TY  - JOUR
T1  - DÖRDÜNCÜ SINIF FEN BİLİMLERİ DERSİNDE ARTIRILMIŞ GERÇEKLİK UYGULAMALARININ AKADEMİK BAŞARIYA ETKİSİ VE ÖĞRENCİLERİN BU UYGULAMALARA KARŞI TUTUMLARI
TT  - Investigating the Impact of Augmented Reality on Fourth-Grade Students’ Science Achievement and Attitudes
AU  - Kelepçe, Osman
AU  - Küçük, Sevda
AU  - Yıldız, Ali
PY  - 2025
DA  - November
Y2  - 2025
DO  - 10.17753/sosekev.1773813
JF  - EKEV Akademi Dergisi
PB  - Erzurum Kültür Eğitim Vakfı
WT  - DergiPark
SN  - 1301-6229
SP  - 420
EP  - 432
IS  - 104
LA  - tr
AB  - Bu çalışmanın amacı, temel eğitim birinci kademe dördüncü sınıf fen bilimleri dersinde artırılmış gerçeklik (AG) uygulamalarının öğrencilerin akademik başarıları ile bu teknolojiye yönelik tutumları üzerindeki etkilerini incelemektir. Araştırma, nicel yöntemlerden biri olan yarı deneysel desen(ön test–son test kontrol gruplu) kapsamında yürütülmüştür. Verilerin toplanması sürecinde, çalışmayı yürüten kişi tarafından tasarlanan çoktan seçmeli bir başarı testi ile geçerliliği ve güvenirliği sağlanmış bir tutum ölçeği kullanılmıştır. Elde edilen veriler üzerinde bağımsız gruplar t-testi, bağımlı gruplar t-testi ve Spearmanrho korelasyon analizi uygulanmıştır. Analiz sonuçları, deney grubunda bulunan öğrencilerin başarı ortalamalarının kontrol grubuna göre anlamlı düzeyde daha yüksek olduğunu ortaya koymuştur(p
KW  - Artırılmış gerçeklik
KW  - Akademik başarı
KW  - Fen bilimleri dersi
KW  - Tutum
N2  - The purpose of this study is to examine the effects of augmented reality (AR) applications on fourth-grade primary school students’ academic achievement and their attitudes toward this technology in the science course. The research was carried out using a quasi-experimental design (pretest–posttest control group), which is one of the quantitative research methods. During the data collection process, a multiple-choice achievement test designed by the researcher and a validated, reliable attitude scale were employed. The collected data were analyzed through independent samples t-test, paired samples t-test, and Spearman’s rho correlation analysis. The analysis results revealed that the mean academic achievement scores of the experimental group were significantly higher than those of the control group (p  < .05). The findings demonstrated that AR-supported instruction contributed positively to students’ learning outcomes. In addition, it was found that the experimental group students held highly positive attitudes toward AR applications and that there was a significant moderate positive relationship between these attitudes and their academic achievement (r ≈ .50, p  < .05). As a conclusion, AR-based learning environments are recommended as an innovative approach in science education that strengthens both conceptual understanding and student motivation.
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UR  - https://doi.org/10.17753/sosekev.1773813
L1  - https://dergipark.org.tr/tr/download/article-file/5194203
ER  -