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- MakaleYalnız künye2026Scopus SJRQ1The effect of augmented reality-enriched stories on altruistic sharing behavior
Kotaman, Hüseyin; Balcı, Aslı; Tutkun, Cansu; Bayram, Zeynep
This study aims to determine the effect of reading augmented reality (AR)-enriched stories related to sharing on children’s altruistic sharing behavior. In recent years, AR applications have been increasingly utilized in early childhood education to enhance engagement and motivation; however, there is limited knowledge about their impact on children’s social and moral development. Addressing this gap, the present study focuses on how interactive, immersive storytelling environments can foster prosocial behaviors, particularly altruistic sharing, in preschool children. A total of 300 children aged 4–6 from 21 kindergarten classrooms participated in the study. The classrooms were randomly assigned to one of three groups: a group that received an AR-enriched sharing storybook, a group that received a non-AR digital sharing storybook, and a group that received a digital storybook unrelated to sharing (control group). The sharing behavior of the participating children was measured before and after the story sessions using a standardized sticker-sharing protocol. Each child was read the story individually, according to their assigned group. The difference between children’s post-story and pre-story sharing behaviors was calculated, and the sharing differences among the three groups were compared using ANOVA. As a result, it was found that the children who listened to the AR-enriched story about sharing showed a significantly greater increase in sharing behavior compared to the other two groups. These findings highlight the potential of AR-supported storybooks as effective pedagogical tools for enhancing altruistic and prosocial behaviors in early childhood education.
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İncele - MakaleYalnız künye2026Scopus SJRQ1The Effect of Inquiry-based Science Learning Supported By Augmented Reality On Scientific Process Skills and Academic Achievement in Preschool
Arici, Faruk
Inquiry-based learning (IbL) is widely recognized as an effective pedagogical approach in early science education; however, young learners often struggle to engage with abstract concepts and sustain inquiry processes. Augmented reality (AR) has the potential to address these challenges by enhancing interaction, visualization, and engagement in learning environments. Although previous studies have demonstrated the positive effects of IbL and AR separately, empirical evidence examining the combined impact of AR-supported IbL on preschool students’ academic achievement and scientific process skills (SPS) remains limited, particularly in early childhood science education. This study aimed to investigate the effects of AR-supported IbL, IbL alone, and the current preschool science curriculum on children’s academic achievement and SPS. In addition, participants’ perspectives on learning experiences, skill development, and instructional activities were explored. A mixed-methods design was employed with three groups: AR-supported IbL, IbL-only, and a control group following the existing curriculum. Quantitative data were collected using achievement and SPS assessments, while qualitative data were collected through repeated teacher observations and in-depth interviews conducted throughout the intervention. Results indicated that AR-supported IbL led to significantly higher academic achievement and SPS than IbL alone or the current curriculum. While IbL was more effective than the curriculum-based approach, integrating AR further strengthened inquiry cycles and particularly enhanced measurement, communication, and prediction skills. Observational and interview data supported these findings by revealing increased curiosity, engagement, and active participation. The findings suggest that integrating AR within inquiry-based pedagogical frameworks can substantially improve the effectiveness of preschool science education. Implications are discussed for curriculum design, teacher professional development, and the development of developmentally appropriate AR-supported learning environments.
- MakaleYalnız künye2026Scopus SJRQ1The effect of digital and traditional methods on learning and retention in preschool education: a comparison of virtual reality, augmented reality, web-based, and manipulative materials
Tutkun, Cansu
The pedagogical use of digital technologies in early childhood education is increasingly prevalent today. Augmented reality, virtual reality, and web-based content have the potential to make children’s learning processes more interactive and lasting. In this context, the study compared the effects of different teaching methods presented with augmented reality, virtual reality, web-based, and manipulative (traditional) materials on children’s learning and retention levels. In the quasi-experimental study, a total of 400 children attending preschool education institutions in Bayburt, Turkey, were divided into four different groups and evaluated using a “pre-test–post-test–retention test” model. The results revealed that the virtual reality group achieved the highest scores in both learning and retention levels, followed by the augmented reality and web-based groups, while the manipulative group demonstrated the lowest performance. In addition, the virtual reality environment was evaluated by children as the most enjoyable and satisfying method, and children in this group were the most willing to use the training again. These results show that digital technologies such as virtual and augmented reality in preschool education should be evaluated as effective tools in terms of achieving pedagogical goals and increasing children’s interest in learning.
- MakaleAçık Erişim2025Secondary School Students' Opinions on Teaching the Structure of the Atom with Augmented Reality Application
Gürbüz, Fatih; Sarioglan, Ayberk Bostan
This study is aimed at developing an achievement test on quadrilaterals for seventh-grade students. The concept of the atom can be visualized in different ways in the mind due to its structure, which the naked eye cannot see. Augmented reality (AR) is one of the applications that can be used to teach such concepts. This study aimed to investigate students' views on the use of AR applications in teaching. Phenomenological design, one of the qualitative research designs, was used in the study. The study group consisted of 26 -graders in a public secondary school. AR application was organized to teach the structure of the atom. Within the scope of the study, an interview form consisting of four open-ended questions prepared by the researchers and submitted to expert opinion for content validity was used as a data collection tool. When the students' answers to the questions were examined, it was determined that they had positive opinions that AR application could be used in other courses and different subjects, that this application was more instructive because it concretized the subject, that it caused a better understanding of the subject it was used in, and that it increased participation in the lesson due to the possibilities of providing three-dimensional images. Suggestions were made based on the results.
- MakaleAçık Erişim2025Scopus SJRQ1Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
Arici, Faruk; Yilmaz, Rabia Meryem
Background: Inquiry-based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video-based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring, understanding and boosting their motivation to learn science (MtLS). Objectives: This study examines the effect of AR and VbL within an IbL environment on students' MtLS and academic achievement. Methods: A mixed-method research design was used, with a quasi-experimental approach for the quantitative aspect and a multiple case study for the qualitative part. Participants included two experimental groups and a control group. Experiment 1 (25 participants) received AR and IbL, Experiment 2 (26 participants) received VbL and IbL and the control group (25 participants) received only IbL instruction. Data were collected using academic achievement tests, MtLS scales and semi-structured interviews. Quantitative data were analysed via ANCOVA using SPSS, whereas qualitative data underwent content analysis. Results and Conclusions: Results indicated that AR technology in the IbL environment was more effective than VbL in enhancing academic achievement and MtLS. The VbL group also performed better than the IbL-only group. With regard to the MtLS subfactors, no significant differences were observed between the groups in terms of motivation for participation. However, Experiment-1 demonstrated significant improvement in motivation for conducting research and motivation for collaboration, compared to Experiment-2 and the control group. Experiment 2 showed significant results compared to the control group. Experiment-1 demonstrated significant improvement in motivation for performance and motivation for communication compared to the control group. Although Experiment-1 yielded higher results than Experiment-2, this difference was not significant. Experiment 2 and the control group demonstrate notable parallels. The findings of this study indicate that AR effectively supports academic achievement and MtLS in an IbL environment. Consequently, the utilisation of AR is advocated for middle school students engaged in the study of vertebrates.
AtıfScopus2WoS2OpenAlex5İncele - MakaleAçık Erişim2024Scopus SJRQ1The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities
Sökmen, Yavuz; Sarikaya, İsmail; Nalçacı, Ahmet
The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students’ on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed.
AtıfScopus24WoS16OpenAlex21İncele - MakaleAçık Erişim2024Scopus SJRQ1Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science
Arici, Faruk
Augmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students’ development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants’ motivation for science learning.
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