The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming

Year 2022, Volume: 9 Issue: 3, 226 - 247, 01.05.2022

Hakan Cevahir , Muzaffer Özdemir , Meltem Huri Baturay

https://doi.org/10.17275/per.22.63.9.3

Cited By: 10

Abstract

This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.

Keywords

Augmented reality, animation-based education, programming education, worked examples

References

• Abdüsselam, M. S. (2014). Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Journal of Education and Instruction, 4(1), 59-74.https://doi.org/10.14527/pegegog.2014.004
• Acar, S. (2009). The Effects of ARCS Motivation Strategies on Learners Academic Successes Permanences of Learning, Motivations and Attitudes in Web Supported Performance Based (Doctoral dissertation). Ankara: Gazi University Educational Sciences Institute.
• Adesope, O. O., & Nesbit, J. C. (2013). Animated and Static Concept Maps Enhance Learning from Spoken Narration. Learning and Instruction(27), 1-10.
• Akbaba, S. (2006). Eğitimde Motivasyon [Motivation in Education]. Journal of Kazım Karabekir Education Faculty (13), 343-361.
• Altunışık, R., Coşkun, R., Bayraktaroğlu, S., & Yıldırım, E. (2005). Sosyal bilimlerde araştırma yöntemleri: SPSS uygulamalı.[Research methods in social sciences: SPSS applied.] Sakarya: Sakarya Bookstore.
• Amabile, T. M. (1983). Motivation and Creativity: Effects of Motivational Orientation Creative Writers. ERIC Document Reproduction Service No: 240445.
• Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385.https://doi.org/10.1162/pres.1997.6.4.355
• Bacanlı, H. (2003). Gelişim ve Öğrenme [Development and Learning]. Ankara: Nobel Publishing.
• Berney, S., & Betrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education(101), 150-167.
• Betrancourt, M., & Tversky, B. (2000). Effects of Computer Animation on User's Performance: A review. Le Travail Humain, 63(4), 311-330.
• Catrambone, R., & Seay, A. F. (2002). Using animation to help students learn computer algoritms. Human Factors: The Journal of the Human Factors and Ergonomics Society 44(3), 495-511.https://doi.org/10.1518/0018720024497637
• Chiou, C., Tien, L., & Lee, L. (2015). Effects on Learning of Multimedia Animation Combined with Multidimensional Concept Maps. Computers & Education(80), 221-223.https://doi.org/10.1016/j.compedu.2014.09.002
• Cohen, J. (1988). Statistical Power and Analysis for the Behavioral Sciences (2 ed.). NJ: Lawrence Erlbaum Associates.
• Collins, M. A., & Amabile, T. M. (2007). Motivation and Creativity. R. J. Sternberg içinde, Handbook of Creativity (s. 297-312). Newyork: Cambridge University Press.
• Crippen, K. J., & Earl, B. L. (2007). The Impact of Web-Based Worked Examples and Self-Explanation on Performance, Problem Solving and Self-Efficacy. Computers & Education, 49(3), 809-821.https://doi.org/10.1016/j.compedu.2005.11.018
• Daşdemir, İ., & Doymuş, K. (2016). The Effect of Using Animation on Primary Science and Technology Course Students’ Academic Achivement, Retention of Knowledge and Scientific Process Skills. Pegem Journal of Education and Instruction, 2(3), 33-42.
• Erişti, S. D., Kuzu, A., Yurdakul, I. K., Akbulut, Y., & Kurt, A. A. (2013). Scientific Research Methods. Eskişehir: Anadolu University.
• Ersoy, H., Duman, E., & Öncü, S. (2016). Arttırılmış Gerçeklik ile Motivasyon ve Başarı: Deneysel Bir Çalışma [Motivation and Success with Augmented Reality: An Experimental Study]. Journal of Instructional Technologies & Teacher Education, 5(1), 39-44.
• Fidan, N. (1997). Okulda Öğrenme ve Öğretme [Learning and Teaching at School]. Ankara: Alkim Publishing House.
• Freedman, M. P. (1997). Relationship Among Laboratory Instruction, Attitute toward Science, and Achievement Science Knowledge. Journal of Research in Science Teaching, 34(4), 343-357.
• Guthrie, J. T., & Wigfield, A. (2000). Engagement and Motivation in Reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr, Handbook of Reading Research (3 ed., pp. 403-422). Newyork: Longman.
• Hegarty, M., Kriz, S., & Cate, C. (2003). The Roles of Mental Animations and External Animations in Understanding Mechanical Systems. Cognition and Instruction, 21(4), 325-360.https://doi.org/10.1207/s1532690xci2104_1
• Hodhod, R., Fleenor, H., & Nabi, S. (2014). Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills. Workshop Proceedings of the 10Th International Conference on Intelligent Environments, (pp. 273-284).https://doi.org/10.3233/978-1-61499-411-4-273
• Höffler, T. N., & Leutner, D. (2007). Instructional Animation Versus Static Pictures: A Meta-Analysis. Learning and Instruction, 17(6), 722-738.https://doi.org/10.1016/j.learninstruc.2007.09.013
• Huck, S. W. (2008). Reading Statistics and Research (5th Edition). Boston, USA: Allyn & Bacon. ISBN:0205510671.
• Ibáñez, M. B., Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with Electromagnetism Using Augmented Reality: Impact on Flow Students Experience and Educational Effectiveness. Computers & Education, 71, 1-13.https://doi.org/10.1016/j.compedu.2013.09.004
• Keller, J. M. (1983). Motivational Design of Instruction. In C. M. Riegeluth, Instructional Design Theories and Models (pp. 386-434). Hillsdale: NJ: Lawrence Erlbaum. ISBN:0898592755.
• Kirner, T. G., Reis, F. V., & Kirner, C. (2012). Development of an interactive book with augmented reality for teaching and learning geometric shapes. Information Systems and Technologies, 1-6. https://doi.org/10.2190/ec.46.2.d
• Kutu, H., & Sözbilir, M. (2011). Adapting Instructional Materials Motivation Survey into Turkish: Reliability and Validity Study. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 1(5), 292-312.
• Küçük, S., Yılmaz, R. M., & Göktaş, Y. (2014). Augmented Reality for Learning English: Achievement, Attitude and Cognitive Load Levels of Students. Education and Science, 39(176), 393-404.https://doi.org/10.15390/eb.2014.3595
• Küçük, S., Yılmaz, R. M., Baydaş, Ö., & Göktaş, Y. (2014). Augmented reality applications attitude scale in secondary schools: validity and reliability study. Education and Science, 39(176), 383-392.https://doi.org/10.15390/eb.2014.3590
• Lin, T., Duh, H. B., Li, N., Wang, H., & Tsai, C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314-321.https://doi.org/10.1016/j.compedu.2013.05.011
• Luzόn, J. M., & Letόn, E. (2015). Use of Animated Text to Improve the Learning of Basic Mathematics. Computers & Education(88), 119-128.
• Moreno, R., & Mayer, R. E. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326.https://doi.org/10.1007/s10648-007-9047-2
• Morgan, T. C. (2005). Psikolojiye Giriş [Introduction to Psychology]. Ankara: Eğitim Bookstore Publishing.
• Morrison, J. B., & Tversky, B. (2001). The Ineffectiveness of Animation in Instruction. Extended Abstract of the ACM Conference on Human Factors in Computing Systems, (s. 377-378). Seattle: ACM.
• Önal, N. T., & Söndür, D. G. (2017). I Like Technology Usage in Lessons and Animations in Science! The Journal of Academic Science Studies(55), 97-118.
• Park, O. C., & Gittelman, S. S. (1992). Selective Use of Animation and Feedback in Computer-Based Instruction. Educational Technology, Research, and Development(40), 27-38.
• Rieber, L. P., & Hannafin, M. J. (1988). Effects of Textual and Animated Orienting Activities and Pratice on Learning From Computer-Based Instruction. Computers in the Schools(5), 77-89.
• Rieber, L. P. (1989). The Effects of Computer Animated Eleboration Strategies and Practice on Factual and Application Learning in an Elementary Science Lesson. Journal of Edcational Computing Research(5), 431-444.
• Rieber, L. P., & Kini, A. S. (1991). Theoretical foundations of instructional applications of computer-generated animated visuals. Journal of Computer-Based Instruction,18(3), 83-88.
• Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer of knowledge and on motivation for science and technology learning.Journal of Educational Computing Research, 40(4), 451-467.https://doi.org/10.2190/ec.40.4.d
• Ryan, R., & Deci, E. (2000). Instrictic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology(25), 54-67.
• Salı, J. (2002). Uzaktan Öğretimde Güdüleyici Öğrenme Sistemlerinin Tasarımı. [Design of motivational learning systems in distance education.] Açık ve Uzaktan Eğitim Sempozyumu [Oral presentation presented at the International Open and Distance Education Symposium]. Eskişehir: Anadolu University Open Education Faculty.
• Sarı, U., & Güven, G. B. (2013). The effect of interactive whiteboard supported inquiry-based learning on achievement and motivation in physics and views of prospective teachers toward the instruction. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 7(2), 110-143.http://dx.doi.org/10.12973/nefmed204
• Schunk, D. H. (1991). Self-Efficacy and Academic Motivation. Educational Psychologist (26), 207-231.https://doi.org/10.1080/00461520.1991.9653133
• Schunk, D. H. (2011). Learning Theories and Educational Perspective. Pearson.
• Stebner, F., Kühl, T., Höffler, T. N., & Wirth, J. (2017). The Role of Process Information in Narrations While Learning with Animations and Static Pictures. Computers & Education(104), 34-48.
• Taşkıran, A., Koral, E., & Bozkurt, A. (2015). Artırılmış gerçeklik uygulamasının yabancı dil öğretiminde kullanılması [Using augmented reality application in foreign language teaching]. Academic Informatics 2015 (pp. 462-467). Eskişehir: Anadolu University, 4-6 February 2015.
• Taşdemir, S. (2013). A General View to the Motivation Concept, Motivation Tools and for One Model Proposal Information and Communication Technologies Authority (Administrative Thesis). Information and Communication Technologies Authority.
• Tekdal, M. (2002). Etkileşimli Fizik Simüldaşasyonlarının Geliştirilmesi ve Etkin Kullanılması [Development and Effective Use of Interactive Physics Simulation]. V. National Science and Mathematics Education Congress. Ankara: ODTÜ.
• Thompson, S. V., & Riding, R. J. (1990). Th Effect of Animated Diagrams on the Understanding of a Mathematical Demonstration in 11 to 14 Year Old Pupils. British Journal of Educational Psychology(60), 93-98.
• Tversky, B., Bauer-Morrison, J., & Betrancourt, M. (2002). Animation: Can it Facilitate? International Journal of Human-Computer Studies, 57(4), 247-262.https://doi.org/10.1006/ijhc.2002.1017
• Uluyol, Ç., & Eryılmaz, S. (2014). Examining Pre-Service Teachers' Opinions Regarding to Augmented Reality. Gazi University Journal of Gazi Educational Faculty, 34(3), 403-413.
• Weiss, R. E., Knowlton, D. S., & Morrison, G. R. (2002). Principles for Using Animation in Computer-Based Instruction: Theoretical Heuristics for Effective Design. Computers in Human Behavior 18(4), 465-477.https://doi.org/10.1016/s0747-5632(01)00049-8
• Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners' attitute toward learning in ARIES augmented reality environments.Computers & Education, 68, 570-585.https://doi.org/10.1016/j.compedu.2013.02.014