Sanal Gerçeklik Uygulaması ile Verilen Mahremiyet Eğitiminin Çocukların Mahremiyet Bilinci ve Hayır Diyebilme Becerilerine Etkisi
Abstract
Bu araştırma, sanal gerçeklik (SG) temelli mahremiyet eğitiminin 4. sınıf öğrencilerinin mahremiyet bilinci ve hayır diyebilme becerisi düzeylerine etkisini değerlendirmek amacıyla yapılmıştır. Araştırma, Doğu Anadolu Bölgesi'nde bulunan bir ilde ve Milli Eğitim Bakanlığı'na bağlı bir ilkokulda, Kasım 2024-Mayıs 2025 tarihleri arasında ön test/son test kontrol gruplu deneysel olarak gerçekleştirilmiştir. Araştırmanın evrenini, ildeki ilkokullarda öğrenim gören 4. sınıf öğrencileri oluşturmaktadır. Verilerin toplandığı okul, örneklem sayısını karşılayan okullar arasından kura yöntemi ile belirlenmiştir. Yapılan G*Power analizinde 88 öğrencinin yeterli olacağı hesaplanmış, ancak araştırma deney (S=46) ve kontrol grubu (S=51) toplam 97 öğrenci dahil edilerek tamamlanmıştır. Deney grubundaki öğrencilere sanal SG gözlüğü kullanılarak mahremiyet eğitimi verildi. Çocuk Tanıtıcı Bilgi Formu, İlkokul Öğrencileri İçin Mahremiyet Bilinci Ölçeği (MBÖ) ve Çocuklar İçin Hayır Diyebilme Becerisi Ölçeği (HÖ) veri toplama aracı olarak kullanıldı. Veriler SPSS V26 programı ile analiz edildi. Araştırma sürecinde etik ilkelere bağlı kalındı. Deney ve kontrol grubunun tanımlayıcı özellikler açısından benzer olduğu saptandı. Eğitim öncesi deney ve kontrol grubunun MBÖ puanlarının benzer olduğu, eğitim sonrasında ise deney grubu lehine artışın olduğu ve bu durumun istatistiksel fark oluşturduğu bulundu (p<0.001). Eğitim öncesi deney ve kontrol grubunun HÖ puanlarının benzer olduğu, eğitim sonrasında ise deney grubunda artışın olduğu ve bu durumun istatistiksel fark oluşturduğu saptanmıştır (p<0.001). SG temelli mahremiyet eğitiminin, öğrencilerin mahremiyet bilinci ve hayır diyebilme becerisi düzeylerini artırdığı tespit edildi. Çocukların erken yaşta mahremiyet eğitimi alması, SG gibi yenilikçi yöntemlerle bilinç düzeyinin geliştirilmesi ve ebeveynlerin bu sürece dahil edilmesi, çocukların cinsel istismar riskine karşı güvenliğini artırmada önemli bir rol oynayacağı düşünülmektedir.
This research was conducted to evaluate the effect of virtual reality (VR)-based privacy education on 4th grade students' privacy awareness and ability to say no. The research was conducted in a primary school affiliated to the Ministry of National Education in a province in the Eastern Anatolia Region between November 2024 and May 2025 with a pretest/posttest control group. The population of the study consists of 4th grade students studying in primary schools in the province. The school where the data were collected was determined by lottery method among the schools that met the sample size. In the G*Power analysis, it was calculated that 88 students would be sufficient, but the research was completed by including a total of 97 students in the experimental (S=46) and control groups (S=51). Students in the experimental group were given privacy training using virtual VR goggles. Child Introductory Information Form, Privacy Awareness Scale for Primary School Students and Ability to Say No Scale for Children (SN) were used as data collection tools. Data were analyzed with SPSS V26 program. Ethical principles were adhered to during the research process. The experimental and control groups were found to be similar in terms of descriptive characteristics. It was found that the Privacy Awareness Scale for Primary School Students scores of the experimental and control groups were similar before the training, but after the training, there was an increase in favor of the experimental group and this constituted a statistical difference (p<0.001). It was found that the SN scores of the experimental and control groups were similar before the training, but after the training, there was an increase in the experimental group and this constituted a statistical difference (p<0.001). It was found that VR-based privacy education increased students' privacy awareness and ability to say no. It is thought that providing children with privacy education at an early age, raising awareness through innovative methods such as VR and involving parents in this process will play an important role in increasing the safety of children against the risk of sexual abuse.
This research was conducted to evaluate the effect of virtual reality (VR)-based privacy education on 4th grade students' privacy awareness and ability to say no. The research was conducted in a primary school affiliated to the Ministry of National Education in a province in the Eastern Anatolia Region between November 2024 and May 2025 with a pretest/posttest control group. The population of the study consists of 4th grade students studying in primary schools in the province. The school where the data were collected was determined by lottery method among the schools that met the sample size. In the G*Power analysis, it was calculated that 88 students would be sufficient, but the research was completed by including a total of 97 students in the experimental (S=46) and control groups (S=51). Students in the experimental group were given privacy training using virtual VR goggles. Child Introductory Information Form, Privacy Awareness Scale for Primary School Students and Ability to Say No Scale for Children (SN) were used as data collection tools. Data were analyzed with SPSS V26 program. Ethical principles were adhered to during the research process. The experimental and control groups were found to be similar in terms of descriptive characteristics. It was found that the Privacy Awareness Scale for Primary School Students scores of the experimental and control groups were similar before the training, but after the training, there was an increase in favor of the experimental group and this constituted a statistical difference (p<0.001). It was found that the SN scores of the experimental and control groups were similar before the training, but after the training, there was an increase in the experimental group and this constituted a statistical difference (p<0.001). It was found that VR-based privacy education increased students' privacy awareness and ability to say no. It is thought that providing children with privacy education at an early age, raising awareness through innovative methods such as VR and involving parents in this process will play an important role in increasing the safety of children against the risk of sexual abuse.
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Hemşirelik, Nursing
Turkish CoHE Thesis Center URL
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