Hope Has Augmented Reality Applications in Science Education Improved Academic Achievement? An Experimental Study

Year 2024, , 319 - 341, 21.10.2024

Savaş Varlık

https://doi.org/10.18009/jcer.1425840

Abstract

This research was conducted using the random pretest-posttest control group pattern of real experimental design, which is a subset of experimental research designs in the field of quantitative research. The study group consisted of students aged thirteen and fourteen in the eighth grades of private secondary schools affiliated with the Ministry of National Education in Turkey. Twenty students were selected for the experimental group, and twenty students were selected for the control group in an unbiased manner. However, in order to form homogeneous groups, the past academic records of the students of both experimental and control groups were examined before the students were randomly selected. Then, the random selection phase was started. An achievement test was developed for both the control and experimental groups to be used in the research. Additionally, augmented reality flashcards developed by FenAR related to solid, gas, and liquid pressures were used in the experimental group. The collected data were analyzed using the SPSS 25 package program. At the beginning of the study, it was determined that students' academic achievements were similar. Significant achievement was obtained in the experimental group, where augmented reality was used, compared to the class taught with a constructivist approach. Augmented reality, used as an educational tool, provided students with the opportunity to make abstract concepts more concrete and visually experience them. It can be concluded that especially complex science topics, when taught with augmented reality, become more understandable through 3D modeling and interactive simulations.

Keywords

Science education, augmented reality, achievement, experimental research

Ethical Statement

Ethical Committee Permission Information Name of the board that carries out ethical assessment: Çukurova University Social and Humanities Scientific Research and Publication Ethics Board The date and number of the ethical assessment decision: 01.06.2023 -10

References

• Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
• Akınoğlu, O., & Tandoğan, R. Ö. (2007). The effects of problem-based active learning in science education on students’ academic achievement, attitude and concept learning. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 71-81.
• Aktamış, H., & Arıcı, V. A. (2013). Sanal gerçeklik programlarının astronomi konularının öğretiminde kullanılmasının akademik başarı ve kalıcılığa etkisi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 58-70.
• Aktepe, V., & Aktepe, L. (2009). Fen ve teknoloji öğretiminde kullanılan öğretim yöntemlerine ilişkin öğrenci görüşleri: Kırşehir BİLSEM örneği. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1), 69-80.
• Alhalabi, W. (2016). Virtual reality systems enhance students’ achievements in engineering education. Behavior & Information Technology, 35(11), 919-925.
• Alkhamisi, A. O., Arabia, S., & Monowar, M. M. (2013). Rise of augmented reality: Current and future application areas. International journal of internet and distributed systems, 1, 25-34. http://doi.org/10.4236/ijids.2013.14005
• Almasseri, M., & AlHojailan, M. I. (2019). How flipped learning based on the cognitive theory of multimedia learning affects students' academic achievements. Journal of Computer Assisted Learning, 35(6), 769-781. http://doi.org/10.1111/jcal.12386
• Arıcı, F., Yıldırım, P., Çalıklar, Ş., & Yılmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142. https://doi.org/10.1016/j.compedu.2019.103647
• Arvanitis, T. N., Williams, D. D., Knight, J. F., Baber, C., Gargalakos, M., Sotiriou, S., & Bogner, F. X. (2011). A human factors study of technology acceptance of a prototype mobile augmented reality system for science education. Advanced Science Letters, 4(11-12), 3342-3352. https://doi.org/10.1166/asl.2011.2044
• Aydoğdu, M. & Kesercioğlu, T. (2005) (Eds.). İlköğretimde fen ve teknoloji öğretimi. Anı Yayın.
• Ayvacı, H. Ş. (2021) (Ed.). Fen öğretiminde model ve modelleme. Pegem Akademi.
• Balbağ, M. Z., Leblebiciler, K., Karaer, G., Sarıkahya, E., & Erkan, Ö. (2016). Türkiye’de fen eğitimi ve öğretimi sorunları. Eğitim ve Öğretim Araştırmaları Dergisi, 5(3), 12-23.
• Bernarduzzi, L. F., Bernardi, E. M., Ferrari, A., Garbarino, M. C., & Vai, A. (2021). Augmented reality application for handheld devices. Science & Education, 30, 755-773.
• Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education-cases, places and potentials. Educational Media International, 51(1), 1-15.
• Cai, S., Chiang, F.-K., Sun, Y., Lin, C., & Lee, J. J. (2017). Applications of augmented reality based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778-791. http://doi.org/10.1080/10494820.2016.1181094
• Can, B., Savran-Gencer, A., Yıldırım, C., & Bahtiyar, A. (2016). Fen öğretiminde probleme dayalı öğrenme. Pegem Akademi.
• Carmigniani, J., Furht, B., Anisetti, M., Ceravolo, P., Damiani, E., & Ivkovic, M. (2011). Augmented reality technologies, systems and applications. Multimedia Tools, 51, 341-377. http://doi.org/10.1007/s11042-010-0660-6
• Çepni, S. (2016) (Ed.). Kuramdan uygulamaya fen ve teknoloji öğretimi. Pegem Akademi.
• Chiang, T. H. C., Yang, S. J. H., & Hwang, G. (2014). Students' online interactive patterns in augmented reality-based inquiry activities. Computers and Education, 78, 97-108.
• Chin, K. Y., & Wang, C. S. (2021). Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest. Australasian Journal of Educational Technology, 37(1), 27-42. https://doi.org/10.14742/ajet.5841
• Çoban, G. Ü., Akpınar, E., Baran, B., Sağlam, M. K., Özcan, E., & Kahyaoğlu, Y. (2016). The evaluation of” technological pedagogical content knowledge-based argumentation practices” training for science teachers. Education & Science, 41(188), 1-33.
• Cohen, L., Manion, L. & Morrison, K. (2018). Research methods in education. Routledge.
• Collier, J.E. (2020). Applied structural equation modeling using AMOS basic to advanced techniques. Routledge.
• Craig, A. B. (2013). Understanding augmented reality: Concepts and applications. Morgan Kaufma
• Crawford, A. B. (2007). Learning to teach science as inquiry in the rough and tumble of practice. Journal of Research in Science Teaching, 44(4), 613-642.
• Creswell, J. W., & Guetterman, T. C. (2019). Educational research planning, conducting and evaluating quantitative and qualitative research. Pearson.
• Denis, D. J. (2019). SPSS data analysis for univariate, bivariate, and multivariate statistics. Wiley.
• Denscombe, M. (2020). Research proposals a practical guide. Mc Graw Hill.
• Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education, 16(3), 40-48.
• Field, A. (2018). Discovering statistics using IBM SPSS Statistics. Sage.
• Finch, W.H., Immekus, J.C.& French, B.F. (2016). Applied psychometrics using SPSS and AMOS. Information Age Publishing.
• Furht B. (2011). Handbook of augmented reality. Springer
• George, D. & Mallery, P. (2019). IBM SPSS statistics 25 step by step a simple guide and reference. Routledge.
• Gnidovec, T., Zemlja, M., Dolenec, A., & Torkar, G. (2020). Using augmented reality and the structure–behavior-function model to teach lower secondary school students about the human circulatory system. Journal of Science Education and Technology, 29(6), 774-784.
• Graham, M., M. Zook., & A. Boulton (2013). Augmented Reality in the Urban Environment: contested content and the duplicity of code. Transactions of the Institute of British Geographers, 38(3), 464-479.
• Gün, E., & Atasoy, B. (2017). The effects of augmented reality on elementary school students’ spatial ability and academic achievement. Education and Science, 42(191), 31-51.
• Gunbayi, I. & Sorm, S. (2020). Social paradigms in guiding management, social development and social. Pegem Akademi
• Gürlen, E., Demirkaya, A. S., & Doğan, N. (2019). Uzmanların PISA ve TIMMS sınavlarının eğitim politika ve programlarına etkisine ilişkin görüşleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 52, 287-319.
• Hassapopoulou, M. (2018). From distracted to distributed attention: expanded learning through social media, augmented reality, remixing, and activist geocaching. Digital Humanities Quarterly, 12(2), 1-31.
• Hsiao, K., Chen, N., & Huang, S.Y. (2012). Learning while exercising for science education in augmented reality among adolescents. Interactive Learning Environments, 20(4), 331-349.
• Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72-82. http://doi.org/10.1016/j.compedu.2016.02.008
• Hwang, G.J., Wu, P.H., Chen, C.C., & Tu, N.T. (2016). Effects of an augmented reality based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906.
• Ibanez, M. B., Di Serio, A., Villaran, D., & Kloos, C. D. (2016). Support for augmented reality simulation systems: The effects of scaffolding on learning outcomes and behavior patterns. IEEE Transactions on Learning Technologies, 9(1), 46-56.
• Jamali, S. S., Shiratuddin, M. F., Wong, K. W., & Oskam, C. L. (2015). Utilizing mobile-augmented reality for learning human anatomy. Procedia, Social and Behavioral Sciences, 197, 659-668. https://doi.org/10.1016/j.sbspro.2015.07.054
• Johnson, R.B. & Christensen, L. (2020). Educational research quantitative, qualitative, and mixed approaches. Sage.
• Karagözlü, D. (2021). Creating a Sustainable Education Environment with Augmented Reality Technology. Sustainability, 13(11), 5851. http://doi.org/10.3390/su13115851
• Ke, F., & Hsu, Y.C. (2015). Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning. The Internet and Higher Education, 26, 33-41. http://doi.org/10.1016/j.iheduc.2015.04.003
• Keth, T.Z. (2019). Multiple regression and beyond an introduction to multiple regression and structural equation modeling. Routledge.
• Kılıç, İ., & Moralar, A. (2015). Fen eğitiminde probleme dayalı öğrenme yaklaşımının akademik başarı ve motivasyona etkisi. Pegem Eğitim ve Öğretim Dergisi, 5(5), 625-636
• Kırbaçlar, F. G. (2018). İşbirlikli öğrenme ortamlarında fen öğretimi: Kuramdan uygulamaya. Çağlayan Kitabevi.
• Kırıkkaya, E. B., & Başgül, M. Ş. (2019). The effect of the use of augmented reality applications on the academic success and motivation of 7th grade students. Journal of Baltic Science Education, 18(3), 362-378. http://doi.org/10.33225/jbse/19.18.362
• Kırıkkaya, E. B., & Şentürk, M. (2018). The impact of using augmented reality technology in the solar system and beyond unit on the academic achievement of the students. Kastamonu Education Journal, 26(1), 181-189. https://doi.org/10.24106/kefdergi.375861
• Kline, R.B. (2016). Principles and practice of structural equation modeling. The Guilford Press.
• Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load: Learning anatomy. Anatomical Sciences Education, 9(5), 411-421. https://doi.org/10.1002/ase.1603
• Lai, A. F., Chen, C. H., & Lee, G. Y. (2019). An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory. British Journal of Educational Technology, 50(1), 232-247.
• Laine, T. H., Nygren, E., Dirin, A., & Suk, H.-J. (2016). Science spots AR: A platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507-531. http://doi.org/10.1007/s11423-015-9419-0
• Landis, J. R. & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174. https://www.jstor.org/stable/2529310
• Lee, J. (2020). Problem-based gaming via an augmented reality mobile game and a printed game in foreign language education. Education and Information Technologies, 27, 743-771.
• Lin, H. K., Chen, M., & Chang, C. (2015). Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interactive Learning Environments, 23(6), 799-810. http://doi.org/10.1080/10494820.2013.817435
• Lu, S., & Liu, Y. (2015). Integrating augmented reality technology to enhance children's learning in marine education. Environmental Education Research, 21(4), 525-541.
• Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. http://doi.org/10.1016/j.learninstruc.2017.12.007
• Martin-Gonzalez, A., Chi-Poot, A., & Uc-Cetina, V. (2016). Usability evaluation of an augmented reality system for teaching Euclidean vectors. Innovations in Education and Teaching International, 53(6), 627-636. http://doi.org/10.1080/14703297.2015.1108856
• Moro, C., Stromberga, Z., Raikos, A., & Stirling, A. (2017). The effectiveness of virtual and augmented reality in health sciences and medical anatomy. Anatomical Sciences Education, 10(6), 549-559. http://doi.org/10.1002/ase.1696
• Mystakidis, S., Christopoulos, A., & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27(2), 1883-1927.
• OECD (2016). PISA 2015 Assessment and analytical framework: science, reading, mathematic and financial literacy. PISA, OECD Publishing.
• OECD (2019). PISA 2018 Assessment and analytical framework. OECD Publishing
• Önal, N. T., & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies, 26, 4573-4599. https://doi.org/10.1007/s10639-021-10474-7
• Özdemir, E. B., & Sarıkaya, M. (2012). The investigation of the effect of problem based learning to the academic achievement and the permanence of knowledge of prospective science teacher: The problem of the boiler stone. Procedia-Social and Behavioral Sciences, 46, 4317-4322. http://doi.org/10.1016/j.sbspro.2012.06.247
• Özerbaş, M. A., & Safi, B. N. (2022). TIMSS ve PISA’DA başarılı olan ülkeler ve Türk öğretmen yetiştirme sistemlerinin karşılaştırmalı olarak incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23(2), 1960-1992.
• Pendit, U. C., Zaibon, S. B., & Bakar, J. A. A. (2015). Conceptual model of mobile augmented reality for cultural heritage site towards enjoyable informal learning aspect. Jurnal Teknologi, 77(29), 123-129.
• Rabbi, I., Ullah, S., & Alam, A. (2015). Marker based tracking in augmented reality applications using artoolkit: A case study. The Journal of Engineering & Applied Sciences, 34(1), 15-35.
• Radu, I. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543.
• Sadi, Ö., & Harman, G. (2022). İlkokulda uygulamalı fen öğretimi. Nobel Yayıncılık.
• Singh, G., Mantri, A., Sharma, O., Dutta, R., & Kaur, R. (2019). Evaluating the impact of the augmented reality learning environment on electronics laboratory skills of engineering students. Computer Applications in Engineering Education, 27(6), 1361-1375.
• Singhal, S., Bagga, S., Goyal, P., & Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49(15), 1-5.
• Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers and Education, 79, 59-68.
• Squire, K. D., & Jan, M. (2007). Mad city mystery: developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29. https://doi.org/10.1007/s10956-006-9037-z
• Stockemer, D. (2019). Quantitative methods for the social sciences a practical introduction with examples in SPSS and STATA. Springer.
• Tabachnick, B. G. & Fidel, L.S. (2013). Using multivariate statistics. Pearson.
• Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior, 108, 106316.
• Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506-524.
• Turan, Z., Meral, E., & Şahin, I. F. (2018). The impact of mobile augmented reality in geography education: Achievements, cognitive loads and views of university students. Journal of Geography in Higher Education, 42(3), 427-441.
• Wagner, W.E. (2015). Using IBM SPSS statistics for research methods and social science statistics. Sage.
• Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221-234.
• Yahsi, Ö., & Kirkic, K. A. (2020). PISA ve TIMMS uygulamalarının okullara olan etkisinin okul yönetici görüşlerine göre incelenmesi: İzmir örneği. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 11(22), 323-347.
• Yen, J.C., Tsai, C.H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia, Social and Behavioral Sciences, 103, 165-173. https://doi.org/10.1016/j.sbspro.2013.10.322
• Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology & Society, 20(1), 156-168.
• Yu, J., Denham, A. R., & Searight, E. (2022). A systematic review of augmented reality game-based learning in STEM education. Educational Technology Research and Development, 70(4), 1169-1194. http://doi.org/10.1007/s11423-022-10122-y