Our aim in this research was to analyze studies in the area of Augmented Reality applications and research throughout the world using meta-analysis methods in order to determine trends in the area. For the purpose of the study, a total of 1008 pieces of research, published between 2001 and 2019 and selected by purposeful sampling method were analyzed. Trends of Augmented Reality applications and research throughout the world were examined under 13 criteria. These criteria were; index, year of publication, number of authors, country of research, area of research, method, education grade, sample group, sample number, data collection method, bibliography number, analysis tech-niques, purpose of research, and research trends. These data were interpreted based on percentage and frequency. In Augmented Reality, technologies are integrated in many fields such as education technology, engineering arts, visual arts education and special education.

The purpose of this study is to develop a Student Opinion Scale Related to Moodle LMS (Learning Management System) in an Educational Online Learning Environment. For this purpose, a scale form consisting of 34 items was created and then administered to a total of 280 first-year students from various departments of the Near East University Health Services Vocational High School. Rotated principal component analysis was used to obtain information on the validity of the scale. The data was processed using the SPSS 23.0 software package and the results are given as arithmetic average and standard deviation. In this context, it has been determined that the related items for the scale are collected in 6 dimensions, which have been categorized by the researchers as: Proficiency and Motivation"; "Content and Feedback"; "Usability"; "Effectiveness"; "Educational Features" and “Communication". Additionally, the reliability coefficient calculated by Cronbach's alpha for the developed scale is .94. Based on the overall results of the study, student opinion has been found to be positive related to Moodle LMS in an Educational Online Learning Environment.

Augmented reality is defined as the technology in which virtual objects are blended with the real world and also interact with each other. Although augmented reality applications are used in many areas, the most important of these areas is the field of education. AR technology allows the combination of real objects and virtual information in order to increase students’ interaction with physical environments and facilitate their learning. Developing technology enables students to learn complex topics in a fun and easy way through virtual reality devices. Students interact with objects in the virtual environment and can learn more about it. For example; by organizing digital tours to a museum or zoo in a completely different country, lessons can be taught in the company of a teacher as if they were there at that moment. In the light of all these, this study is a compilation study. In this context, augmented reality technologies were introduced and attention was drawn to their use in different fields of education with their examples. As a suggestion at the end of the study, it was emphasized that the prepared sections should be carefully read by the educators and put into practice in their lessons. In addition it was also pointed out that it should be preferred in order to communicate effectively with students by interacting in real time, especially during the pandemic process.

Nomophobia, which is accepted as the disease of today, is defined as the fear of being deprived of mobile phone. The aim of this study is to reveal the changes of nomophobia levels of Vocational School students according to demographic characteristics and smartphone usage habits. The study group consisted of 250 students studying at Hendek Vocational School of Sakarya University. The research was conducted in relational survey model. In this research, Measuring Problematic Mobile Phone Use: Development and Preliminary Psychometric Properties of the PUMP Scale developed by Stone and Bibbey (2013) was used as data collection tool. The scale consists of 20 items, 5-point Likert scale “Strongly Disagree-Disagree-Undecided-Agree-Strongly Agree” was used in answering the scale items. The scale supports a single factor structure. Internal consistency coefficient was found to be excellent (α = .94) and strong correlations between items (

The rapid developments in communication technologies in recent years, especially the introduction of the internet into our daily lives, have brought many changes in social, economic and cultural life.One of these changes; social media communication tools that enter our lives rapidly.Social media has become an indispensable part of our lives with the increasing number of users.Researches show that young people especially university students frequently use social media communication tools. In this study, social media attitudes of Vocational High School students were investigated and in this context, 502 students studying at Sakarya University and Kafkas University Vocational High Schools were studied.Social Media Attitude Scale developed by Otrar and Argınwas used to determine the social media attitudes of Vocational School students.The scale consists of 23 items. Relational screening method was used in the research. Necessary analyzes were performed with SPSS 24 program and mean and standard deviation values of the scale items were calculated.Two groups t test, one-way Anova test and Post-Hoc Scheffe test were used to correlate social media attitudes with demographic data.In conclusion, there was no significant difference between students' social media attitudes and gender, department, class, internet usage time demographic data; however, there was a positive and significant relationship between social media attitudes and internet connection year and social media usage hours.