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The development of technology innovatively and globally has influenced the field of education as well as all the industries and commeneced entailment of profound changes at all stages of education. In this context, it is observed that varied disciplines in universities are supporting their traditional educational methods with many new technologies in effort to provide appropriate new-era-training to the new generation of students who effectively use communication technologies. Many researches conducted in recent years indicate that technology enhances and enriches teaching and learning practices while contributing to create a collaborative and interactive learning environment. One of the new technologies that considered having a potential of providing new methods to education and introducing new pedagogical value is "Augmented Reality". Augmented Reality (AR) stands out as one of the new technologies that combines the virtual world with the real world with its feature of  transfering the virtual information to real environment in real time. As AR technology commenced to be used increasingly in many industries including defense and medicine and in many areas and disciplines including advertising and marketing, inevitably it will be used widely in educational processes because of its positive impact on teaching and learning methods. There are new studies in the direction of that AR fills the gap between theory and practice with its visuality and creativity based educational process with its feature of integrating the real with the virtual AR in the educational process, so that it simplifies and deepen the learning. This study aimes to explore awareness and interest levels, and practical skills of communication faculty students in Turkey on AR applications. It is important to determine the ideas and skills to use technology of this group to be able to make a new student-centered education planning for students who are one side of the education process. Hence a research was conducted with the undergraduate students of communication faculty in which the departments have creativity based disciplines and use visual technologies. The research sample consists of students of five departments in Faculty of Communication at Kocaeli University. Data were collected from online questionnaires filled out by the students at the beginning of 2015 fall semester. The research is evaluated with its findings as a comperative study revealing the different approaches to the subject among the students who study in varied departments. In the study there are suggestions on AR’s contribution to the learning process along with the assessment made in the framework of the findings. Ozet Teknolojinin yenilikci ve kuresel bicimde gelisimi tum sektorleri oldugu gibi egitim alanini da etkilemis, egitimin tum asamalarinda koklu degisiklikleri zorunlu kilmaya baslamistir. Bu baglamda universitelerde farkli disiplinlerin, iletisim teknolojilerini etkin bicimde kullanan yeni nesil ogrencilere caga uygun egitim vermek icin geleneksel egitim ogretim metotlarini bircok yeni teknoloji ile destekledikleri gorulmektedir. Son yillarda yapilan bircok arastirma teknolojinin ogretme ve ogrenim pratiklerini gelistirip zenginlestirdigini, ayni zamanda isbirlikci ve karsilikli etkilesim saglayan ogrenim ortami yaratmaya katki sundugunu gostermektedir. Egitim alanina yeni metotlar saglama ve pedagojik deger sunma potansiyeli tasidigi dusunulen yeni teknolojilerden biri de “Artirilmis Gerceklik”tir. Artirilmis Gerceklik (AG), sanal enformasyonu gercek zamanda gercek ortama aktarabilme ozelligi tasimasindan dolayi gercek dunya ile sanal dunyayi birlestiren yeni teknolojilerden biri olarak one cikmaktadir. Savunmadan sanayiye, tiptan reklam ve pazarlamaya bircok alan ve disiplinde giderek artan oranda kullanilmaya baslanan AG teknolojisinin egitim ve ogrenme uzerindeki olumlu etkileri nedeniyle egitim sureclerinde de yayginlasmasi kacinilmaz olacaktir. AG’nin gercek olanla sanal olani butunlestirme ozelligi tasimasina bagli olarak egitim surecinde gorselligi ve yaraticiligi temel alarak teori ile pratik arasindaki boslugu doldurdugu, dolayisiyla ogrenimi kolaylastirip derinlestirdigi yonunde yeni calismalar mevcuttur. Bu calismada, Turkiye’de iletisim fakultesi ogrencilerinin AG uygulamalari hakkindaki farkindalik ve ilgi duzeyleri ile uygulama becerilerini kesfetmek amaclanmistir. Egitim ogretim surecinin taraflarindan biri olan ogrencilere yonelik ogrenci merkezli yeni ogretim planlamalari yapabilmek icin bu grubun dusunceleri ve teknoloji kullanma becerilerini saptamak onemlidir. Buradan hareketle gorsel teknolojileri kullanan ve yaraticiligin temel alindigi disiplinlerin yer aldigi iletisim fakultesi lisans ogrencileri uzerine bir arastirma yapilmistir. Arastirmanin orneklemi Kocaeli Universitesi Iletisim Fakultesi'nde bulunan bes bolumun ogrencilerinden olusmaktadir. Veriler ogrenciler tarafindan 2015 Guz donemi baslangicinda doldurulan cevrim ici anket araciligiyla toplanmistir. Arastirmanin bulgulari farkli bolumlerde ogrenim goren ogrencilerin konuya yaklasimlari arasindaki farkliliklari da ortaya koyan karsilastirmali bir calisma olarak degerlendirilmektedir. Calismada bulgular cercevesinde yapilan degerlendirme ile birlikte AG’nin ogrenim surecine katkilari konusunda da oneriler yer almaktadir.

uluslararası i̇nsan bilimleri dergisi

Contribution of new technologies to university education: Opinions of communication faculty students on augmented reality applications&lt;p&gt;Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri