasını kullanan sanatçılara örnekler verilmiş ve Second Life’ın sanat ve tasarım eğitiminde nasıl kullanıldığına ilişkin eğitim uygulamalarından bazılarına yer verilmiştir. Sonuç kısmında teknolojinin gelişmesi ve sanal dünyaların eğitimde kullanımıyla beraber sanat derslerinde elde edilebilecek kazanımlar yer almıştır. Buna bağlı olarak teknolojinin, çeşitli bilgisayar uygulamalarının (VR, artırılmış gerçeklik uygulamaları, vb.) 3B sanal dünyaların eğitimde kullanılmasının günümüz sanat eğitimi kazanımları açısından önemine değinilmiştir. Ayrıca sanat eğitimine teknolojinin dâhil edilme biçimlerinin sorgulanması gerektiği ifade edilmiştir.
The unstoppable progress of technology affects all aspects of our lives, including education. Today, researchers are looking to include digital applications and virtual environments in education and instruction processes. This research concerns using digital tools called mobile design applications in visual arts education courses. This research aims to reveal the effect of mobile design applications in the visual arts education course on the creativity of secondary school students. Data were collected through Creativity Level Analytical Rubric (CLAR), which the researchers developed. The study sample consisted of 38 students studying in the 11th grade of a public school in Ankara and was selected randomly. The study lasted 14 weeks. The designs made by the participants using mobile design applications were evaluated using CLAR by three experts who had at least Ph.D. education in the field of visual arts. Obtained scores were interpreted, and as a result, it was concluded that mobile design applications positively affect the participants' creativity.
This study aims to determine the value hierarchies of Z-generation students. The research was carried out in Ankara in November and December of 2021. The Rokeach Values Inventory was used to reveal the value rankings of the students, and 985 students studying at a public high school were reached within the scope of the research. The research was carried out using the cross-sectional survey model, one of the quantitative research methods. Obtained data were analyzed with the Mann-Whitney U test and Kruskal-Wallis H test. According to the analysis results, it was seen that the "Z" generation attaches the most importance to freedom, family security, afterlife security, happiness, and comfortable life, among the terminal values. It was observed that students preferred to be independent, honest, logical, courageous, and intellectual the most, respectively, among instrumental values.
Bu çalışmanın amacı manga ve animelerdeki kök değerlere ilişkin ortaöğretim öğrencilerinin görüşlerini belirlemektir. Bu amaca ulaşmak için nitel araştırma desenlerinden durum çalışması (case study) deseni kullanılmıştır. Araştırmanın çalışma grubunu, Ankara’da bir ortaöğretim okulunun 12. sınıfında öğrenim görmekte olan 8’i erkek, 5’i kadın toplam 13 öğrenci oluşturmaktadır. Katılımcılar “benzeşik örnekleme yöntemi” ne göre seçilmiştir. Veri toplama aracı olarak anket formu ile odak grup görüşme formu kullanılmıştır. Anketten toplanan veriler tablolaştırılarak sunulurken görüşme formundan elde edilen nitel veriler ise içerik analizi tekniği ile çözümlenmiştir. Araştırma bulgularına göre manga ve animelerde kök değerlerin sıklıkla vurgulandığı ifade edilmiştir. Bulgular değerlendirildiğinde manga ve animelerin değerler eğitiminde alternatif bir araç olarak kullanılabileceği düşünülmektedir. Araştırma sonunda katılımcılar saygı kök değerini içeren bir manga örneği hazırlamıştır.
Creativity and technology are essential components of education and the future around the world. Developing students' creative thinking skills and their relationship with technology is among the main objectives of both 21st century skills and education. This study, which is based on the relationship between digital technologies and artistic creativity, aims to develop an analytical rubric to evaluate 11th grade students' artistic creativity that emerges with their use of mobile design applications. Design & Methodology:This research is a descriptive research aiming to develop an analytical rubric with high validity, reliability and usefulness to evaluate the effect of mobile design applications on artistic creativity.Findings: There are five criteria in the analytical rubric developed to evaluate the effect of mobile design applications on artistic creativity. Expert opinion was sought in determining the content validity of the developed analytical rubric, and principal component analysis was used in determining the construct validity. In classical test theory, Cronbach's alpha coefficient was calculated for internal consistency, and Kendall's coefficient of concordance (W) was calculated for inter-rater reliability, and in generalizability (G) theory, G and Phi coefficients were calculated. Fully crossed design was preferred in G theory analyzes. The findings obtained show that the developed analytical rubric gives reliable results in evaluating the artistic creativity of the students.Implications & Suggestions: An analytical rubric was developed to evaluate the 11th grade students' artistic creativity that emerge through the designs made with mobile design applications and the validity and reliability proofs of the rubric were revealed. As a result of the analysis, it was concluded that the developed Creativity Level Analytical Rubric (CLAR) is a reliable and valid measurement tool. It is recommended to increase the number of studies to develop tools that can evaluate artistic creativity and the relationship between creativity and technology at all levels of education Keywords
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