Journal of Qualitative Research in Education

The Use of Augmented Reality, Virtual Reality and Mixed Reality Technologies in Education: A Bibliometric and Systematic Review

Bünyamin İSPİR — 2024-10-31

This study aims to conduct a bibliometric analysis of the articles published on Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) research in the field of education. The study also aims to provide more comprehensive information on research trends by conducting a systematic review based on bibliometric analysis data. Therefore, the study was designed according to the multiple research methods. In this direction, bibliometric analysis was conducted first. After the bibliometric analysis, the systematic review technique was used to evaluate the most cited studies. VOSviewer was used to analyze bibliometric data, and the MaxQda program was used to analyze systematic review data. In the study, it was determined that educational research conducted with AR and VR started to be conducted in the 1990s. On the other hand, it was determined that the integration of MR research into education began in the mid-2000s. It was found respectively that the keywords virtual reality, augmented reality, education, medical education, simulation, and mixed reality were used more in the studies found in Web of Science. Also, it was observed that research on AR, VR, and MR was mostly conducted in the United States of America and China. On the other hand, it was concluded that the studies were published more in "Education and Information Technology" and "Interactive Learning Environment" journals. It was determined that three publications by Guido Makransky ranked in the top ten in terms of the number of citations. Similarly, Makransky ranked first among the authors who published the most articles. Finally, it was observed that the studies conducted with these technologies were mostly written by two, three, and four authors.

Social Studies Teachers' Opinions on Inclusive Education in the Context of Immigrant Children: Swot Analysis

Gökçe Kılıçoğlu — 2024-10-31

The aim of this study is to determine social studies teachers' views on inclusive education in the context of immigrant students. For this aim, the opinions of 16 social studies teachers who previously had immigrant children in their classrooms were taken. Phenomenology (phenomenology) design, one of the qualitative research methods, was used in the study. A data collection tool was prepared in line with expert opinion to obtain the views of the participants by taking into account what inclusive education is and the four dimensions of SWOT analysis: strengths, weaknesses, opportunities, and concerns. A descriptive analysis technique was used to analyze the data. As a result of the study, social studies teachers expressed inclusive education as equality of opportunity and individual differences. Regarding the strengths and opportunities offered by inclusive education in the context of migrant children, teachers stated that it offers equal opportunities, takes into account individual differences, and develops social skills. As for the weaknesses and worrisome aspects of inclusive education, problems arising from overcrowded classrooms, peer bullying, and language problems are among the answers given by teachers. In line with the results obtained in the study, recommendations for inclusive education were presented.

Creating Digital Storytelling as Digital Materials in Mathematics Education

EMİNE ÖZGÜR ŞEN — 2024-10-31

The digitalization of stories through technology-supported software has created the concept of digital stories. In recent years, researchers have been making efforts to investigate the effects of digital stories that have started to be used as digital materials in education. This study aims to evaluate the digital stories created by preservice mathematics teachers for mathematics courses, their experiences in the process of creating digital stories, and their views on the use of digital storytelling as digital materials in mathematics courses. This qualitatively designed study was conducted with the participation of 49 preservice elementary mathematics teachers and lasted 7 weeks. It was found that the digital stories created by the participating preservice teachers were moderately acceptable. Participants characterized digital storytelling as materials that are interesting, support teaching, and provide visual richness. They also stated that they intended to use digital storytelling when they begin working as teachers. However, due to the time-consuming nature of the process, most participants stated that they would use ready-made digital stories instead of creating them themselves. Additionally, the results of this study provide information about the experiences of preservice teachers regarding the process of creating digital storytelling.

Mathematical Thinking and Learning in Early Childhood: A Consolidated Qualitative Synthesis of Cutting-Edge Research Literature

Rusen Meylani — 2024-10-31

This study aims to synthesize current research on early childhood mathematical thinking and learning, focusing on cognitive development, instructional strategies, and environmental influences. The study provides a comprehensive qualitative analysis, integrating diverse theoretical frameworks and recent empirical findings for a nuanced understanding of early math education. Methodologically, it employs a thematic synthesis of qualitative studies, systematically reviewing literature from various academic databases to identify key patterns and themes. The research design involves coding text, developing descriptive themes, and generating analytical themes from peer-reviewed studies published between 2014 and 2024. The primary outcomes highlight the significant impact of play-based learning, interdisciplinary approaches, and parental involvement on early mathematical development. Additionally, the study underscores the role of technology and supportive learning environments in enhancing children's math skills. Conclusions emphasize the importance of holistic and culturally responsive educational practices. The practical implications provide valuable insights for educators, policymakers, researchers, and parents aiming to improve early childhood math education.

Examination of Early Childhood Teachers’ Techniques to Recognize and Assess the Child Before and During the Distance Education

Emine Hande Aydos — 2024-10-31

Aim of this study was to identify the recognition and assessment techniques used by early childhood educators both before and after the pandemic using a fundamental qualitative research approach. 17 preschool teachers participated in the study using a semi-structured interview form. The study's conclusions are arranged according to several themes. The methods preschool teachers employ to recognize and assess the child during in-person instruction is the first of these themes. Teachers utilize a variety of techniques to recognize and assess children during in-person instruction, including observation, developmental observation forms, developmental reports, warm-up games, drawing, working with families, anecdotes, sociometry, and portfolio work. The sudden switch to online instruction-assessment techniques in remote learning has resulted in unanticipated challenges and unexpected situations for the preschool teachers as they attempt to implement the teaching process. In such unanticipated circumstances, it is important to look at how early childhood educators recognize and assess children.

A/R/Tographic Investigation into Artistic Development Processes of Painting and Drawing Teacher Education Undergraduate Students

MİNE BAŞYURT — 2024-10-31

This study is a qualitative study designed to investigate the artistic development processes of undergraduate art education students a/r/tographically and to determine the role of portfolio preparation in this process. The present research was conducted in the workshop course of the 4th-grade students of the Department of Art and Art Education of a medium-sized university in the academic year 2022-2023 with the participation of 10 volunteer workshop students. The study group of this research was selected through criterion (purposive) sampling. The collection of the data of the research consisted of student educational development files (portfolio) prepared during the inquiry process, the question pool created, a/r/tograph opinions collected through a semi-structured interview form prepared by taking the opinions of field experts, peer opinions, expert opinions and student artistic products that emerged at the end of the process. Qualitative data analysis was used to analyse the data related to the a/r/tographic process, which is an art-based research method. Accordingly, content analysis was used in student, peer and expert evaluations of educational development files (portfolio). Students' artistic processes and a/r/tographic questioning processes were analysed using descriptive analysis. It was seen that the students were satisfied with the educational development files (portfolio) that they examined by making self-evaluation. Peers and experts who examined the educational development files (portfolio) stated that the files could generally be improved. It was observed that the students were involved in the a/r/tographic process in a determined or accidental way and that they continued the process by making inquiries. It was observed that students developed different perspectives with their artist identities and expressed themselves with process-oriented products that they reflected themselves.

Integration of Micro-Credentials into Higher Education: Faculty Perspectives

Yasemin Demiraslan Çevik — 2024-10-31

The aim of this study is to examine the views and expectations of instructors regarding micro-competencies, which are believed to have a significant impact on the future of learning and teaching in higher education. In the study, which took a phenomenological approach based on qualitative research methods, interviews were performed with 12 faculty chosen using a criterion sample procedure and semi-structured interview forms. The collected data was evaluated using both content and descriptive analysis. As a result of the investigation, 12 themes emerged. As a result of the research, it was determined that micro-competencies have not been sufficiently conceptualized in higher education; micro-competencies are similar to various structures inside and outside the university; different models for their structuring are proposed; and potential problems are anticipated, as well as facilitating options for their implementation. Although it is known that policy and preparation studies are being carried out in the relevant institutions, it is hoped that the views of the faculties revealed as a result of the research will shed light on the integration of micro-competencies into higher education in a more qualified way.