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Throughout history, the significance of land and buildings as valuable assets, sources of authority, and drivers of economic prosperity has been widely recognized, spanning from ancient civilizations to contemporary societies. Cities have inherent value due to their ability to facilitate good interactions among individuals. The significance of the real estate sector as an investment vehicle has been growing. Companies, particularly those seeking to make new investments in the commercial real estate sector, are particularly interested in achieving a high degree of potential for their ventures. Turkey is a nation that has a significant position in this industry. In this study, the real estate sector in Turkey, housing sales according to type and situation, city management, the real estate market, the impact of COVID-19 on real estate markets, real estate marketing and technologies, and the advantages and disadvantages of technologies in real estate are examined. Furthermore, an analysis was conducted on the data pertaining to housing transactions in Turkey, categorizing them based on the kind of sale and the condition of the properties. When the data is examined, housing sales in Turkey are the highest in 2020. Housing sales decreased after 2020, and there was a large decrease in housing sales in 2023. As a result, to develop real estate marketing and revitalize this sector, it is necessary to invest in technologies such as artificial intelligence, the metaverse, augmented reality, virtual reality and increase the number of studies in the literature where these digital technologies are applied. [ABSTRACT FROM AUTHOR]

The purpose of this study is to enhance online biology learning with mobile augmented reality (AR) applications and to assess the impact of mobile AR applications on students' motivation, self-efficacy, and attitudes toward biology learning. Students were interviewed, and the usefulness of mobile AR applications was evaluated using a quasi-experimental pretest–posttest approach. The study group consists of 71 high school students, 26 in the control group and 45 in the experimental group, attending a public high school in the Western Black Sea Region of Turkey during the academic year 2020–2021. The self-efficacy ratings of the experimental group of students who participated in mobile AR-based biology learning were statistically higher than those of the control group after a 12-week trial. However, there were no statistically significant differences between experimental and control group students' motivation and attitudes toward biology learning. In addition, as a result of student interviews, mobile AR applications were deemed innovative, non-distracting, successful in knowledge acquisition, engaging, intriguing, and entertaining, boosting information retention, concretizing the subject, and facilitating learning. [ABSTRACT FROM AUTHOR]

The aim of this study is to compare reading comprehension levels of two groups of students—an experimental and a control group—who read the same texts in course books using either augmented reality technique or traditional reading technique. Barrett's taxonomy, which proposes a classification of reading comprehension, consisting of literal comprehension, reorganization, inferential comprehension, evaluation and appreciation, was used to determine the reading comprehension levels of the students. The texts based on the augmented reality were produced with an augmented reality application developed by the authors using the Kotlin programming language. The participants of the study were 120 students aged 11–12 who attend a secondary school in Antalya (Turkey). In the pre‐test phase, both the experimental and control groups read the same texts from the course book and answered the comprehension questions. In the post‐test, the experimental group read the augmented reality texts using tablets while the control group read the texts in the traditional way. Then both groups answered comprehension questions. The results of the pre‐test revealed that there was no significant difference between the two groups in terms of their total comprehension scores and their reading comprehension levels. The post‐test results indicated that the experimental group's overall comprehension scores were much higher than those of the control group. In terms of reading comprehension levels, no difference was found between the two groups in terms of literal comprehension levels. However, the experimental group is found to be much more successful in terms of the reorganization, inferential comprehension, evaluation and appreciation. These findings suggest that the augmented reality content may contribute to the students' reading comprehension performances. Practitioner notesWhat is already known about this topic? There is limited research that augmented reality applications can support reading comprehension in general.Little is known about the effect of augmented reality applications on reading comprehension levels.In the researches examining the effect of augmented reality applications on the reading comprehension levels of students, the existing augmented reality applications were generally preferred.What this paper adds? This study aims to develop an augmented reality application that can be integrated into the textbooks used in schools.In this study, Barrett's taxonomy was used to reveal which levels of reading comprehension the augmented reality application could support.Augmented reality supported reading activity supports students' reorganization, inferential comprehension, evaluation and appreciation levels.Augmented reality supported reading activity does not make a difference in students' literal comprehension levels.Implications for practice and/or policy The developed augmented reality application can be used as a teaching tool in schools.The study provides an example of how augmented reality can be used in reading activity in schools.The data of this study can be used by teachers who want to support students' levels of reorganization, inferential comprehension, evaluation and appreciation comprehension. [ABSTRACT FROM AUTHOR]

One of the most basic qualities of being human is the ability to use technology, and another is to communicate and therefore to carry information to the future. Technological developments continue rapidly in terms of software and hardware. With Web 3.0, institutions and organizations are transforming the individual's way of communicating, archivingsharing information, and socializing more dramatically than in previous periods. This article is based on the assumption of new types of journalism depending on the development of technology. The media have always been the most devoted followers of technology. The close follow-up of technology by media organizations, which started with the invention of the printing press, continues in newspapers, television, radio and new media extensions, and inevitably, data journalism, robot journalism, drone journalism, augmented reality journalism, blockchain journalism, etc. reveals new types and practices of journalism. One of the newer genres is immersive journalism. Technological developments reveal that this type of journalism using virtual reality (VR) and augmented reality (AR) technologies will not be permanent, thus preparing users, journalists and media organizations for a new medium. Studies on immersive journalism are limited in Turkey. This article is an attempt to define immersive journalism. With the descriptive analysis method, it is tried to understand what immersive journalism is, why it emerged and how it is applied. Therefore, it can be questioned whether there is a type of journalism that can adapt to a new medium, the Metaverse. Thus, it is hoped that this study will be functional for future research. [ABSTRACT FROM AUTHOR]

Augmented Reality applications, which provide the opportunity to see the real world together with virtual objects, are widely used in many areas as well as in education and training. In the literature, it was determined that different results were obtained in different studies examining the effect of Augmented Reality applications on students' academic achievement. In current study, the effect of Augmented Reality on academic achievement was investigated by meta-analysis method, which is defined as combining numerical data obtained from many studies and independent from each other. The study, between 2010 and 2020 examined the effect on the academic achievement of augmented reality applications in Turkey, 59 studies were included. In addition, the teaching level, the course in which augmented reality was applied and the year in which the study was conducted were considered as moderator variables in the study and its effect on academic achievement was examined. The results show that augmented reality applications have a wide effect on students' academic achievement. Among the moderators examined in the present study, it was determined that the effect level differed significantly according to the course in which the AR application was performed, while the effect size did not differ significantly according to the teaching level and the years in which the research was conducted. Future studies are needed to determine the effect of AR applications on academic achievement. [ABSTRACT FROM AUTHOR]

The concept Industry 4.0 (I4.0) represents intelligent production processes combining cyber and physical systems through a set of technologies such as internet of things, big data and cloud computing. Transition to Industry 4.0 is expected to cause formidable structural changes, productivity increments and competitiveness in manufacturing industry in all over the world. This study aimed to investigate the general approach to the concept of Industry 4.0 and levels of adoption of the basic Industry 4.0 technologies in manufacturing firms across Turkey. For this purpose, a survey was conducted with 427 firms with various sizes (micro, small, medium and large) operating in six subsectors (automotive; electronic; machinery; chemical; food; and textile) of Turkish manufacturing. The paper examined nine I4.0 technologies: autonomous robots, big data applications, cloud computing, cyber security, simulation approaches, additive manufacturing, system integration, internet of things, and augmented reality. The results revealed that, there is a significant correlation between the degrees of importance and implementation of the basic Industry 4.0 technologies. Moreover, I4.0 implementation degree increases as the firm size increases. The top three industries in Turkish manufacturing that use the most basic Industry 4.0 technologies are automotive industry, electrical and electronics, and machinery, respectively. The analyses are aimed to achieve a better understanding of the concept Industry 4.0 by comparing different groups of manufacturers. [ABSTRACT FROM AUTHOR]

The aim of the current study is to compare the effect of virtual and physical manipulatives on preschool children's understanding of geometric shapes. A quasi‐experimental research design was employed where children in the experimental group used tablet computers to access Augmented Reality (AR)‐based virtual manipulatives, while children in the control group used physical manipulatives. The instruction lasted for a period of four weeks at a public primary school in Turkey with 72 children aged five and six years old. Comparison of their understanding of geometric shapes was based on their scores from pre‐test and post‐test measures of the Geometric Shape Recognition Task instrument. Analysis of the collected data revealed no statistically significant difference between the groups in the circle recognition task, while statistically significant differences were found between the groups in the recognition tasks for triangle, rectangle, and square shapes in favour of the experimental group. In addition to this, although there was an increase in the total scores of both groups, the results showed a statistically significant difference in test scores in favour of the experimental group. The current study also showed that the children had difficulty in categorising geometric shapes when their attributes were changed, therefore providing different forms of geometric shapes to children is very important for improving their conceptual understanding. [ABSTRACT FROM AUTHOR]

In this study, technology integration self-efficacy beliefs of prospective teachers and their experiences with augmented reality learning environment throughout the study were examined. This study was designed with explanatory mixed method. Participants in this study were 44 sophomores in elementary mathematics education department of a public university in Turkey. The participants engaged augmented reality activities about nets of solid figure, surface area of solid figures, volume with unit cubes and spatial ability for four weeks. Data were collected through technology integration self-efficacy scale, which was administrated as pretest and posttest, and interviews, which were handled at the end of the study. Quantitative data were analyzed through paired sample t-test while qualitative data were handled through frequency and content analyses. The results showed that augmented reality-based learning tools have a positive effect on technology integration self-efficacy beliefs of prospective mathematics teachers. In addition, it was observed a significant increase in prospective teachers' self-efficacy about technology integration as well as their beliefs about use of technology and making students use of technology. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation. Lay Description: What is already known about this topic: Biology is one of the fields that cover too many abstract and invisible contents.Abstract and invisible course contents cause misunderstandings and low academic achievement.Augmented reality (AR) technology stands out with its visualization feature.AR appears to be an effective technology for making invisible subjects visible and giving concrete examples for abstract content in biology education.What this paper adds: AR activities could positively affect students' motivation in biology courses.Students' perceptions of the augmented reality into classroom are highly positive.AR activities raise students' participation to the course.However, AR does not significantly affect students' academic achievement.Implications for practice and/or policy: More long‐term and interaction‐based AR activities in a school with proper infrastructure might influence students' academic achievement positively.AR materials that have better image quality, more interesting design for students, and more interactivity will increase the effectiveness of instruction.It could be beneficial to use more AR technology when preparing curricula and textbooks. [ABSTRACT FROM AUTHOR]

This study investigates the effects of Problem Based Learning (PBL) assisted with Augmented Reality (AR) on learning achievement and attitude towards physics subjects as a part of science education. The sample of the study included 91 seventh graders from a province in the north of Turkey. A quasi-experimental design with two experimental groups and a control group was utilized. Based upon marker-based AR technologies, FenAR software was developed to support with PBL activities in the classroom. The experimental results indicated that integrating AR into PBL activities both increased students' learning achievement and promoted their positive attitudes towards physics subjects. This technology contributed to students' long-term retention of the concepts in the field of physics. In semi-structured interviews, the students emphasized that AR applications were more useful, realistic, and interesting for their learning; helped them to understand and analyse the problem scenarios. Apart from educational advantages, AR applications may lead to physical disorders among some of the students. It has been suggested that AR technology can be a potential and effective tool for activating students' positive emotions in PBL process. Moreover, implications on use of AR for physics education and recommendations for further studies are also discussed in the study. • Design PBL activities assisted marker-based AR for physics subjects. • Integrating the AR-based materials into PBL can support retention in learning process. • This integration provides students to become stimulated their positive emotions than traditional methods. • The findings offer guidance for teachers designing interactive learning environments. [ABSTRACT FROM AUTHOR]