The Effect of Augmented Reality Applications in Science Education on Academic Achievement and Retention of 6th Grade Students

Abstract

The role of technology literacy in education, which is one of the 21st century skills that students should have, is very important. This study examines the effect of augmented reality (AR) applications, which is a new technology, on students' academic achievement and the level of recalling the learned knowledge. In this study, quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was used. The study was carried out with a total of 50 students, 24 in control and 26 in experimental groups, studying in the 6th grade of a secondary school in the Odunpazarı district of Eskisehir. The study lasted for 9 weeks, covering the Solar System and Eclipses unit and the Systems in Our Body unit of the 6th grade Science curriculum. During the process, the lessons instructed in the experimental group (EG) were supported by AR applications, whereas only the textbook was used in the control group (CG). The tools used in data collection were “the Solar System and the Systems in Our Body achievement test”, developed by the researcher and a semi-structured interview form for AR applications. Independent samples t-test, covariance analysis (ANCOVA) and descriptive analysis were used in the analysis of the data obtained from the achievement test. Content analysis was used in the analysis of the data obtained from the interview form. As a result of the research, it was observed that the use of AR applications in the processing of the course was effective in increasing the academic success of the students in the EG and in the permanence of the information they learned compared to the students in the CG, who only used the textbook. In addition the following findings were revealed: students have not used AR applications before, these applications were effective in increasing the academic success of the students, the knowledge that they have learned was permanent mostly because of the 3D feature of the technology, the applications worked smoothly and it may be useful to use them in other courses. Based on these results, it is suggested to use AR applications more frequently and actively in all topics of science and in all grade levels of secondary school.

Keywords

• Retention
• Permanence
• Augmented Reality
• Virtual Reality
• Science education

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