The Effect of the Augmented Reality Applications in Science Class on Students' Cognitive and Affective Learning

Abstract

This study aims to determine how effective science teaching with augmented reality-based teaching material (science cards) is compared to the science curriculum prescribed methods on students' academic achievement and their views on augmented reality application. As a study group, 63 students who were studying in a 7th grade in a secondary school in Antalya in the 2019-2020 academic years were selected. Mixed research design was used in the research. In the quantitative side of the research, the control group and the experimental group who are taught using the augmented reality (science cards) were compared in terms of achievement. In the qualitative side on the other hand, interview and observation data were used. The results of the research have shown that while Augmented Reality (AR) applications increase students' achievement, contribute to the meaningful learning of abstract subjects, AR applications also increase the students' interest and motivation towards science lesson.

Keywords

• Augmented reality
• science education
• STEM education

References

1. Abdüsselam, M. S. ve Karal, H. (2012). The effect of mıxed realıty envıronments on the students’ academıc achıevement ın physıcs educatıon: 11th grade magnetısm topıc example. Journal of Research in Education and Teaching, 1 (4), 170-181.
2. 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.
3. Aslan, R. (2017). Internatıonal competıtıve new possıbılıtıes: vırtual realıty, ıncreased realıty and hologram.. Journal detail, 5(49), 21-26.
4. Arvanitis, T. N., Petrou, A., Knight, J. F., Savas, S., Sotiriou, S., Gargalakos, M. ve Gialouri, E. (2007). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and Ubiquitous Computing, 13(3), 243-250
5. Avcı, A.F., Taşdemir. Ş.(2019). Perıodıc table teachıng wıth augmented and vırtual realıty. Journal of Selcuk-Technic. Volume 18, Number:2
6. Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385.
7. Azuma, R. T. (1999). The challenge of making augmented reality work outdoors. Mixed reality: Merging real and virtual worlds, 1, 379‐390
8. Billinghurst, M. (2002). Augmented Reality in Education. New Horizons for Learning, 12(5), 1-5.

9. Buluş Kırıkkaya, E., ve 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 January 2018 Volume:26 Issue:1, 181-189. doi:10.24106/kefdergi.375861
10. Chiang, T., Yang, S., and Hwang, G.-J. (2014). An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society, 352-365.
11. Chen, C. ve Wang, C.-H. (2015). Employing augmented-reality-embedded instruction to disperse the imparities of individual differences in earth science learning. Journal of Science Education and Technology, 24(6), 835–847.
12. Çetinkaya, H. H. ve Akçay, M. (2013). Augmented Reality Applications in Educational Environments. Academic Informatics Conference, 23-25 Ocak 2013, Antalya: Akdeniz Üniversitesi.
13. Cresswell, J.W ve Plano Clark, V.L. (2014). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications, Inc.
14. Creswell, J.W. ve Plano Clark, V.L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage Publications, Inc.
15. Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311. http://doi.org/10.1007/s40692-014-0021-y
16. Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2012). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586–596.
17. Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations and Research, 16(3), 40-48.
18. Farias, L., Dantas, R., & Burlamaqui, A. (2011, September). Educ-AR: A tool for assist the creation of augmented reality content for education. In Virtual Environments Human-Computer Interfaces and Measurement Systems (VECIMS), 2011 IEEE International Conference on (pp. 1-5). IEEE.
19. Furió, D., Juan, M.-C., Segui, I. ve Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), 189–201. Gopalan, V., Zulkifli, A. N., & Bakar, J. A. A. (2016). A study of students’ motivation using the augmented reality science textbook. In F. A. A. Nifa, M. N. M. Nawi, & A. Hussain (Eds.), Proceedings of AIP Conference,1761(1), AIP Publishing.
20. 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, 1-8.
21. Karasar, N. (2016). Scıentıfıc research method: concepts principles techniques. Ankara: Nobel Academic Publishing
22. Korucu, A.T.; Usta, E. & Yavuzaslan, İ.F. (2016). Using Augmented Reality in Education: A Content Analysis of the Studies in 2007-2016 Period. Journal of Subject Teaching Research, 2(2), 84-95.
23. Patirupanusara, P. (2012). Marker-Based Augmented Reality Magic Book for Anatomical Education. International Conference on Computer and Communication Technologies (ICCCT'2012), (s. 136-138). Phuket
24. Perez-Lopez, D. ve Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology - TOJET, 12(4), 19–28.
25. Sırakaya, M., ve Alsancak Sırakaya, M. (2018). The Effect of Augmented Reality Use in Science Education on Attitude and Motivation. Kastamonu Education Journal, 26(3), 887-896. doi:10.24106/kefdergi.415705
26. Singhal, S., Bagga, S., Goyal, P. ve Saxena, V. (2012). Augmented chemistry: Interactive education system. International Journal of Computer Applications, 49(15), 1-5. Uluyol, Ç, & Eryilmaz, S. (2014). Examining pre-service teachers’ opinions regarding to augmented reality learning. GEFAD Gazi University Journal of Gazi Education Faculty, 34(3). doi:10.17152/gefad.88379
27. Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y. ve Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education.Computers ve Education, 62, 41–49.
28. Yalçın Çelik, A. (2019). Preservice Biology and Chemistry Teachers’ Experience of Augmented Reality Materials. Karaelmas Journal of Educational Sciences 7 (2019) 123-132
29. Yıldız, Ş. ve Beşoluk, Ş. (2019). The ınvestigation of the effect of problem based teaching approach on students' problem solving skills and academic achievements in science course, Journal Of Individual Differences İn Education, 1(1), 50-68.
30. Yıldırım, A. ve Şimşek, H. (2013). In social sciences qualitative research methods (9. printing). Ankara: Seçkin Publishing.
31. Wu, H.K., Lee, S. W. Y., Chang, H. Y. ve Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education, Computers and Education, 62, 41-49.