The Effect of Augmented Reality Applications on Secondary School Students’ Achievement of Atom Models and Theirs Attitudes

Abstract

The aim of this study is to examine the effects of Augmented Reality (AR) applications, which are a new approach in education, on students' achievement and attitudes. For this purpose, on the basis of science education, a content, which was consistent with the syllabus, about atomic structure and atom models in the topic of structure and properties of matter was developed by the experts for the 7th grade students in secondary education and AR applications were integrated into the content. The Vuforia SDK software was used to design the content. The study was conducted on 205 secondary school students from six classes enrolled in a school in province of Gaziantep, in 2017-2018 academic year. Experimental group (n=103) and control group (n = 102) were randomly assigned. In this study, pretest-posttest with control group quasi-experimental design was used. The data of the study were collected using the achievement test, the Augmented Reality Applications Attitude Scale (ARAAS) and a semi-structured interview. The quantitative data were analyzed using t test while the qualitative data were analyzed using descriptive analysis. The results of the statistical analysis indicated that the teaching method integrated with AR applications was a more successful method in promoting students' achievement of Atomic Structure and Atom Models compared to the traditional teaching method. In addition, students with a high level of interest in technology have been more successful in the tests than those with less interested. On the other hand, the data from the ARAAS applied to the experimental group indicated that student attitudes are positive, they are satisfied with using the AR, they do not carry concerns about use and they want to use them in different courses in the future. The experimental group students, through the semi-structured interview form, reported that the AR applications made significant contributions to the educational environment and the teaching process.

Keywords

• Augmented Reality
• Science Education
• Academic Success
• Attitude
• Atomic Structure
• Atomic Models.

References

1. Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
2. Billinghurst, M. (2002). Augmented reality in education. New Horizons for Learning, 12(5), December 2002.
3. Burak, D. (2022). Örnekleme Yöntemleri. H. Tabak, B. Dünya Aksu & F. Şahin (Eds.), Eğitimde araştırma yöntemleri içinde (126-154). Ankara: Pegem Akademi.
4. Cheng, K-H., & Tsai, C-C. (2012). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449-462.
5. Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
6. Erbaş, Ç. (2016). The effects of mobile augmented reality applications on students' academic achievement and motivation. (Unpublished masters‘ thesis). Süleyman Demirel University, Isparta.
7. Finkelstein, N. D., Perkins, K. K., Adams, W., Kohl, P., & Podolefsky, N. (2005). Can computer simulations replace real equipment in undergraduate laboratories? In AIP Conference Proceedings, Department of Physics University of Colorado. 101-108.
8. Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244–260.

9. Hwang, G. J., Chu, H. C., Lin, Y. S., & Tsai, C. C. (2011). A knowledge acquisition approach to developing mindtools for organizing and sharing differentiating knowledge in a ubiquitous learning environment. Computers & Education, 57, 1368-1377.
10. İbili, E., & Şahin, S. (2013). Software Design and Development of an Interactive 3D Geometry Book Using Augmented Reality: ARGE3D. Afyon Kocatepe University Journal of Science and Engineering, 13(1), 1-8.
11. İspir, B., Okumuş, S., Küçük, S., & Yıldız, A. (2024). Developing augmented reality activity design skills of preservice science teachers and ınvestigating the usefulness of blippar software. Authorea Preprints.
12. İşman, A., Baytekin, Ç., Balkan, F., Horzum, M. B., & Kıyıcı, M, (2002). Science education and structuralism approach. The Turkish Online Journal of Educational Technology, 1(1), 41-47.
13. Karal, H., & Abdüsselam, M. S. (2015). Artırılmış gerçeklik, B. Akkoyunlu, A. İşman & H. F. Odabaşı (Ed.), .Eğitim Teknolojileri Okumaları içinde (pp 149-176). Ankara: TOJET- Turkish Online Journal of Educational Technology.
14. Karaman, Ö. (2011). İlköğretim okullarında şiddetin yaygınlığı: okul iklimi, okul kültürü ve fiziksel özellikler. (Yayımlanmamış Yüksek Lisans Tezi). Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü.
15. Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). “Making it real”: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174.
16. Kim, K., Grabowski, B. L., & Sharma, P. (2004). Designing a classroom as a learner-centered learning environment prompting students' reflective thinking in K-12. Association for Educational Communications and Technology, 339-347.
17. Küçük, S., Yılmaz, R., Baydaş, Ö., & Göktaş, Y. (2014). Augmented reality applications attitude scale in secondary schools: Validity and reliability study. Education and Science, 39(176), 383-392.
18. Küçük, S., Turan, Z., Özkan, Ç. N., Taş, Y. F., & Gürsoy, T. (2024). An innovative approach in middle school science courses: effects of collaborative augmented reality activities on motivation, cognitive load, and satisfaction. Interactive Learning Environments, 1-19.
19. Lin, H. C. K., Hsieh, M. C., Wang, C. H., Sie, Z. Y., & Chang, S. H. (2011). Establishment and usability evaluation of an interactive AR learning system on conservation of fish. Turkish Online Journal of Educational Technology-TOJET, 10(4), 181-187.
20. Novak, D., Wang, M., & Callaghan, V. (2012). Looking in, looking out: A discussion of the educational affordances of current mobile augmented reality technologies. In J. Jia (Ed.), Educational stages and interactive learning: From kindergarten to workplace training. Hershey, PA: IGI Global.
21. Öztürk, T., & Güven, B. (2012). Etkili bir matematik öğrenme ortamının sahip olması gereken özelliklerine ilişkin öğretmen görüşleri, X. Ulusal Fen ve Matematik Eğitimi Kongresi, 454, Niğde Üniversitesi, 27-30 Haziran 2012.
22. Rizov, T., & Rizova, E. (2015). Augmented reality as a teaching tool in higher education. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(1), 7-15.
23. Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students”, in augmented reality toolkit. The First IEEE International Workshop (Vol. 8), 1-8, Germany, September 2002.
24. Starner, T., Mann, S., Rhodes, B., Levine, J., Healey, J., Kirsch, D., Picard, R., & Pentland, A. (1997). Augmented reality through wearable computing. Presence: Teleoperators and Virtual Environments, 6(4), 386-398.
25. Şen, A. İ. (2001). New approaches in physics education supported with computers. Gazi University Gazi Faculty of Education Journal, 21(3), 61-71.
26. Talan, T., Yilmaz, Z.A., & Batdi, V. (2022). The effects of augmented reality applications on secondary students' academic achievement in science course. Journal of Education in Science, Environment and Health (JESEH), 8(4), 332-346. https://doi.org/10.55549/jeseh.1193695
27. Vilkoniene, M. (2009). Influence of augmented reality technology upon pupils' knowledge about human digestive system: the results of the experiment. Online Submission, 6(1), 36-43.
28. Wilson G. B. (1996). What is the Constructivist Learning Environment?, Brent g. Wilson (Ed.), Constructivist Learning Environments: Case Studies in İnstructional Design. USA, 310-312.
29. Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570–585.
30. Yaşar, Ş. (1998). Structuralist theory and learning-teaching process. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 8(1-2), 68-75.
31. Yen, J. C., Tsai, C. H., & Wang, J. Y.(2012). The effects of augmented reality on students’ moon phases concept learning and their conceptual changes of misconception, International Conference on Business and Information. Sapporo, Japan, July 2012.
32. Yıldırım, A., & Şimşek, H. (2006). Sosyal bilimlerde nitel arastirma yöntemleri. Ankara: Seçkin Yayıncılık,
33. Yılmaz, Z. A., & Batdı, V.,(2016). A meta-analytic and thematic comparative analysis of the integration of augmented reality applications into education. Education and Science, 41(188), 273-289.
34. Yilmaz, Z. A., & Batdi, V. (2021). Meta-analysis of the use of augmented reality applications in science teaching. Journal of Science Learning, 4(3), 267-274.
35. Yiğit, N., & Akdeniz, A. R., 2003. The Effect of computer-assisted activities on student achievement in physics course: Electric circuits sample. Gazi University Journal of Gazi Education Faculty, 23(3), 99-113.
36. Yuen, S., Yaoyuneyong, G., & Johnson, E., 2011. Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.
37. Yusoff Z., & Dahlan, H. M. (2013). Mobile based learning: an integrated framework to support learning engagement through augmented reality environment. International Conference on Research and Innovation in Information Systems (ICRIIS), 251-256, Kuala Lumpur, Malaysia, November 2013.