Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2025, Cilt: 8 Sayı: 2, 152 - 163, 31.05.2025

Yusuf Akyildiz

https://doi.org/10.31681/jetol.1613357

Öz

Kaynakça

  • Akçayır, M., & Akçayır, G. (2016). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
  • Akçelik, M., & Baran, B. (2022). Developing a scale to investigate learners’ attitudes towards educational virtual reality applications (EdVR-AS). Eğitim Teknolojisi Kuram ve Uygulama, 12(1), 21–40. https://doi.org/10.17943/etku.935285
  • Akyıldız, Y. (2019). Bestimmung des Beitrags eines digitalen 3D-Lernspiels im DaF-Unterricht zu Lehramtkandidaten und ihren Meinungen [Unpublished master’s thesis]. Uludağ Üniversitesi. https://doi.org/10.13140/RG.2.2.18720.74241
  • Alyaz, Y., & Akyıldız, Y. (2018). Yabancı dil öğretimi için 3B dijital oyunlar/oyunlaştırılmış uygulamalar geliştirme. Diyalog: Interkulturelle Zeitschrift für Germanistik, 6(1), 131–158.
  • Alyaz, Y., & Demiryay, N. (2023). Yabancı dil öğrenimi ve öğretiminde sanal gerçeklik uygulamaları. Diyalog: Interkulturelle Zeitschrift für Germanistik, 11(1), 107–127. https://doi.org/10.37583/diyalog.1312776
  • Asad, M., Naz, A., Churi, P., & Tahanzadeh, M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 1–17. https://doi.org/10.1155/2021/7061623
  • Banerjee, S., Pham, T., Eastaway, A., Auffermann, W., & Quigley, E. (2023). The use of virtual reality in teaching three-dimensional anatomy and pathology. Journal of Digital Imaging, 36(3), 1279–1284. https://doi.org/10.1007/s10278-023-00784-2
  • Bryson, S. (2013). Virtual reality: A definition history—A personal essay. arXiv: Human-Computer Interaction. https://doi.org/10.48550/arXiv.1312.4322
  • Chen, C., & Yuan, Y. (2023). Effectiveness of virtual reality on Chinese as a second language vocabulary learning: Perceptions from international students. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2023.2192770
  • Held, R., & Durlach, N. (1992). Telepresence. Presence: Teleoperators and Virtual Environments, 1(1), 109–112. https://doi.org/10.1162/pres.1992.1.1.109
  • Hua, C., & Wang, J. (2023). Virtual reality-assisted language learning: A follow-up review (2018–2022). Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1153642
  • Huang, H., Rauch, U., & Liaw, S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171–1182.
  • Huk, T. (2006). Who benefits from learning with 3D models? The case of spatial ability. Journal of Computer Assisted Learning, 22(6), 392–404. https://doi.org/10.1111/j.1365-2729.2006.00180.x
  • Kim, D., & Im, T. (2022). A systematic review of virtual reality-based education research using latent Dirichlet allocation: Focus on topic modeling technique. Mobile Information Systems, 1–17. https://doi.org/10.1155/2022/1201852
  • Koçbuğ, R. (2018). The effectiveness of virtual reality tools on vocabulary learning and retention [Unpublished master's thesis]. İstanbul Üniversitesi.
  • Kustandi, C., Fadhillah, D. N., Situmorang, R., Prawiladilaga, D. S., & Hartati, S. (2020). VR use in online learning for higher education in Indonesia. International Journal of Interactive Mobile Technologies, 14(1), 31–47. https://doi.org/10.3991/ijim.v14i01.11337
  • Lampropoulos, G., & Keramopoulos, E. (2022). Virtual reality in education: A comparative social media data and sentiment analysis study. International Journal of Recent Contributions from Engineering, Science & IT, 10(3), 19–32. https://doi.org/10.3991/ijes.v10i03.34057
  • Liu, T. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515–527. https://doi.org/10.1111/j.1365-2729.2009.00329.x
  • Monteiro, A. M., & Ribeiro, P. (2020). Virtual reality in English vocabulary teaching: An exploratory study on affect in the use of technology. Trabalhos em Linguística Aplicada, 59(2), 1310–1338. https://doi.org/10.1590/01031813756931620200716
  • Nacke, L., & Lindley, C. A. (2008). Flow and immersion in first-person shooters: Measuring the player's gameplay experience. In Proceedings of the 2008 Conference on Future Play: Research, Play, Share (pp. 81–88). https://doi.org/10.1145/1496984.1496998
  • Serbest, Y., Aydın, M. K., & Kuş, M. (2023). Üniversite Dijital Eğitim Ortamını Değerlendirme Ölçeği (ÜDEODÖ): Uyarlama, geçerlik ve güvenirlik çalışması. Journal of Computer and Education Research, 11(21), 356–375. https://doi.org/10.18009/jcer.1243134
  • Sorokova, M. G., Odintsova, M. A., & Radchikova, N. P. (2021). Scale for assessing university digital educational environment (AUDEE Scale). Psychological Science and Education, 26(2), 52–65. https://doi.org/10.17759/pse.2021260205
  • Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal for Virtual Worlds Research, 12(1). https://doi.org/10.4101/jvwr.v12i1.7329

The impact of virtual reality on vocabulary learning and cognitive efficiency

Yıl 2025, Cilt: 8 Sayı: 2, 152 - 163, 31.05.2025

Yusuf Akyildiz

https://doi.org/10.31681/jetol.1613357

Öz

Virtual reality (VR) presents an innovative and powerful approach to foreign language teaching, offering immersive and interactive environments that support vocabulary acquisition in engaging and meaningful ways. This study investigates the potential of VR using the self-developed application GermanVR, specifically designed to enhance vocabulary learning in German as a Foreign Language (GFL) lessons. Conducted with student teachers at Uludag University, the research employed a quantitative approach, including pre-tests, immersive learning sessions using GermanVR, and post-tests to evaluate the impact of VR on learners' motivation, vocabulary acquisition. The results reveal that GermanVR significantly increases learner engagement, accelerates vocabulary learning, and provides realistic, context-rich experiences that closely mirror real-life scenarios. These findings emphasize the potential of VR as a transformative tool in modern language education, showcasing how GermanVR can reshape traditional instructional practices and offer students more dynamic and impactful opportunities for language development.

Anahtar Kelimeler

Virtual reality vocabulary acquisition immersive learning computer-assisted language learning educational technology

Etik Beyan

The study was conducted with the approval of the Ethics Committee Permission Document obtained in accordance with the Ethics Committee Decision dated 03.05.2024 and numbered 2024-04 of Uludag University. Participants were informed of the study’s purpose and their right to withdraw at any time without penalty. All data collected was anonymized to ensure confidentiality, and participants provided informed consent before participating in the study.

Kaynakça

  • Akçayır, M., & Akçayır, G. (2016). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
  • Akçelik, M., & Baran, B. (2022). Developing a scale to investigate learners’ attitudes towards educational virtual reality applications (EdVR-AS). Eğitim Teknolojisi Kuram ve Uygulama, 12(1), 21–40. https://doi.org/10.17943/etku.935285
  • Akyıldız, Y. (2019). Bestimmung des Beitrags eines digitalen 3D-Lernspiels im DaF-Unterricht zu Lehramtkandidaten und ihren Meinungen [Unpublished master’s thesis]. Uludağ Üniversitesi. https://doi.org/10.13140/RG.2.2.18720.74241
  • Alyaz, Y., & Akyıldız, Y. (2018). Yabancı dil öğretimi için 3B dijital oyunlar/oyunlaştırılmış uygulamalar geliştirme. Diyalog: Interkulturelle Zeitschrift für Germanistik, 6(1), 131–158.
  • Alyaz, Y., & Demiryay, N. (2023). Yabancı dil öğrenimi ve öğretiminde sanal gerçeklik uygulamaları. Diyalog: Interkulturelle Zeitschrift für Germanistik, 11(1), 107–127. https://doi.org/10.37583/diyalog.1312776
  • Asad, M., Naz, A., Churi, P., & Tahanzadeh, M. (2021). Virtual reality as pedagogical tool to enhance experiential learning: A systematic literature review. Education Research International, 1–17. https://doi.org/10.1155/2021/7061623
  • Banerjee, S., Pham, T., Eastaway, A., Auffermann, W., & Quigley, E. (2023). The use of virtual reality in teaching three-dimensional anatomy and pathology. Journal of Digital Imaging, 36(3), 1279–1284. https://doi.org/10.1007/s10278-023-00784-2
  • Bryson, S. (2013). Virtual reality: A definition history—A personal essay. arXiv: Human-Computer Interaction. https://doi.org/10.48550/arXiv.1312.4322
  • Chen, C., & Yuan, Y. (2023). Effectiveness of virtual reality on Chinese as a second language vocabulary learning: Perceptions from international students. Computer Assisted Language Learning, 1–29. https://doi.org/10.1080/09588221.2023.2192770
  • Held, R., & Durlach, N. (1992). Telepresence. Presence: Teleoperators and Virtual Environments, 1(1), 109–112. https://doi.org/10.1162/pres.1992.1.1.109
  • Hua, C., & Wang, J. (2023). Virtual reality-assisted language learning: A follow-up review (2018–2022). Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1153642
  • Huang, H., Rauch, U., & Liaw, S. (2010). Investigating learners’ attitudes toward virtual reality learning environments: Based on a constructivist approach. Computers & Education, 55(3), 1171–1182.
  • Huk, T. (2006). Who benefits from learning with 3D models? The case of spatial ability. Journal of Computer Assisted Learning, 22(6), 392–404. https://doi.org/10.1111/j.1365-2729.2006.00180.x
  • Kim, D., & Im, T. (2022). A systematic review of virtual reality-based education research using latent Dirichlet allocation: Focus on topic modeling technique. Mobile Information Systems, 1–17. https://doi.org/10.1155/2022/1201852
  • Koçbuğ, R. (2018). The effectiveness of virtual reality tools on vocabulary learning and retention [Unpublished master's thesis]. İstanbul Üniversitesi.
  • Kustandi, C., Fadhillah, D. N., Situmorang, R., Prawiladilaga, D. S., & Hartati, S. (2020). VR use in online learning for higher education in Indonesia. International Journal of Interactive Mobile Technologies, 14(1), 31–47. https://doi.org/10.3991/ijim.v14i01.11337
  • Lampropoulos, G., & Keramopoulos, E. (2022). Virtual reality in education: A comparative social media data and sentiment analysis study. International Journal of Recent Contributions from Engineering, Science & IT, 10(3), 19–32. https://doi.org/10.3991/ijes.v10i03.34057
  • Liu, T. (2009). A context‐aware ubiquitous learning environment for language listening and speaking. Journal of Computer Assisted Learning, 25(6), 515–527. https://doi.org/10.1111/j.1365-2729.2009.00329.x
  • Monteiro, A. M., & Ribeiro, P. (2020). Virtual reality in English vocabulary teaching: An exploratory study on affect in the use of technology. Trabalhos em Linguística Aplicada, 59(2), 1310–1338. https://doi.org/10.1590/01031813756931620200716
  • Nacke, L., & Lindley, C. A. (2008). Flow and immersion in first-person shooters: Measuring the player's gameplay experience. In Proceedings of the 2008 Conference on Future Play: Research, Play, Share (pp. 81–88). https://doi.org/10.1145/1496984.1496998
  • Serbest, Y., Aydın, M. K., & Kuş, M. (2023). Üniversite Dijital Eğitim Ortamını Değerlendirme Ölçeği (ÜDEODÖ): Uyarlama, geçerlik ve güvenirlik çalışması. Journal of Computer and Education Research, 11(21), 356–375. https://doi.org/10.18009/jcer.1243134
  • Sorokova, M. G., Odintsova, M. A., & Radchikova, N. P. (2021). Scale for assessing university digital educational environment (AUDEE Scale). Psychological Science and Education, 26(2), 52–65. https://doi.org/10.17759/pse.2021260205
  • Vesisenaho, M., Juntunen, M., Häkkinen, P., Pöysä-Tarhonen, J., Fagerlund, J., Miakush, I., & Parviainen, T. (2019). Virtual reality in education: Focus on the role of emotions and physiological reactivity. Journal for Virtual Worlds Research, 12(1). https://doi.org/10.4101/jvwr.v12i1.7329
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Öğretim Teknolojileri, Eğitim Teknolojisi ve Bilgi İşlem
Bölüm Makaleler
Yazarlar

Yusuf Akyildiz 0000-0002-7619-3289

Yayımlanma Tarihi 31 Mayıs 2025
Gönderilme Tarihi 4 Ocak 2025
Kabul Tarihi 11 Mart 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 8 Sayı: 2

Kaynak Göster

APA Akyildiz, Y. (2025). The impact of virtual reality on vocabulary learning and cognitive efficiency. Journal of Educational Technology and Online Learning, 8(2), 152-163. https://doi.org/10.31681/jetol.1613357
 Kapak Resmi İndir