WoS İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12416/8653
Browse
7 results
Search Results
Article Citation - WoS: 2Comparing Hand-Based and Controller-Based Interactions in Virtual Reality Learning: Effects on Presence and Interaction Performance(PeerJ Inc, 2025) Saran, MuratVirtual reality (VR) holds significant promise for enhancing science education by providing immersive and interactive learning experiences. However, the optimal interaction modality within educational VR environments remains an open question. This study investigates the impact of hand-based vs. controller-based interaction on sixth-grade students' sense of presence and interaction performance in a VR science laboratory simulation. Fifty-four sixth-grade students were randomly assigned to either a hand-based interaction group or a controller-based interaction group. Participants completed three interactive science experiments (solar system, electrical circuits, and force/energy) within a virtual laboratory environment designed to mimic their school's physical lab. Presence was assessed using a validated Turkish adaptation of the Presence Questionnaire (PQ), while interaction performance was evaluated using a structured observation form completed by a school teacher. Independent samples t-tests and Mann-Whitney U tests were used to compare the presence and performance scores between the groups. Supplementary analyses explored the effects of gender and prior VR experience. Contrary to expectations, no significant differences were found in either presence (t(49.4) = -0.01, p = 0.992) or interaction performance (t(52) = -1.30, p = 0.199) between the hand-based and controller-based interaction groups. Both interaction modalities yielded comparable levels of self-reported presence and observed performance. However, an unexpected finding emerged regarding performance. A supplementary analysis revealed a significant main effect of gender on performance scores (F(1, 50) = 4.844, p = 0.032), independent of interaction type. Specifically, males demonstrated significantly higher performance than females. This study suggests that, for sixth-grade students engaging in these specific VR science simulations, hand-based and controller-based interactions are equally effective in terms of fostering presence and supporting interaction performance. These findings have practical implications for the design and implementation of VR learning environments, particularly in resource-constrained settings where the reduced maintenance and hygiene concerns associated with hand-based interaction may be advantageous.Article Citation - WoS: 7Citation - Scopus: 10A Literature Survey: Is It Necessary To Develop a New Software Development Methodology for Virtual Reality Projects(Graz Univ Technolgoy, inst information Systems Computer Media-iicm, 2017) Güleç, Ulaş; Gulec, Ulas; Yilmaz, Murat; Yılmaz, Murat; Isler, Veysi; Bilgisayar Mühendisliği; Yazılım MühendisliğiSoftware development is a complex human endeavour with high failure rates. Although a variety of software development methodologies have been proposed to improve the software development process, there is no universal model for all software development organizations. Virtual reality (VR) is an emerging trend especially for the gaming industry, which should prepare itself for VR development. The goal of this study is to explore potential software development activities and determine whether designing a new software development methodology for VR projects is an important topic for software development organizations working on VR software development. For this purpose, a literature survey has been completed and 71 academic studies have been examined in detail. This study shows that no work is being conducted in the field of developing a new methodology for VR projects. However, the study does show that there are similar endeavours in the field of human computer interaction (HCI), such as game development methodology.Article Citation - WoS: 3Citation - Scopus: 2Evaluation of the Effects of Avatar on Learning Temporomandibular Joint in a Metaverse-Based Training(John Wiley and Sons Inc, 2024) Basmaci, Fulya; Bulut, Ali Can; Ozcelik, Erol; Ekici, Saliha Zerdali; Kilicarslan, Mehmet Ali; Cagiltay, Nergiz Ercil; Zerdali Ekici, SalihaPurposeAvatars, representing users in the digital world, can influence users' behavior and attitudes. This study evaluates the impact of representing dental students receiving temporomandibular joint (TMJ) education in the metaverse via an anonymous or identified avatar.MethodsParticipants included 80 dental students in their fourth and fifth years of study. They were randomly assigned to either the avatar group (identified avatar) or the control group (anonymous avatar). Prior to training, participants completed a demographic questionnaire and a pretraining knowledge assessment. TMJ training was conducted in the metaverse for both groups. Pre- and post-training assessments included the Spielberger State-Trait Anxiety Inventory and a shyness scale to ensure group comparability. A post-test consisting of five questions was administered to both groups after 2 weeks of training.ResultsThere were no significant differences in pretraining scores for prior knowledge (p = 0.67), trait anxiety (p = 0.28), state anxiety (p = 0.92), or shyness (p = 0.42) between the avatar and control groups, indicating comparability at baseline. Post-training analysis revealed significantly higher post-test scores in the avatar group (median = 80) compared to the control group (median = 60) (p = 0.03).ConclusionsMetaverse environments offer various benefits for students, educators, and educational institutions in health education programs. Representing learners and their identities in training environments can enhance learning outcomes.Conference Object Citation - Scopus: 2Digital Storytelling on a Virtual Heritage Museum With Believable Agents(Ieee, 2021) Kalan, Kaan; Dikbayir, Hasan Saygin; Merdivanli, Ogulcan; Degirmenci, Utku Mert; Clarke, Paul M.; Gulec, Ulas; Yilmaz, MuratThe preservation of cultural heritage plays a very important role in terms of the sustainability of societies since culture is one of the most important phenomena that hold individuals together. However, although the protection of cultural heritage is a very important issue for societies, there are serious problems in the accuracy of information or access to information due to the verbal or written communication of the subjects that need to be conveyed. In particular, there is a serious decrease in the sense of belonging in individuals due to the inability to transfer cultural heritage to the younger generations correctly. At this point, the aim of the study is to teach individuals the Turkish horror culture by experiencing them in a realistic environment with various different stories in a virtual reality-based gamified system instead of teaching them in writing or verbally. For this purpose, a 3D virtual museum was developed within the scope of the study, inspired by real characters and areas, and it was aimed for individuals to learn Turkish horror culture elements through tasks in different scenarios. The developed system was tested by 5 experts in the field as a preliminary study and the realism level of the created system was measured with the comments of the experts. According to the findings, it has been determined that the level of realism offered by the designed virtual environment is sufficient to explain the Turkish horror culture to individuals.Conference Object Citation - WoS: 30Citation - Scopus: 36Overcoming Public Speaking Anxiety of Software Engineers Using Virtual Reality Exposure Therapy(Springer-verlag Berlin, 2017) Gulec, Ulas; Gozcu, Mert Ali; O'Connor, Rory V.; Clarke, Paul M.; Nazligul, Merve Denizci; Yilmaz, Murat; O’Connor, Rory V.Public speaking anxiety is a type of social phobia, which might be commonly seen in novice software engineers. It is usually triggered by a fear of social performance especially when the performer is unfamiliar with the audience. Today, many software engineering activities (e.g. code inspection, peer review, daily meetings, etc.) require social gatherings where individuals need to present their work. However, novice software engineers may not be able to reduce their performance anxiety during their course of education. In this study, we propose a virtual reality approach to construct a practice environment for improving novice software engineers' pubic speaking experiences. Consequently, we examine the effects of virtual reality intervention on the public speaking experience of six novice software engineers from a computer engineering department. We designed a virtual auditorium to simulate the presentation delivery environment and findings suggest that using this infrastructure for training purposes can reduce presenter anxiety levels - which is consistent with related published studies. We believe that this virtual auditorium environment can deliver benefits for students and practitioners alike in terms of addressing the anxiety that is often associated with early stage career presenters.Conference Object Citation - WoS: 11Citation - Scopus: 13Adopting Virtual Reality as a Medium for Software Development Process Education(Assoc Computing Machinery, 2018) Isler, Veysi; O'Connor, Rory, V; Clarke, Paul; Gulec, Ulas; Yilmaz, MuratSoftware development is a complex process of collaborative endeavour which requires hands-on experience starting from requirement analysis through to software testing and ultimately demands continuous maintenance so as to mitigate risks and uncertainty. Therefore, training experienced software practitioners is a challenging task. To address this gap, we propose an interactive virtual reality training environment for software practitioners to gain virtual experience based on the tasks of software development. The goal is to transport participants to a virtual software development organization where they experience simulated development process problems and conflicting situations, where they will interact virtually with distinctive personalities, roles and characters borrowed from real software development organizations. This PhD in progress paper investigates the literature and proposes a novel approach where participants can acquire important new process knowledge. Our preliminary observations suggest that a complementary VR-based training tool is likely to improve the experience of novice software developers and ultimately it has a great potential for training activities in software development organizations.Conference Object Citation - WoS: 24Citation - Scopus: 29Interactive Three-Dimensional Virtual Environment To Reduce the Public Speaking Anxiety Levels of Novice Software Engineers(inst Engineering Technology-iet, 2019) Yilmaz, M.; Gulec, U.; Yilmaz, A. E.; Isler, V.; O'Connor, R. V.; Clarke, P.; Nazligul, M. Denizci; Denizci Nazligul, M.Software engineering is a set of activities that rely not only on the technical tasks but also require abilities focused on social duties such as daily meetings and product introduction presentations. However, engineers may experience elevated levels of anxiety when required to present their work in an unfamiliar environment. More specifically, they may suffer from public speaking anxiety even though they are supposed to be effective in those social tasks as well as in their engineering activities. Fortunately, previous studies suggest that the virtual exposure intervention is an effective strategy to reduce public speaking anxiety. In this study, an interactive three-dimensional virtual environment similar to real classrooms and auditoriums was developed to examine whether this might decrease the anxiety levels of novice software engineers. To compare the traditional and virtual exposure intervention, the sample set was divided equally into two groups including one experimental group and one control group. For 4 weeks, the virtual exposure intervention was conducted in the experimental group, whereas the cognitive behaviour therapy-based psychoeducation was used in the control group. The findings from authors' study illustrate that the virtual exposure intervention may represent an alternative solution to the traditional interventions for software engineers seeking to overcome public presentation anxiety.