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HALKLA İLİŞKİLER VE REKLAMCILIK EĞİTİMİNDE SANAL GERÇEKLİK UYGULAMASI KULLANIMI ÜZERİNE BİR DEĞERLENDİRME

Year 2017, Volume: 2 Issue: 2, 2 - 15, 30.11.2017

Abstract

Sanal gerçeklik kavramı, 1977 yılında ilk
kez kullanılmış olup; özellikle 2000’li yılların başlarında iletişimde yaşanan
büyük değişimler sonucunda gelişim göstermiştir. Günümüze gelindiğinde birçok
alanda (tıp, pilotaj, iletişim, eğitim, simülasyon, üretim, pazarlama,
reklamcılık vb.) sanal gerçeklik uygulamalarından ve sanal dünyalardan
faydalanıldığı görülmektedir. Bu uygulamalar gerek bireysel kullanıcılara ya da
tüketicilere gerçek dünyada yapayacakları bir takım olanaklar sunarken kurumsal
kullanıcılara da gerçek dünyada gerçekleştiremeyecekleri bazı imkanlar sunmaktadır.
İlk olarak pilotların eğitiminde kullanılan sanal gerçeklik uygulamaları,
pilotların yaşayabilecekleri kötü durumları bertaraf etmek amacıyla
kullanılmıştır ve bu sayede ekonomik ve sistematik olarak bir takım kazanımlar
sağlanmıştır. Görülen bu kazanımlar daha sonradan birçok alana yayılmıştır.
Günümüzde kullanılan sanal gerçeklik teknolojisi, bilgisayar tabanlı grafik
işlemciler sayesinde yaratılmakta ve sanal gerçeklik ortamları teknolojinin
gelişmesiyle birlikte özellikle eğitim ve iletişim alanları ile ilgilenen çoğu
kişi ve kurumun ilgisini çekmektedir. İletişim ve eğitimde sanal gerçeklik
uygulamaları henüz yeni bir kavram olmasına karşın bu uygulamalar ile birçok
farklı olanaklar sunulduğu gibi aynı zamanda, uzay zaman sınırlaması ortadan kalkmakta,
farklı ve yeni bir dünya yaratılarak yeni bir boyut kazandırılmaktadır.



Bu çalışmanın temel amacı sanal gerçeklik
uygulamalarının henüz kullanılmaya başlandığı iletişim ve eğitim alanında nasıl
işleyebileceğini görmek ve bir öngörü sağlamaktır. Bu kapsamda, Anadolu
Üniversitesi Halkla İlişkiler ve Reklamcılık lisans öğrencilerinin derslerde
sanal gerçeklik uygulaması kullanılması yönündeki fikirleri ve eğilimleri odak
grup görüşme yöntemi kullanılarak değerlendirilmiştir. Odak grup görüşmesinde öğrencilere,
eğitimde sanal gerçeklik uygulamalarının kullanılmasının önemi,
kullanılabilirlik ve uygulanabilirlik hakkındaki görüşleri, onlara sağlayacağı
faydalar, sanal gerçeklik ortamında sunulacak derslerin tasarımlarının nasıl
olması gerektiği, sağladığı avantaj ve dezavantajlar ve sanal gerçeklik
uygulamalarının kullanılabilirliği hakkındaki görüşleri daha önceden
hazırlanmış sanal gerçeklik sınıfı ortamında bir deneyim sağlandıktan sonra
sorulmuştur. Araştırmadan elde edilen sonuçlara göre çalışmaya katılan
katılımcılar sistemi kolay kullanılır bulmuştur. Ayrıca katılımcılar
deneyimlerinin az olmasına rağmen sanal gerçekliğin eğitimde kullanılması
gerektiği sonucuna varmışlardır. Bu anlamda katılımcılar “muhafazakar” bir
yaklaşım sergilemiş gibi görülmekle birlikte, aslında takındıkları tutumun
“ihtiyatlı” bir yaklaşım olduğunu vurgulamak daha doğru olacaktır.

References

  • BARBOUR, Rosaline ve KITZINGER, Jenny. (Eds.). (2001). Developing Focus Group Research: Politics. Theory, and Practice, London: Sage.
  • BAYRAKTAR, Erkan ve KALELİ, Fatih (2007). “Sanal Gerçeklik ve Uygulama Alanları” Akademik Bilişim. s. 1-6.
  • BAYRAM, Servet. (1999). “Eğitimde sanal gerçeklik uygulamaları” M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11, s. 49-54.
  • BOWLING, Ann. (2002). Research Methods in Health: Investigating Health and Health Services, Philadelphia: McGraw-Hill House.
  • BRILL, L. (1994). "Metaphors For the Travelling Cybernaut--Part II". Virtual Reality World, (May/June), s. 30-33.
  • BRİTTEN, Nicky. (1995). “Qualitative Interviews in Medical Research” British Medical Journal, 311.6999, s. 251–253.
  • BYERS, Peggy Yuhas and WILCOX, James R. (1988). “Focus groups: an alternative method of gathering qualitative data in communication research”, Annual Meeting of the Speech Communication Association, 74th, New Orleans, LA, November 3–6, 1988.
  • CHEN, Chih Hung, Yang, J. C., Shen, S., ve Jeng, M. C. (2007). “A Desktop Virtual Reality Earth Motion System in Astronomy Education” Educational Technology & Society, 10 (3), s.289-304.
  • ÇAVAŞ, Bülent, HUYUGÜZEL ÇAVAŞ, Pınar ve TAŞKIN CAN, Bilge. (2004). “Eğitimde Sanal Gerçeklik” The Turkish Online Journal of Educational Technology, 3 (4), s.110-116.
  • ÇOKLUK, Ömay, YILMAZ, Kürsad ve OĞUZ, Ebru. (2011). “Nitel Bir Görüşme Yöntemi: Odak Grup Görüşmesi” Kuramsal Eğitbilim Dergisi, 4 (1), s.95-107.
  • DALE, Edgar. (1969). Audiovisiual Methods in Teaching, NY: Dryden Press.
  • EDMUNDS, Holly. (2000). The Focus Group Research Handbook. New York: McGraw-Hill.
  • ELLIS, Stephen R. (1994). “What are Virtual Environments?” IEEE Computer Graphics & Applications, 5 (4), s.17-21.
  • ERYALÇIN, Babür. (1994). “Hayalle Gerçeğin Dansı Sanal Gerçeklik”, Bilim ve Teknik, 27 (323), s.20-27.
  • FERN, Edward F. (2001). Advanced Focus Group Research. California: SAGE.
  • FURNESS, T., WINN, William ve YU, Rose. (1997). “The İmpact Of Three Dimensional Immersive On Modern Pedagogy: Global Change, VR and Learning”, Proceedings of Workshops in Seattle, Washington, and Loughborough, England in May and June. 1997.
  • GIBBS, Anita. (1997). “Focus Groups”, Social Research Update, 19., http://sru.soc.surrey.ac.uk/SRU19.html. Erişim Tarihi: 28.05.2017.
  • GİZİR, Sıdıka. (2007). “Focus Groups İn Educational Studies”. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), s. 1–20.
  • GREENBAUM, Paul. (1992). “The Lawnmower Man”, Film and Video, 9 (3), s. 58-62.
  • KENNEY, Patrick J. and SAITO, Tim. (1994). “Results Of A Survey On The Use Of A Virtual Environment Technology İn Training NASA Flight Controllers For The Hubble Space Telescope Servicing Mission (Contract No. NAS 9- 18630)”, Huston, TX: National Acronautics and Space Administration.
  • KIM, Jong-Heon, PARK, S. T., LEE, H., YUK, K. C., and LEE, H. (2001). “Virtual Reality Simulations İn Physics Education”, Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3 (2).
  • KITZINGER, Jenny. (1995). “Qualitative Research: Introducing Focus Groups”, British Medical Journal, 311, s. 299–302.
  • KRUEGER, Richard A. (1994). Focus Groups: A Practical Guide For Applied Research, London: SAGE.
  • LARIJANI, Casey C. (1994). The Virtual Reality Primer. New York: McGraw‐Hill.
  • LAVE, Jane, and WENGER, Etienne. (1991). Situated Learning: Legitimate Peripheral Practice, Cambridge: Cambridge University Press.
  • MAYS, Nicholas ve POPE, Catherine. (1995). “Rigour and qualitative research”, British Medical Journal, 311, s. 109–112.
  • MCBRIEN, Shawn, FELIZARDO, G.R., ORR, D.G. and RAYMOND, M.J. (2008). “Using Focus Groups To Revise An Educational Booklet For People Living With Methicillin-Resistant”, Health Promotion Practice, 9 (1), s. 19–28.
  • MCGONIGLE, Dee ve EGGERS, Renee M. (1998). “Stages of Virtuality: Instructor and Student. The Association for Educational Communication and Technology”, TechTrends: For Leaders in Education and Training, Vol.43 (3), s. 23-26.
  • MCLELLAN, Hilary (1992). Virtual reality: A selectbibliography. Englewood Cliffs, NJ: Educational Technology Publications.
  • NANCARROW, Clive, VIR, Jason ve BARKER, Andy. (2005). “Ritzer´S Mcdonaldisation and Applied Qualitative Marketing Research”, Qualitative Market Research: An International Journal, 8 (3), s. 296–311.
  • STEUER, Jonathan. (1993). “Defining Virtual Reality: Dimensions Determining Telepresence”, Journal of Communication, 4 (2), s. 73-93.
  • STEWART, Dawid W. ve SHAMDASANI, Prem N. (1990). Focus Groups: Theory and Practice. Newbury Park, CA: SAGE.
  • STUART, Rory ve THOMAS, John C. (1991). “The Implications of Education in Cyberspace”, Multimedia Review, 2, s. 17–27.
  • TAPSCOTT, Don. (2009). Grown Up Digital. How The Net Generation Is Changing The World. New York: McGraw-Hill.
  • ZICHERMANN, Gabe ve LINDER, Joselin. (2010). Game-Based Marketing. Inspire Customer Loyalty Through Rewards, Challenges, And Contests. N.J: Hoboken.
  • http://imej.wfu.edu/articles/2001/2/02/ Erişim Tarihi: 22.05.2017.
  • http://www.hypergridbusiness.com/2016/09/engage-vr-targets-educators-businesses-with-free-platform-and-content-creation/ Erişim tarihi: 23.05.2017.
  • https://arstechnica.com/gaming/2016/10/best-vr-headset-2016-psvr-rift-vive/ Erişim tarihi: 23.05.2017.

AN EVALUATION ON THE USE OF VIRTUAL REALITY ADMINISTRATION IN PUBLIC RELATIONS AND ADVERTISING EDUCATION

Year 2017, Volume: 2 Issue: 2, 2 - 15, 30.11.2017

Abstract

Especially
in the early 2000s, the concept of virtual reality, which evolved as a result
of major changes in communication, was first used in 1977. When it comes today,
it is obvious that many areas (medicine, pilotage, communication, education,
simulation, production, marketing, advertising, etc.) are benefited from
virtual reality applications and virtual worlds. These applications offer a
range of possibilities for individual users or consumers and also provide some
opportunities for enterprise users that they can not do in the real world.
Firstly, the virtual reality applications used in the simulating of the pilots
were used to eliminate the bad situations that the pilots could live in, and on
this account some gains were made economically and systematically. These
achievements later spread to many areas. Today's virtual reality technology is
created by computer-based graphics processors, and virtual reality environments
attract the interest of most people and institutions, especially whom
interested in education and communication fields, as technology develops.
Although virtual reality applications in communication and education are yet a
new concept, many different possibilities are offered with these applications,
and at the same time, space-time limitation is getting out of the way and a new
dimension is being created by creating a new and different world.



The
main purpose of this study is to see how virtual reality applications can be
used in the field of communication and education that has just begun to be used
and to provide an insight. In this context, focus group study, student cohort
from Anadolu University, Faculty of Communication Sciences, department of
Public Relations and Advertsing bachelor level students were participated. In
focus group design, students were asked about their views on incorporating
virtual reality to courses as an instructional design. In particular,
participants attitudes on advantages and disadvatages of VR, their feelings on
using VR in course designs, its practicability were observed. For this purpose,
two sets of demo courses were introduced to participating students. Later their
opinions and views on topics described above were collected via focus group
design. Despite the fact that participants have a very limited VR experience in
course setting, based on participants’ answers, utilisation of VR technology in
tertiary education is accepted as practically applicable. However, participants
took a “catious approach” in terms of whole-out application of VR in course
design and that might seem “conservative” in the first instance.

References

  • BARBOUR, Rosaline ve KITZINGER, Jenny. (Eds.). (2001). Developing Focus Group Research: Politics. Theory, and Practice, London: Sage.
  • BAYRAKTAR, Erkan ve KALELİ, Fatih (2007). “Sanal Gerçeklik ve Uygulama Alanları” Akademik Bilişim. s. 1-6.
  • BAYRAM, Servet. (1999). “Eğitimde sanal gerçeklik uygulamaları” M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11, s. 49-54.
  • BOWLING, Ann. (2002). Research Methods in Health: Investigating Health and Health Services, Philadelphia: McGraw-Hill House.
  • BRILL, L. (1994). "Metaphors For the Travelling Cybernaut--Part II". Virtual Reality World, (May/June), s. 30-33.
  • BRİTTEN, Nicky. (1995). “Qualitative Interviews in Medical Research” British Medical Journal, 311.6999, s. 251–253.
  • BYERS, Peggy Yuhas and WILCOX, James R. (1988). “Focus groups: an alternative method of gathering qualitative data in communication research”, Annual Meeting of the Speech Communication Association, 74th, New Orleans, LA, November 3–6, 1988.
  • CHEN, Chih Hung, Yang, J. C., Shen, S., ve Jeng, M. C. (2007). “A Desktop Virtual Reality Earth Motion System in Astronomy Education” Educational Technology & Society, 10 (3), s.289-304.
  • ÇAVAŞ, Bülent, HUYUGÜZEL ÇAVAŞ, Pınar ve TAŞKIN CAN, Bilge. (2004). “Eğitimde Sanal Gerçeklik” The Turkish Online Journal of Educational Technology, 3 (4), s.110-116.
  • ÇOKLUK, Ömay, YILMAZ, Kürsad ve OĞUZ, Ebru. (2011). “Nitel Bir Görüşme Yöntemi: Odak Grup Görüşmesi” Kuramsal Eğitbilim Dergisi, 4 (1), s.95-107.
  • DALE, Edgar. (1969). Audiovisiual Methods in Teaching, NY: Dryden Press.
  • EDMUNDS, Holly. (2000). The Focus Group Research Handbook. New York: McGraw-Hill.
  • ELLIS, Stephen R. (1994). “What are Virtual Environments?” IEEE Computer Graphics & Applications, 5 (4), s.17-21.
  • ERYALÇIN, Babür. (1994). “Hayalle Gerçeğin Dansı Sanal Gerçeklik”, Bilim ve Teknik, 27 (323), s.20-27.
  • FERN, Edward F. (2001). Advanced Focus Group Research. California: SAGE.
  • FURNESS, T., WINN, William ve YU, Rose. (1997). “The İmpact Of Three Dimensional Immersive On Modern Pedagogy: Global Change, VR and Learning”, Proceedings of Workshops in Seattle, Washington, and Loughborough, England in May and June. 1997.
  • GIBBS, Anita. (1997). “Focus Groups”, Social Research Update, 19., http://sru.soc.surrey.ac.uk/SRU19.html. Erişim Tarihi: 28.05.2017.
  • GİZİR, Sıdıka. (2007). “Focus Groups İn Educational Studies”. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), s. 1–20.
  • GREENBAUM, Paul. (1992). “The Lawnmower Man”, Film and Video, 9 (3), s. 58-62.
  • KENNEY, Patrick J. and SAITO, Tim. (1994). “Results Of A Survey On The Use Of A Virtual Environment Technology İn Training NASA Flight Controllers For The Hubble Space Telescope Servicing Mission (Contract No. NAS 9- 18630)”, Huston, TX: National Acronautics and Space Administration.
  • KIM, Jong-Heon, PARK, S. T., LEE, H., YUK, K. C., and LEE, H. (2001). “Virtual Reality Simulations İn Physics Education”, Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 3 (2).
  • KITZINGER, Jenny. (1995). “Qualitative Research: Introducing Focus Groups”, British Medical Journal, 311, s. 299–302.
  • KRUEGER, Richard A. (1994). Focus Groups: A Practical Guide For Applied Research, London: SAGE.
  • LARIJANI, Casey C. (1994). The Virtual Reality Primer. New York: McGraw‐Hill.
  • LAVE, Jane, and WENGER, Etienne. (1991). Situated Learning: Legitimate Peripheral Practice, Cambridge: Cambridge University Press.
  • MAYS, Nicholas ve POPE, Catherine. (1995). “Rigour and qualitative research”, British Medical Journal, 311, s. 109–112.
  • MCBRIEN, Shawn, FELIZARDO, G.R., ORR, D.G. and RAYMOND, M.J. (2008). “Using Focus Groups To Revise An Educational Booklet For People Living With Methicillin-Resistant”, Health Promotion Practice, 9 (1), s. 19–28.
  • MCGONIGLE, Dee ve EGGERS, Renee M. (1998). “Stages of Virtuality: Instructor and Student. The Association for Educational Communication and Technology”, TechTrends: For Leaders in Education and Training, Vol.43 (3), s. 23-26.
  • MCLELLAN, Hilary (1992). Virtual reality: A selectbibliography. Englewood Cliffs, NJ: Educational Technology Publications.
  • NANCARROW, Clive, VIR, Jason ve BARKER, Andy. (2005). “Ritzer´S Mcdonaldisation and Applied Qualitative Marketing Research”, Qualitative Market Research: An International Journal, 8 (3), s. 296–311.
  • STEUER, Jonathan. (1993). “Defining Virtual Reality: Dimensions Determining Telepresence”, Journal of Communication, 4 (2), s. 73-93.
  • STEWART, Dawid W. ve SHAMDASANI, Prem N. (1990). Focus Groups: Theory and Practice. Newbury Park, CA: SAGE.
  • STUART, Rory ve THOMAS, John C. (1991). “The Implications of Education in Cyberspace”, Multimedia Review, 2, s. 17–27.
  • TAPSCOTT, Don. (2009). Grown Up Digital. How The Net Generation Is Changing The World. New York: McGraw-Hill.
  • ZICHERMANN, Gabe ve LINDER, Joselin. (2010). Game-Based Marketing. Inspire Customer Loyalty Through Rewards, Challenges, And Contests. N.J: Hoboken.
  • http://imej.wfu.edu/articles/2001/2/02/ Erişim Tarihi: 22.05.2017.
  • http://www.hypergridbusiness.com/2016/09/engage-vr-targets-educators-businesses-with-free-platform-and-content-creation/ Erişim tarihi: 23.05.2017.
  • https://arstechnica.com/gaming/2016/10/best-vr-headset-2016-psvr-rift-vive/ Erişim tarihi: 23.05.2017.
There are 38 citations in total.

Details

Journal Section Makaleler
Authors

Halil İbrahim Gürcan

Engin Coşkun

Necip Serdar Sever

Emrah Başer

Murat Ataizi

Mesude Canan Öztürk

Adil Bical

Publication Date November 30, 2017
Published in Issue Year 2017 Volume: 2 Issue: 2

Cite

APA Gürcan, H. İ., Coşkun, E., Sever, N. S., Başer, E., et al. (2017). HALKLA İLİŞKİLER VE REKLAMCILIK EĞİTİMİNDE SANAL GERÇEKLİK UYGULAMASI KULLANIMI ÜZERİNE BİR DEĞERLENDİRME. İnönü Üniversitesi İletişim Fakültesi Elektronik Dergisi (İNİF E-Dergi), 2(2), 2-15.