This study aims to design an educational process for teaching scientific concepts during the preschool period based on the instructional design model of Seels and Glasgow and to evaluate its effectiveness. For this purpose, a material set incorporating a teacher's manual and interactive holographic materials was developed. The teacher's manual…

This paper presents and discusses the inclusive inquiry-based alternate reality game (IB-ARGI) approach, a pedagogical gamified approach supporting inclusive contemporary educational contexts. The IB-ARGI approach comprises Inquiry-based Learning, Alternate Reality Games, Universal Design for Learning and Augmented Reality technology in order to…

Augmented Reality (AR) & Virtual Reality (VR) are now wide open to all fields. The objectives of this study are to analyze the comparison of trend research on the top 200 cited AR and VR publications in all areas, to identify the comparison of trend mapping visualization on AR and VR publications in Physics learning research, to compare the…

This study aims to enrich a theme in the science course in the distance education process with augmented reality-based applications and to examine the effects of these applications on students' achievement and attitudes in science courses. A single group pretest and posttest experimental design was used in this research. The research group…

Purpose: This paper aims to show how collective embodiment with physical objects (i.e. props) support young children's learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment. Design/methodology/approach: Building on Science through Technology Enhanced Play…

Virtual reality (VR) is an emerging technology that is gaining traction in K12 education. Whereas well-designed and engaging VR experiences may be considered educational, teacher educators with content-area expertise are uniquely positioned to analyze the actual content provided by those experiences when determining VR's educational value.…

The aim of this study was to examine the pre-service teachers' Web 2.0 rapid content development self-efficacy belief levels and their opinions about Web 2.0 tools. The study was carried out by using "convergent parallel mixed design". In the academic year of 2019-2020, 254 pre-service teachers voluntarily participated in the…

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries)…

This study investigated the effect of an intervention regarding the use of simulations in science teaching on primary school preservice science teachers' (n = 36) self-assessed technological, pedagogical, and content knowledge (TPACK). The connection of their self-assessed TPACK on their views on the usefulness of simulations in science teaching…

This qualitative case study describes (a) the ways 3D visualization, coupled with other science and literacy experiences, supported young children's first exploration of the Earth-Sun-Moon system and (b) the perspectives of classroom teachers and children on using 3D visualization. We created three interactive 3D software modules that simulate day…

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night[TM],…