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Eğitim 5.0’a Geçişin Engelli Öğrenciler ve Erişilebilirlik Açısından Etkileri

Yıl 2023, Cilt: 6 Sayı: 3, 229 - 237, 20.09.2023

Mustafa Özhan Kalaç Murat Kılınç

https://doi.org/10.32329/uad.1285615

Öz

Toplum yapısını köklü reformlar ile birlikte değiştiren endüstriyel devrimler, beraberinde birçok sektörü etkileyerek yeni çalışma alanlarının açılmasını ve gelişmesini sağlamaktadır. Bu gelişim süreci sırasıyla avcı toplumu, tarım toplumu, sanayi toplumu ve bilgi toplumu olarak nitelendirilmektedir. Bilgi toplumunun bir sonraki aşaması ise süper akıllı toplum yapısı (Toplum 5.0) dır. Fiziksel ve sanal dünya arasında gelişmiş bir bağlantı kuracak olan toplum 5.0, birçok sektörde köklü değişiklikler yapma potansiyeline sahiptir. Bu doğrultuda, toplum 5.0 gereksinimleri içerisindeki dijitalleşme olgusunu en çok deneyimleyen alanlardan birisi de eğitim sektörüdür. Eğitim 5.0 olarak adlandırılan bu süreç, öğrencilerin bireysel özellikleri, ihtiyaçları ve öğrenme tarzlarına göre kişiselleştirilmiş öğrenme deneyimi sunmayı hedefleyen bir eğitim modelidir. Bu model aynı zamanda, teknolojinin öğrenme sürecine entegre edilmesini ve öğrencilerin dijital becerilerinin geliştirilmesini de içermektedir. Eğitim 5.0 sürecinin özellikle Covid-19 pandemi dönemiyle birlikte daha da hızlandığı ve adeta büyük bir değişim geçirerek yeniden yapılandığı ve çevrimiçi platformlara ağırlık verildiği söylenebilir.
Eğitim 5.0 tüm bu yönlerinin yanında engellilerin eğitim hayatına katılması ve başarılı olmaları açısından yepyeni imkanlar sunmaktadır ve oldukça önemlidir. Üniversitelerde ve ilk ve orta öğretim kurumlarında eğitimde teknolojilerinin doğru ve etkin kullanımı sayesinde engelli öğrencilerin ihtiyaçlarının tespitinden, uyarlanmış ders materyallerinin hazırlanmasından fırsat eşitliği içerisinde ölçme ve değerlendirme yapılmasına kadar birçok konuda iyileştirmeler sağlanabilir. Literatür taraması içeren ve nitel olan bu çalışmada literatüre dayalı olarak yeni teknolojilerin engellilerin eğitim süreçlerinde kullanımı ve Eğitim 5.0 uygulamalarının engellilere yönelik olarak sağlayabileceği katkılar ve sorunlar ortaya konulup öneriler getirilmiştir

Anahtar Kelimeler

Eğitim teknolojileri Eğitim 5.0 Engelli Erişilebilirlik

Kaynakça

  • Aini, Q., Rahardja, U., ve Khoirunisa, A. (2020). Blockchain Technology into Gamification on Education. IJCCS (Indonesian Journal of Computing and Cybernetics Systems), 14(2), 147–158. https://doi.org/10.22146/ijccs.53221
  • Al-Jarrah, O. M., & Al-Shorman, A. A. (2021). The Role of Artificial Intelligence in Supporting Students with Disabilities in Higher Education. Universal Access in the Information Society, 1-10.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009/FULL/PDF
  • Arslan, K. (2020). Eğitimde Yapay Zekâ ve Uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71–80. Ava: Live Captioning App for the Deaf and Hard-of-Hearing. (2022). Ava. https://www.ava.me/ BTK. (2020). Sectoral Research and Strategy Development Department.
  • Cabada, R. Z., Estrada, M. L. B., Hernández, F. G., Bustillos, R. O., ve Reyes-García, C. A. (2018). An affective and Web 3.0-based learning environment for a programming language. Telematics and Informatics, 35(3), 611–628. https://doi.org/10.1016/j.tele.2017.03.005
  • Chen, L., Chen, P., ve Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
  • Christensen, C., Raynor, M. E., & McDonald, R. (2013). Disruptive innovation. Brighton, MA, USA: Harvard Business Review.
  • Çakır, R., Korkmaz, Ö., İdil, Ö., ve Uğur Erdoğmuş, F. (2021). The effect of robotic coding education on preschoolers’ problem solving and creative thinking skills. Thinking Skills and Creativity, 40, 100812. https://doi.org/10.1016/J.TSC.2021.100812
  • Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., ve Cai, W. (2021). Metaverse for Social Good: A University Campus Prototype. MM 2021 - Proceedings of the 29th ACM International Conference on Multimedia, 153–161. https://doi.org/10.1145/3474085.3479238
  • Freedom Scientific. (2021). JAWS Screen Reader. https://www.freedomscientific.com/products/software/jaws/ Garon, J. (2022). Legal Implications of a Ubiquitous Metaverse and a Web3 Future. Journal of Language Relationship, vii–viii. https://doi.org/10.31826/9781463236984-toc
  • Google Çeviri. (2022). Google Play Store. https://play.google.com/store/apps/details?id=com.google.android.apps.translate&hl=en_US&gl=US
  • Holmes, W., Bialik, M., ve Charles, F. (2019). Artificial intelligence in education: An exploration. In Journal of Computer Assisted Learning (Vol. 14, Issue 4). https://doi.org/10.1046/j.1365-2729.1998.1440251.x
  • Intuition. (2022). Learning via Gamification: Latest Data, Stats ve Trends. https://www.intuition.com/learning-via-gamification-latest-data-stats-trends/
  • İstanbul Teknik Üniversitesi Bilgisayar Mühendisliği Bölümü. (2018). Gezgin: Otizm Spektrum Bozukluğu Olan Çocuklar için Mobil Oyun Uygulaması. https://www.itu.edu.tr/haberler/2018/12/06/gezgin-otizm-spektrum-bozuklugu-olan-cocuklar-icin-mobil-oyun-uygulamasi
  • İTÜ(2020). “İTÜ›lü Öğrencilerin 3D Yazıcıyla Ürettikleri Erişilebilir Ders Materyalleri.”, https://www.itu.edu.tr/haberler/2020/07/17/itu-lu-ogrencilerin-3d-yaziciyla-urettikleri-erisilebilir-ders-materyalleri.
  • Javaid, M., Haleem, A., Singh, R. P., Ul Haq, M. I., Raina, A., ve Suman, R. (2020). Industry 5.0: Potential Applications in Covid-19. Journal of Industrial Integration and Management, 5(4), 507–530. https://doi.org/10.1142/S2424862220500220
  • Kalaç, M. Ö., Telli, G., ve Erönal, Y. (2020). Covid-19 Mücadelesi Kapsamında Uzaktan Eğitim Sürecinde Engelli Öğrencilerin Durumu Sorunlaar ve Çözüm Önerileri.
  • Kalogiannakis, M., Papadakis, S., ve Zourmpakis, A. I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences 2021, Vol. 11, Page 22, 11(1), 22. https://doi.org/10.3390/EDUCSCI11010022
  • Kayan, M. F. (2016). Web Teknolojileri ve Eğitime Yansımaları. https://www.bilimiletisimi.com/show.php?id=23219
  • Khamphroo, M., Kwankeo, N., Kaemarungsi, K., ve Fukawa, K. (2017). MicroPython-based educational mobile robot for computer coding learning. 2017 8th International Conference on Information and Communication Technology for Embedded Systems, IC-ICTES 2017 - Proceedings. https://doi.org/10.1109/ICTEMSYS.2017.7958781
  • Knox, J. (2020). Artificial intelligence and education in China. Https://Doi.Org/10.1080/17439884.2020.1754236, 45(3), 298–311. https://doi.org/10.1080/17439884.2020.1754236
  • Kocabaş, H., & Ersoy, Y. (2019). Oyunlaştırma ile Engelli Çocukların Fiziksel Etkinliklere Katılımı ve Motor Becerilerinin Geliştirilmesi. The Journal of Academic Social Science Studies, 71, 361-378
  • Koduri, R. (2021). Powering the Metaverse. https://www.intel.com/content/www/us/en/newsroom/opinion/powering-metaverse.html#gs.ncyf11
  • Kye, B., Han, N., Kim, E., Park, Y., ve Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18, 32. https://doi.org/10.3352/JEEHP.2021.18.32
  • Lantada, A. D. (2020). Engineering education 5.0: Continuously evolving engineering education. International Journal of Engineering Education, 36(6), 1814–1832.
  • Lee, J. H., Kim, H. J., Lee, H. J., & Kim, J. H. (2020). Technology-based gamification for children with disabilities: A systematic review. Journal of Special Education Technology, 35(1), 1-16.
  • Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., ve Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human-Computer Studies, 144, 102496. https://doi.org/10.1016/J.IJHCS.2020.102496
  • METU. (2021). Türk Araştırmacılardan “Metaverse” ile Sanal Okul Teknolojisi. https://basinda.metu.edu.tr/2021-12-15/2769755
  • Nahavandi, S. (2019). Industry 5.0 A Human-Centric Solution. Sustainability, 11, 43–71.
  • Papp, T. A. (2017). Gamification Effects on Motivation and Learning: Application to Primary and College Students. Undefined, 8(3), 3193–3201. https://doi.org/10.20533/IJCDSE.2042.6364.2017.0428
  • Poore, M. (2014). The Next G Web. Discernment, meaning-making, and the implications of Web 3.0 for education. Http://Dx.Doi.Org/10.1080/1475939X.2013.802992, 23(2), 167–180. https://doi.org/10.1080/1475939X.2013.802992
  • Pozzi, M., Prattichizzo, D., ve Malvezzi, M. (2021). Accessible Educational Resources for Teaching and Learning Robotics. Robotics 2021, Vol. 10, Page 38, 10(1), 38. https://doi.org/10.3390/ROBOTICS10010038
  • Ramdoss, S., & Lang, R. (2013). Technology-based interventions in the treatment of autism spectrum disorders: A systematic literature review. Research in Autism Spectrum Disorders, 7(4), 1441-1460.
  • Riberio, R. (2021). “Metaverse” and the educational potential. https://www.cambridge.org/elt/blog/2021/11/15/metaverse-educational-potential/
  • Robotistan. (2022). Robot Kitleri ve Robotik Malzemeler. https://www.robotistan.com/robot-kitleri
  • Saleh, B. M. (2020). D-Talk: Sign Language Recognition System for People with Disability using Machine Learning and Image Processing. International Journal of Advanced Trends in Computer Science and Engineering, 9(4), 4374–4382. https://doi.org/10.30534/IJATCSE/2020/29942020
  • Songkram, N., Chootongchai, S., Khlaisang, J., ve Koraneekij, P. (2019). Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand. Https://Doi.Org/10.1080/10494820.2019.1592197, 29(4), 566–582. https://doi.org/10.1080/10494820.2019.1592197
  • Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Torres-Jara, E., Bouvier-Brown, N. C., & Breazeal, C. (2015). Robots for engaging pediatric rehabilitation: a pilot study with children with cerebral palsy. Journal of pediatric rehabilitation medicine, 8(1), 17-25.
  • Turan, S., ve Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 25(5), 4353–4363. https://doi.org/10.1007/S10639-020-10178-4/TABLES/5
  • Uzun, Y., Akkuzu, B., ve Uzun, F. N. (2021). Engelsiz Yazılım Öğrenme Uygulaması. In Engelsiz Bilişim 2021 (pp. 139–153).
  • Uzun, Y. ve Gözel, O. (2022). Artırılmış Gerçeklik Uygulamalarının Kültürel Miras Alanlarına Etkisi . Avrupa Bilim ve Teknoloji Dergisi, (33), 280-284. Retrieved from https://dergipark.org.tr/tr/pub/ejosat/issue/68221/1021825
  • van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., ve Georgiadis, J. R. (2021). Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 26(2), 683–711. https://doi.org/10.1007/S10459-020-10000-3/TABLES/2
  • Yerlikaya, Z., ve Onay Durdu, P. (2020). Websitesi Erişilebilirlik Değerlendirmesi: Bir Bariyer Gezinti Çalışması. Sosyal Politika Çalışmaları Dergisi, 119–144. https://doi.org/10.21560/spcd.vi.818272

The Effects of the Transition to Education 5.0 on Students with Disabilities and Accessibility

Yıl 2023, Cilt: 6 Sayı: 3, 229 - 237, 20.09.2023

Mustafa Özhan Kalaç Murat Kılınç

https://doi.org/10.32329/uad.1285615

Öz

The industrial revolutions that have changed the social structure through radical reforms have enabled the opening and development of new job opportunities by affecting many sectors. This development process is characterized as the hunter-gatherer society, agricultural society, industrial society, and information society respectively. The next stage of the information society is the super-intelligent society structure (Society 5.0). Society 5.0, which will establish an advanced connection between the physical and virtual worlds, has the potential to make radical changes in many sectors. In this regard, one of the areas that experiences the phenomenon of digitalization within the requirements of Society 5.0 is the education sector. This process, called Education 5.0, is an educational model that aims to provide personalized learning experience according to the individual characteristics, needs, and learning styles of the students. This model also includes the integration of technology into the learning process and the development of students’ digital skills. It can be said that Education 5.0 has accelerated even more, especially with the Covid-19 pandemic period, and has undergone a great transformation, focusing on online platforms. In addition to all these aspects, Education 5.0 offers brand new opportunities for disabled people to participate in education life and be successful, and it is very important. Thanks to the correct and effective use of technologies in education in universities and primary and secondary education institutions, improvements can be achieved in many areas, from identifying the needs of students with disabilities, preparing adapted course materials, and making measurement and evaluation in an equal opportunity. In this qualitative study, which includes a literature review, the use of new technologies in the education processes of the disabled and the contributions and problems that Education 5.0 applications can provide for the disabled are presented and suggestions are made based on the literature.

Anahtar Kelimeler

Educational technologies Education 5.0 Disability Accessibility

Kaynakça

  • Aini, Q., Rahardja, U., ve Khoirunisa, A. (2020). Blockchain Technology into Gamification on Education. IJCCS (Indonesian Journal of Computing and Cybernetics Systems), 14(2), 147–158. https://doi.org/10.22146/ijccs.53221
  • Al-Jarrah, O. M., & Al-Shorman, A. A. (2021). The Role of Artificial Intelligence in Supporting Students with Disabilities in Higher Education. Universal Access in the Information Society, 1-10.
  • Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/IJILT-02-2017-0009/FULL/PDF
  • Arslan, K. (2020). Eğitimde Yapay Zekâ ve Uygulamaları. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 71–80. Ava: Live Captioning App for the Deaf and Hard-of-Hearing. (2022). Ava. https://www.ava.me/ BTK. (2020). Sectoral Research and Strategy Development Department.
  • Cabada, R. Z., Estrada, M. L. B., Hernández, F. G., Bustillos, R. O., ve Reyes-García, C. A. (2018). An affective and Web 3.0-based learning environment for a programming language. Telematics and Informatics, 35(3), 611–628. https://doi.org/10.1016/j.tele.2017.03.005
  • Chen, L., Chen, P., ve Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ACCESS.2020.2988510
  • Christensen, C., Raynor, M. E., & McDonald, R. (2013). Disruptive innovation. Brighton, MA, USA: Harvard Business Review.
  • Çakır, R., Korkmaz, Ö., İdil, Ö., ve Uğur Erdoğmuş, F. (2021). The effect of robotic coding education on preschoolers’ problem solving and creative thinking skills. Thinking Skills and Creativity, 40, 100812. https://doi.org/10.1016/J.TSC.2021.100812
  • Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., ve Cai, W. (2021). Metaverse for Social Good: A University Campus Prototype. MM 2021 - Proceedings of the 29th ACM International Conference on Multimedia, 153–161. https://doi.org/10.1145/3474085.3479238
  • Freedom Scientific. (2021). JAWS Screen Reader. https://www.freedomscientific.com/products/software/jaws/ Garon, J. (2022). Legal Implications of a Ubiquitous Metaverse and a Web3 Future. Journal of Language Relationship, vii–viii. https://doi.org/10.31826/9781463236984-toc
  • Google Çeviri. (2022). Google Play Store. https://play.google.com/store/apps/details?id=com.google.android.apps.translate&hl=en_US&gl=US
  • Holmes, W., Bialik, M., ve Charles, F. (2019). Artificial intelligence in education: An exploration. In Journal of Computer Assisted Learning (Vol. 14, Issue 4). https://doi.org/10.1046/j.1365-2729.1998.1440251.x
  • Intuition. (2022). Learning via Gamification: Latest Data, Stats ve Trends. https://www.intuition.com/learning-via-gamification-latest-data-stats-trends/
  • İstanbul Teknik Üniversitesi Bilgisayar Mühendisliği Bölümü. (2018). Gezgin: Otizm Spektrum Bozukluğu Olan Çocuklar için Mobil Oyun Uygulaması. https://www.itu.edu.tr/haberler/2018/12/06/gezgin-otizm-spektrum-bozuklugu-olan-cocuklar-icin-mobil-oyun-uygulamasi
  • İTÜ(2020). “İTÜ›lü Öğrencilerin 3D Yazıcıyla Ürettikleri Erişilebilir Ders Materyalleri.”, https://www.itu.edu.tr/haberler/2020/07/17/itu-lu-ogrencilerin-3d-yaziciyla-urettikleri-erisilebilir-ders-materyalleri.
  • Javaid, M., Haleem, A., Singh, R. P., Ul Haq, M. I., Raina, A., ve Suman, R. (2020). Industry 5.0: Potential Applications in Covid-19. Journal of Industrial Integration and Management, 5(4), 507–530. https://doi.org/10.1142/S2424862220500220
  • Kalaç, M. Ö., Telli, G., ve Erönal, Y. (2020). Covid-19 Mücadelesi Kapsamında Uzaktan Eğitim Sürecinde Engelli Öğrencilerin Durumu Sorunlaar ve Çözüm Önerileri.
  • Kalogiannakis, M., Papadakis, S., ve Zourmpakis, A. I. (2021). Gamification in Science Education. A Systematic Review of the Literature. Education Sciences 2021, Vol. 11, Page 22, 11(1), 22. https://doi.org/10.3390/EDUCSCI11010022
  • Kayan, M. F. (2016). Web Teknolojileri ve Eğitime Yansımaları. https://www.bilimiletisimi.com/show.php?id=23219
  • Khamphroo, M., Kwankeo, N., Kaemarungsi, K., ve Fukawa, K. (2017). MicroPython-based educational mobile robot for computer coding learning. 2017 8th International Conference on Information and Communication Technology for Embedded Systems, IC-ICTES 2017 - Proceedings. https://doi.org/10.1109/ICTEMSYS.2017.7958781
  • Knox, J. (2020). Artificial intelligence and education in China. Https://Doi.Org/10.1080/17439884.2020.1754236, 45(3), 298–311. https://doi.org/10.1080/17439884.2020.1754236
  • Kocabaş, H., & Ersoy, Y. (2019). Oyunlaştırma ile Engelli Çocukların Fiziksel Etkinliklere Katılımı ve Motor Becerilerinin Geliştirilmesi. The Journal of Academic Social Science Studies, 71, 361-378
  • Koduri, R. (2021). Powering the Metaverse. https://www.intel.com/content/www/us/en/newsroom/opinion/powering-metaverse.html#gs.ncyf11
  • Kye, B., Han, N., Kim, E., Park, Y., ve Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18, 32. https://doi.org/10.3352/JEEHP.2021.18.32
  • Lantada, A. D. (2020). Engineering education 5.0: Continuously evolving engineering education. International Journal of Engineering Education, 36(6), 1814–1832.
  • Lee, J. H., Kim, H. J., Lee, H. J., & Kim, J. H. (2020). Technology-based gamification for children with disabilities: A systematic review. Journal of Special Education Technology, 35(1), 1-16.
  • Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., ve Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International Journal of Human-Computer Studies, 144, 102496. https://doi.org/10.1016/J.IJHCS.2020.102496
  • METU. (2021). Türk Araştırmacılardan “Metaverse” ile Sanal Okul Teknolojisi. https://basinda.metu.edu.tr/2021-12-15/2769755
  • Nahavandi, S. (2019). Industry 5.0 A Human-Centric Solution. Sustainability, 11, 43–71.
  • Papp, T. A. (2017). Gamification Effects on Motivation and Learning: Application to Primary and College Students. Undefined, 8(3), 3193–3201. https://doi.org/10.20533/IJCDSE.2042.6364.2017.0428
  • Poore, M. (2014). The Next G Web. Discernment, meaning-making, and the implications of Web 3.0 for education. Http://Dx.Doi.Org/10.1080/1475939X.2013.802992, 23(2), 167–180. https://doi.org/10.1080/1475939X.2013.802992
  • Pozzi, M., Prattichizzo, D., ve Malvezzi, M. (2021). Accessible Educational Resources for Teaching and Learning Robotics. Robotics 2021, Vol. 10, Page 38, 10(1), 38. https://doi.org/10.3390/ROBOTICS10010038
  • Ramdoss, S., & Lang, R. (2013). Technology-based interventions in the treatment of autism spectrum disorders: A systematic literature review. Research in Autism Spectrum Disorders, 7(4), 1441-1460.
  • Riberio, R. (2021). “Metaverse” and the educational potential. https://www.cambridge.org/elt/blog/2021/11/15/metaverse-educational-potential/
  • Robotistan. (2022). Robot Kitleri ve Robotik Malzemeler. https://www.robotistan.com/robot-kitleri
  • Saleh, B. M. (2020). D-Talk: Sign Language Recognition System for People with Disability using Machine Learning and Image Processing. International Journal of Advanced Trends in Computer Science and Engineering, 9(4), 4374–4382. https://doi.org/10.30534/IJATCSE/2020/29942020
  • Songkram, N., Chootongchai, S., Khlaisang, J., ve Koraneekij, P. (2019). Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand. Https://Doi.Org/10.1080/10494820.2019.1592197, 29(4), 566–582. https://doi.org/10.1080/10494820.2019.1592197
  • Telli, S. G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
  • Torres-Jara, E., Bouvier-Brown, N. C., & Breazeal, C. (2015). Robots for engaging pediatric rehabilitation: a pilot study with children with cerebral palsy. Journal of pediatric rehabilitation medicine, 8(1), 17-25.
  • Turan, S., ve Aydoğdu, F. (2020). Effect of coding and robotic education on pre-school children’s skills of scientific process. Education and Information Technologies, 25(5), 4353–4363. https://doi.org/10.1007/S10639-020-10178-4/TABLES/5
  • Uzun, Y., Akkuzu, B., ve Uzun, F. N. (2021). Engelsiz Yazılım Öğrenme Uygulaması. In Engelsiz Bilişim 2021 (pp. 139–153).
  • Uzun, Y. ve Gözel, O. (2022). Artırılmış Gerçeklik Uygulamalarının Kültürel Miras Alanlarına Etkisi . Avrupa Bilim ve Teknoloji Dergisi, (33), 280-284. Retrieved from https://dergipark.org.tr/tr/pub/ejosat/issue/68221/1021825
  • van Gaalen, A. E. J., Brouwer, J., Schönrock-Adema, J., Bouwkamp-Timmer, T., Jaarsma, A. D. C., ve Georgiadis, J. R. (2021). Gamification of health professions education: a systematic review. Advances in Health Sciences Education, 26(2), 683–711. https://doi.org/10.1007/S10459-020-10000-3/TABLES/2
  • Yerlikaya, Z., ve Onay Durdu, P. (2020). Websitesi Erişilebilirlik Değerlendirmesi: Bir Bariyer Gezinti Çalışması. Sosyal Politika Çalışmaları Dergisi, 119–144. https://doi.org/10.21560/spcd.vi.818272
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Derleme Makale
Yazarlar

Mustafa Özhan Kalaç 0000-0002-3995-1271

Murat Kılınç 0000-0003-4092-5967

Yayımlanma Tarihi 20 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 6 Sayı: 3

Kaynak Göster

APA Kalaç, M. Ö., & Kılınç, M. (2023). Eğitim 5.0’a Geçişin Engelli Öğrenciler ve Erişilebilirlik Açısından Etkileri. Üniversite Araştırmaları Dergisi, 6(3), 229-237. https://doi.org/10.32329/uad.1285615
 Kapak Resmi İndir

Dergi TR Dizin'de Taranmaktadır.

https://app.trdizin.gov.tr/dergi/TWpFMU1URT0/universite-arastirmalari-dergisi-online- 
20882


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