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Abstract
Virtual reality is the system in which users feel that they are in a virtual world with various equipment and the users interact with this world. With this feature, virtual reality is very useful for many fields of activity, as well as education. Virtual reality applications in education enable students to gain experiences that are dangerous or impossible for them to acquire in real life and learn by doing and living. For this reason, virtual reality is an important innovation for future educational environments. The population of this study is composed of teachers in private schools in Iraq in the 2017-2018 academic year. One hundred thirty teachers participated in the online questionnaire, 101 of which were considered valid. The sample consisted of 101 teachers who completed the questionnaire. Based on the findings, the results of the research were stated, and recommendations were developed. As a result of the research, we realized that the vast majority of teachers think that virtual reality is interesting, encourages students to be active, is suitable for students with schematic and visual thinking style, provides students with a general idea about the subject, facilitates the implementation of information, makes it easier to learn, and it provides a quick review of the course they have studied. They also think it requires concentration.
Highlights
Development levels of today's societies are progressing in parallel with the science and technology they create (Karasar, 2004)
When we look at the virtual reality at the system level, we see the following definition: In a threedimensional simulation of a real-world created by the computer, the user senses this simulation environment emotionally with the help of very special devices that he/she is wearing on his body, and he/she can effectively control this artificial world with these devices
When the researches about Augmented Reality (AR) applications are examined, it is observed that the effective use of new technologies such as AR in education may affect students' imagination (Arıcı, 2013), develop their creativity and increase their motivation and attitudes towards the lesson positively (Ersoy, Duman and Öncü, 2016)
Summary
Development levels of today's societies are progressing in parallel with the science and technology they create (Karasar, 2004). Location-based AR applications are performed in the form of triggering and displaying virtual materials in related locations in the real environment by using location information (with technologies such as GPS) (Azuma et al, 2001) In addition to these applications, new technologies developed recently on the AR field have introduced a third type. In this new type of AR, applications work without being bound to any markers and involve the individual using the application in interaction with virtual materials in the real environment It is called as Markerless Augmented Reality in the academic field. When the researches about AR applications are examined, it is observed that the effective use of new technologies such as AR in education may affect students' imagination (Arıcı, 2013), develop their creativity and increase their motivation and attitudes towards the lesson positively (Ersoy, Duman and Öncü, 2016). While the development of AR technologies is seen as time-consuming and costly due to technological limitations, especially when it is used for the first time, the field of application has expanded and started to be used in almost all areas of life with current developments (İçten & Bal, 2017)
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