EKEV Akademi Dergisi 1301-6229 2148-0710 Erzurum Kültür Eğitim Vakfı 10.17753/sosekev.1773813 Classroom Education Sınıf Eğitimi DÖRDÜNCÜ SINIF FEN BİLİMLERİ DERSİNDE ARTIRILMIŞ GERÇEKLİK UYGULAMALARININ AKADEMİK BAŞARIYA ETKİSİ VE ÖĞRENCİLERİN BU UYGULAMALARA KARŞI TUTUMLARI Investigating the Impact of Augmented Reality on Fourth-Grade Students’ Science Achievement and Attitudes https://orcid.org/0000-0001-8289-6362 Kelepçe Osman ATATÜRK ÜNİVERSİTESİ https://orcid.org/0000-0002-2679-5177 Küçük Sevda ATATÜRK ÜNİVERSİTESİ https://orcid.org/0000-0001-6241-2316 Yıldız Ali ATATÜRK ÜNİVERSİTESİ 12 01 2025 104 420 432 08 29 2025 11 08 2025 Copyright © 2013, EKEV Akademi Dergisi 2013 EKEV Akademi Dergisi

Bu çalışmanın amacı, ilkokul dördüncü sınıf fen bilimleri dersinde artırılmış gerçeklik (AG) uygulamalarının öğrencilerin akademik başarıları ile bu teknolojiye yönelik tutumları üzerindeki etkilerini araştırmaktır. Araştırma, nicel yöntemlerden biri olan yarı deneysel desen (ön test–son test kontrol gruplu) kapsamında yürütülmüştür. Verilerin toplanması sürecinde, araştırmacılar 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

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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