Sürdürülebilir Kalkınma Amaçları
Yazarlar
Yayınlar
- 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.
AtıfScopus2WoS2OpenAlex5
İncele - 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.
AtıfScopus22WoS17OpenAlex18İncele