Research Article
BibTex RIS Cite
Year 2021, Volume: 7 Issue: 1, 56 - 71, 01.01.2021
https://doi.org/10.21891/jeseh.744351

Abstract

References

  • Abdusselam, 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.
  • Abdusselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. Sınıf manyetizma konusu örneği [The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example]. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akpinar, E., Aktamis, H., & Ergin, O., (2005). Fen bilgisi dersinde eğitim teknolojisi kullanılmasına ilişkin öğrenci görüşleri [Student's views on the use of educational technology in science course]. The Turkish Online Journal of Educational Technology, 4(1), 93-100.
  • Aktamis, H., & Arici, V. A. (2013). Sanal gerçeklik programlarının astronomi konularının öğretiminde kullanılmasının akademik başarı ve kalıcılığa etkisi [The effects of using virtual reality software in teaching astronomy subjects on academic achievement and retention]. Mersin University Journal of the Faculty of Education, 9(2), 58-70.
  • Arici, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma:" Güneş sistemi ve ötesi: Uzay bilmecesi" ünitesi örneği [A study on 3D-vırtual realıty ın scıence educatıon programs: “solar system and beyond: space puzzle” unıt sample] (Unpublished master's thesis). Adnan Menderes University, Aydın.
  • Ates, A. (2018). 7. sınıf fen ve teknoloji dersi 'maddenin tanecikli yapısı ve saf maddeler' konusunda artırılmış gerçeklik teknolojileri kullanılarak oluşturulan öğrenme materyalinin akademik başarıya etkisi [7 th grade scıence and technology course "structure of the substance and pure substances" on augmented realıty created usıng technology learnıng materıal effect on academıc achıevement] (Unpublished master's thesis). Niğde Ömer Halisdemir University, Niğde.
  • Aydede, M. N., & Matyar, F. (2009). The effect of active learning approach in science teaching on cognitive level of student achievement. Journal of Turkish Science Education, 6(1), 115-127.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355- 385.
  • Barmaki, R., Yu, K., Pearlman, R., Shingles, R., Bork, F., Osgood, G. M., & Navab, N. (2019). Enhancement of anatomical education using augmented reality: An empirical study of body painting. Anatomical sciences education, 12(6), 599-609.
  • Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The magic book-moving seamlessly between reality and virtuality. IEEE Computer Graphics and Application, 21(3), 6-8.
  • Buyukozturk, S. (2005). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences](5. Baskı). Ankara: Pegem Yayıncılık.
  • Buyukozturk, S. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni [Data analysis handbook for social sciences: Statistics, research design]. Ankara: Pegem Yayıncılık.
  • Buyukozturk, S., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods. (3.Baskı) Ankara: Pegem Yayıncılık
  • Buyukozturk, Ş., Bokeoglu, O., & Koklu, N. (2016). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Yayıncılık.
  • Cakir, R. & Yildirim, S. (2009). What Do Computer Teachers Think About the Factors Affecting Technology Integration in Schools? Elementary Education Online, 8(3), 952-964.
  • Cetin, S. (2019). Artırılmış gerçeklik uygulamalarının teknik resim dersinde ortaöğretim öğrencilerinin akademik başarıları, tutumları ve uzamsal görselleştirme becerilerine etkisi [The effect of augmented reality applications on academic achievement, attitudes and spatial visualization skills of vocational school students in technıcal drawing course] (Unpublished master's thesis). Uludağ University, Bursa.
  • Chiang, T., Yang, S., & 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, 17(4), 352-365.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6.Baskı). London: Routledge Falmer.
  • Coskun, R., Altunisik, R., Bayraktaroglu, S. & Yildirim, E. (2015). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (8. Baskı). Sakarya: Sakarya Kitabevi
  • Crocker, L., & Algina, J., (1986). Introduction to classical and modern test theory. Ohio: Cengage Learning.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Demirel, G. (2019). Artırılmış gerçeklik uygulamaları ile işlenen fen bilimleri dersinin 7. Sınıf öğrencilerinin akademik başarılarına ve artırılmış gerçeklik uygulamalarına karşı tutumlarına etkisi [The effect of a science lecture taught using augmented reality applications on 7th grade students' academic achievement and attitudes toward augmented reality applications] (Unpublished master's thesis). Gazi University, Ankara
  • Demirel, T. (2017) Argümantasyon yöntemi destekli artırılmış gerçeklik uygulamalarının akademik başarı, eleştirel düşünme becerisi, fen ve teknoloji dersine yönelik güdülenme ve argümantasyon becerisi üzerindeki etkisinin incelenmesi [The effect of augmented reality activities supported by argumentation approach on academic achievement, critical thinking skills, motivation towards science and technology course and argumentation skills] (Unpublished doctoral dissertation). Çukurova University, Adana.
  • Di Serio, A., Ibáñez, M. B., & Kloos, C. D. (2012). Impact of an augmented reality system on students motivation for a visual art course. Computers Education, 1(11), 586-596.
  • Dror, I. E. (2008). Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition, 16, 215-223. http://dx.doi.org/10.1075/p&c.16.2.02dro
  • Erbas, C. (2016). Mobil artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarı ve motivasyonuna etkisi [The effects of mobile augmented reality applications on students' academic achievement and motivation] (Unpublished master's thesis). Süleyman Demirel Üniversitesi, Isparta.
  • Eroglu, B. (2018). Ortaokul öğrencilerine astronomi kavramlarının artırılmış gerçeklik uygulamaları ile öğretiminin değerlendirilmesi [Evaluation of teaching astronomy concept with augmented reality application for secondary student] (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Fidan, M. (2018). Artırılmış gerçeklikle desteklenmiş probleme dayalı fen öğretiminin akademik başarı, kalıcılık, tutum ve öz-yeterlik inancına etkisi [The impact of problem-based science teaching assisted with augmented reality applications on academic achievement, retention, attitude and belief of self-efficacy] (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • Fleck, S., & Simon, G. (2013, Kasım). An augmented reality environment for astronomy learning in elementary grades: an exploratory study. In Proceedings of the 25th Conference on l'Interaction Homme-Machine, (pp. 14-22), Bordeaux, France
  • Fraenkel, J. R., Wallen, N. E., & Hyun H. H. (2012). How to design and evaluate research in education (Eighth Edition). Boston: McGraw-Hill.
  • Gun, E. (2014). Artırılmış gerçeklik uygulamalarının öğrencilerin uzamsal yeteneklerine etkisi [Effects of augmented reality applications on students’ spatial abilities] (Unpublished master's thesis). Gazi University, Ankara.
  • Gun, E. T., & Atasoy, B. (2017). The effects of augmented reality on elementary school students’ spatial ability and academic achievement. Egitim ve Bilim, 42(191), 31-51.
  • Gungordu, D. (2018). Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin atom modelleri konusuna yönelik başarı ve tutumlarına etkisi [The effect of augmented reality applications on secondary school students’ achievement of atom models and their attitudes] (Unpublished master's thesis). Kilis 7 Aralık University, Kilis.
  • Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality Mobile applications. Cyberpsychology, Behavior, and Social Networking, 22(2), 105-110.
  • Kalayci, S. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistics techniques].Ankara: Asil Yayın Dağıtım.
  • Karasar, S. (2004). New communication technologies in education-internet and virtual higher education. The Turkish Online Journal of Educational Technology–TOJET, 3(4), 117-125
  • King, N., Horrocks, C., & Brooks, J. (2019) İnterviews in qualitative research (2nd Ed.). London: SAGE
  • Klopfer, E., & Squire, K. (2008). Environmental detectives: The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
  • Korucu, A. T., Usta, E. & Yavuzarslan, 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.
  • Kucuk, S. (2015). Mobil artırılmış gerçeklikle anatomi öğreniminin tıp öğrencilerinin akademik başarıları ile bilişsel yüklerine etkisi ve öğrencilerin uygulamaya yönelik görüşleri [Effects of learning anatomy via mobile augmented reality on medical students’ academic achievement, cognitive load, and views toward implementation] (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Kucuk, S., Yilmaz, R. M., & Goktas, Y., (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education & Science, 39(176), 393-404.
  • Kul, H. H. (2019). Fen eğitiminde artırılmış gerçeklik uygulamaları [Augmented reality applications in science education] (Unpublished master's thesis). Eskişehir Osmangazi University, Eskişehir.
  • Lu, W., Nguyen, L. C., Chuah, T. L., & Do, E. Y. L. (2014, September). Effects of mobile AR-enabled interactions on retention and transfer for learning in art museum contexts. In 2014 IEEE International Symposium on Mixed and Augmented Reality-Media, Art, Social Science, Humanities and Design (ISMAR-MASH'D) (pp. 3-11). IEEE.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Ministry of National Education MEB. (2018). Science course curriculum (primary and middle school 3, 4, 5, 6, 7, 8. classes). Ankara Ministry of National Education Directorate General for Basic Education.
  • Ozarslan, Y. (2013). Genişletilmiş gerçeklik ile zenginleştirilmiş öğrenme materyallerinin öğrenen başarısı ve memnuniyeti üzerindeki etkisi [The effect of augmented reality enhanced learning materials on learners’ achievement and learners’ satıifaction] (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Pamuk, S., Cakir, R., Ergun, M., Yilmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATİH project. Educational Sciences: Theory & Practice, 13(3), 1799-1822.
  • Parker, J., & Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20(5), 503-520.
  • Partnership for 21st Century Skills [P21]. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
  • Pérez-López, D., & 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.
  • Sahin, D. (2017). Artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin başarılarına ve derse karşı tutumlarına etkisi [Effect of science teaching with the augmented reality technology on secondary school students’ achievement and their attitude towards the course] (Unpublished master's thesis). Atatürk University, Erzurum.
  • Senturk, M. (2018). Mobil artırılmış gerçeklik uygulamalarının yedinci sınıf “güneş sistemi ve ötesi” ünitesinde kullanılmasının öğrencilerin akademik başarı, motivasyon, fene ve teknolojiye yönelik tutumlarına etkisinin Solomon dört gruplu modelle incelenmesi [The investigation with solomon four-group design on the effect of using mobile augmented reality(ar) applications in the unit titled “solar system and beyond” in the seventh-grade on the students’ academic success, motivation, science and technology attitude] (Unpublished master's thesis). Kocaeli University, Kocaeli.
  • Shelton, B. E., & Hedley, N. R. (2002, September). Using augmented reality for teaching earth-sun relationships to undergraduate geography students In The First IEEE International Workshop Agumented Reality Toolkit, (pp. 8-pp). IEEE, Darmstadt, Germany.
  • Sin, A. K., & Badioze-Zaman, H. (2010, June). Live solar system (LSS): Evaluation of an augmented reality book-based educational tool. In 2010 International Symposium on Information Technology (Vol. 1, pp. 1-6). IEEE, Kuala Lumpur, Malaysia.
  • Sirakaya, M. (2015). Artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarıları, kavram yanılgıları ve derse katılımlarına etkisi [Effects of augmented reality applications on students’ achievement, misconceptions and course engagement] (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Somyurek, S. (2014). Gaining the attention of generation Z in learning process: Augmented reality. Educational Technology Theory and Practice, 4(1), 63-80.
  • Tomi, A. Bin., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130.
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers Education, 62, 41–49.
  • Yen, J. C., Tsai, C. H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia-social and behavioral sciences, 103(26), 165-173.
  • Yildirim, A. & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yildirim, P. (2018). Mobil artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin fen ve teknolojiye yönelik tutumlarına ve akademik başarılarına etkisi [The impact of science teaching made with mobile augmented reality technology on science and technology attitudes and academic achievement of secondary school students] (Unpublished master's thesis). Fırat University, Elazığ.
  • Yilmaz, M. R. (2014). Artırılmış gerçeklik teknolojisiyle 3 boyutlu hikâye canlandırmanın hikâye kurgulama becerisine ve yaratıcılığa etkisi [Effects of three dimensional storytelling developed with augmented reality technology on narrative skill and creativity] (Unpublished doctoral dissertation). Atatürk University, Erzurum.

The Effect of Augmented Reality Applications in Science Education on Academic Achievement and Retention of 6th Grade Students

Year 2021, Volume: 7 Issue: 1, 56 - 71, 01.01.2021
https://doi.org/10.21891/jeseh.744351

Abstract

The role of technology literacy in education, which is one of the 21st century skills that students should have, is very important. This study examines the effect of augmented reality (AR) applications, which is a new technology, on students' academic achievement and the level of recalling the learned knowledge. In this study, quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was used. The study was carried out with a total of 50 students, 24 in control and 26 in experimental groups, studying in the 6th grade of a secondary school in the Odunpazarı district of Eskisehir. The study lasted for 9 weeks, covering the Solar System and Eclipses unit and the Systems in Our Body unit of the 6th grade Science curriculum. During the process, the lessons instructed in the experimental group (EG) were supported by AR applications, whereas only the textbook was used in the control group (CG). The tools used in data collection were “the Solar System and the Systems in Our Body achievement test”, developed by the researcher and a semi-structured interview form for AR applications. Independent samples t-test, covariance analysis (ANCOVA) and descriptive analysis were used in the analysis of the data obtained from the achievement test. Content analysis was used in the analysis of the data obtained from the interview form. As a result of the research, it was observed that the use of AR applications in the processing of the course was effective in increasing the academic success of the students in the EG and in the permanence of the information they learned compared to the students in the CG, who only used the textbook. In addition the following findings were revealed: students have not used AR applications before, these applications were effective in increasing the academic success of the students, the knowledge that they have learned was permanent mostly because of the 3D feature of the technology, the applications worked smoothly and it may be useful to use them in other courses. Based on these results, it is suggested to use AR applications more frequently and actively in all topics of science and in all grade levels of secondary school.

References

  • Abdusselam, 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.
  • Abdusselam, M. S., & Karal, H. (2012). Fizik öğretiminde artırılmış gerçeklik ortamlarının öğrenci akademik başarısı üzerine etkisi: 11. Sınıf manyetizma konusu örneği [The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example]. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Akpinar, E., Aktamis, H., & Ergin, O., (2005). Fen bilgisi dersinde eğitim teknolojisi kullanılmasına ilişkin öğrenci görüşleri [Student's views on the use of educational technology in science course]. The Turkish Online Journal of Educational Technology, 4(1), 93-100.
  • Aktamis, H., & Arici, V. A. (2013). Sanal gerçeklik programlarının astronomi konularının öğretiminde kullanılmasının akademik başarı ve kalıcılığa etkisi [The effects of using virtual reality software in teaching astronomy subjects on academic achievement and retention]. Mersin University Journal of the Faculty of Education, 9(2), 58-70.
  • Arici, V. A. (2013). Fen eğitiminde sanal gerçeklik programları üzerine bir çalışma:" Güneş sistemi ve ötesi: Uzay bilmecesi" ünitesi örneği [A study on 3D-vırtual realıty ın scıence educatıon programs: “solar system and beyond: space puzzle” unıt sample] (Unpublished master's thesis). Adnan Menderes University, Aydın.
  • Ates, A. (2018). 7. sınıf fen ve teknoloji dersi 'maddenin tanecikli yapısı ve saf maddeler' konusunda artırılmış gerçeklik teknolojileri kullanılarak oluşturulan öğrenme materyalinin akademik başarıya etkisi [7 th grade scıence and technology course "structure of the substance and pure substances" on augmented realıty created usıng technology learnıng materıal effect on academıc achıevement] (Unpublished master's thesis). Niğde Ömer Halisdemir University, Niğde.
  • Aydede, M. N., & Matyar, F. (2009). The effect of active learning approach in science teaching on cognitive level of student achievement. Journal of Turkish Science Education, 6(1), 115-127.
  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355- 385.
  • Barmaki, R., Yu, K., Pearlman, R., Shingles, R., Bork, F., Osgood, G. M., & Navab, N. (2019). Enhancement of anatomical education using augmented reality: An empirical study of body painting. Anatomical sciences education, 12(6), 599-609.
  • Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The magic book-moving seamlessly between reality and virtuality. IEEE Computer Graphics and Application, 21(3), 6-8.
  • Buyukozturk, S. (2005). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences](5. Baskı). Ankara: Pegem Yayıncılık.
  • Buyukozturk, S. (2015). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni [Data analysis handbook for social sciences: Statistics, research design]. Ankara: Pegem Yayıncılık.
  • Buyukozturk, S., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods. (3.Baskı) Ankara: Pegem Yayıncılık
  • Buyukozturk, Ş., Bokeoglu, O., & Koklu, N. (2016). Sosyal bilimler için istatistik [Statistics for social sciences]. Ankara: Pegem Yayıncılık.
  • Cakir, R. & Yildirim, S. (2009). What Do Computer Teachers Think About the Factors Affecting Technology Integration in Schools? Elementary Education Online, 8(3), 952-964.
  • Cetin, S. (2019). Artırılmış gerçeklik uygulamalarının teknik resim dersinde ortaöğretim öğrencilerinin akademik başarıları, tutumları ve uzamsal görselleştirme becerilerine etkisi [The effect of augmented reality applications on academic achievement, attitudes and spatial visualization skills of vocational school students in technıcal drawing course] (Unpublished master's thesis). Uludağ University, Bursa.
  • Chiang, T., Yang, S., & 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, 17(4), 352-365.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6.Baskı). London: Routledge Falmer.
  • Coskun, R., Altunisik, R., Bayraktaroglu, S. & Yildirim, E. (2015). Sosyal bilimlerde araştırma yöntemleri SPSS uygulamalı (8. Baskı). Sakarya: Sakarya Kitabevi
  • Crocker, L., & Algina, J., (1986). Introduction to classical and modern test theory. Ohio: Cengage Learning.
  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
  • Demirel, G. (2019). Artırılmış gerçeklik uygulamaları ile işlenen fen bilimleri dersinin 7. Sınıf öğrencilerinin akademik başarılarına ve artırılmış gerçeklik uygulamalarına karşı tutumlarına etkisi [The effect of a science lecture taught using augmented reality applications on 7th grade students' academic achievement and attitudes toward augmented reality applications] (Unpublished master's thesis). Gazi University, Ankara
  • Demirel, T. (2017) Argümantasyon yöntemi destekli artırılmış gerçeklik uygulamalarının akademik başarı, eleştirel düşünme becerisi, fen ve teknoloji dersine yönelik güdülenme ve argümantasyon becerisi üzerindeki etkisinin incelenmesi [The effect of augmented reality activities supported by argumentation approach on academic achievement, critical thinking skills, motivation towards science and technology course and argumentation skills] (Unpublished doctoral dissertation). Çukurova University, Adana.
  • Di Serio, A., Ibáñez, M. B., & Kloos, C. D. (2012). Impact of an augmented reality system on students motivation for a visual art course. Computers Education, 1(11), 586-596.
  • Dror, I. E. (2008). Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition, 16, 215-223. http://dx.doi.org/10.1075/p&c.16.2.02dro
  • Erbas, C. (2016). Mobil artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarı ve motivasyonuna etkisi [The effects of mobile augmented reality applications on students' academic achievement and motivation] (Unpublished master's thesis). Süleyman Demirel Üniversitesi, Isparta.
  • Eroglu, B. (2018). Ortaokul öğrencilerine astronomi kavramlarının artırılmış gerçeklik uygulamaları ile öğretiminin değerlendirilmesi [Evaluation of teaching astronomy concept with augmented reality application for secondary student] (Unpublished master's thesis). Karadeniz Technical University, Trabzon.
  • Fidan, M. (2018). Artırılmış gerçeklikle desteklenmiş probleme dayalı fen öğretiminin akademik başarı, kalıcılık, tutum ve öz-yeterlik inancına etkisi [The impact of problem-based science teaching assisted with augmented reality applications on academic achievement, retention, attitude and belief of self-efficacy] (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • Fleck, S., & Simon, G. (2013, Kasım). An augmented reality environment for astronomy learning in elementary grades: an exploratory study. In Proceedings of the 25th Conference on l'Interaction Homme-Machine, (pp. 14-22), Bordeaux, France
  • Fraenkel, J. R., Wallen, N. E., & Hyun H. H. (2012). How to design and evaluate research in education (Eighth Edition). Boston: McGraw-Hill.
  • Gun, E. (2014). Artırılmış gerçeklik uygulamalarının öğrencilerin uzamsal yeteneklerine etkisi [Effects of augmented reality applications on students’ spatial abilities] (Unpublished master's thesis). Gazi University, Ankara.
  • Gun, E. T., & Atasoy, B. (2017). The effects of augmented reality on elementary school students’ spatial ability and academic achievement. Egitim ve Bilim, 42(191), 31-51.
  • Gungordu, D. (2018). Artırılmış gerçeklik uygulamalarının ortaokul öğrencilerinin atom modelleri konusuna yönelik başarı ve tutumlarına etkisi [The effect of augmented reality applications on secondary school students’ achievement of atom models and their attitudes] (Unpublished master's thesis). Kilis 7 Aralık University, Kilis.
  • Huang, K. T., Ball, C., Francis, J., Ratan, R., Boumis, J., & Fordham, J. (2019). Augmented versus virtual reality in education: An exploratory study examining science knowledge retention when using augmented reality/virtual reality Mobile applications. Cyberpsychology, Behavior, and Social Networking, 22(2), 105-110.
  • Kalayci, S. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistics techniques].Ankara: Asil Yayın Dağıtım.
  • Karasar, S. (2004). New communication technologies in education-internet and virtual higher education. The Turkish Online Journal of Educational Technology–TOJET, 3(4), 117-125
  • King, N., Horrocks, C., & Brooks, J. (2019) İnterviews in qualitative research (2nd Ed.). London: SAGE
  • Klopfer, E., & Squire, K. (2008). Environmental detectives: The development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228.
  • Korucu, A. T., Usta, E. & Yavuzarslan, 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.
  • Kucuk, S. (2015). Mobil artırılmış gerçeklikle anatomi öğreniminin tıp öğrencilerinin akademik başarıları ile bilişsel yüklerine etkisi ve öğrencilerin uygulamaya yönelik görüşleri [Effects of learning anatomy via mobile augmented reality on medical students’ academic achievement, cognitive load, and views toward implementation] (Unpublished doctoral dissertation). Atatürk University, Erzurum.
  • Kucuk, S., Yilmaz, R. M., & Goktas, Y., (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education & Science, 39(176), 393-404.
  • Kul, H. H. (2019). Fen eğitiminde artırılmış gerçeklik uygulamaları [Augmented reality applications in science education] (Unpublished master's thesis). Eskişehir Osmangazi University, Eskişehir.
  • Lu, W., Nguyen, L. C., Chuah, T. L., & Do, E. Y. L. (2014, September). Effects of mobile AR-enabled interactions on retention and transfer for learning in art museum contexts. In 2014 IEEE International Symposium on Mixed and Augmented Reality-Media, Art, Social Science, Humanities and Design (ISMAR-MASH'D) (pp. 3-11). IEEE.
  • Miles, M. B., & Huberman, M. A. (1994). An expanded sourcebook qualitative data analysis. London: Sage.
  • Ministry of National Education MEB. (2018). Science course curriculum (primary and middle school 3, 4, 5, 6, 7, 8. classes). Ankara Ministry of National Education Directorate General for Basic Education.
  • Ozarslan, Y. (2013). Genişletilmiş gerçeklik ile zenginleştirilmiş öğrenme materyallerinin öğrenen başarısı ve memnuniyeti üzerindeki etkisi [The effect of augmented reality enhanced learning materials on learners’ achievement and learners’ satıifaction] (Unpublished doctoral dissertation). Anadolu University, Eskisehir.
  • Pamuk, S., Cakir, R., Ergun, M., Yilmaz, H. B., & Ayas, C. (2013). The use of tablet PC and interactive board from the perspectives of teachers and students: Evaluation of the FATİH project. Educational Sciences: Theory & Practice, 13(3), 1799-1822.
  • Parker, J., & Heywood, D. (1998). The earth and beyond: Developing primary teachers' understanding of basic astronomical events. International Journal of Science Education, 20(5), 503-520.
  • Partnership for 21st Century Skills [P21]. (2013). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
  • Pérez-López, D., & 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.
  • Sahin, D. (2017). Artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin başarılarına ve derse karşı tutumlarına etkisi [Effect of science teaching with the augmented reality technology on secondary school students’ achievement and their attitude towards the course] (Unpublished master's thesis). Atatürk University, Erzurum.
  • Senturk, M. (2018). Mobil artırılmış gerçeklik uygulamalarının yedinci sınıf “güneş sistemi ve ötesi” ünitesinde kullanılmasının öğrencilerin akademik başarı, motivasyon, fene ve teknolojiye yönelik tutumlarına etkisinin Solomon dört gruplu modelle incelenmesi [The investigation with solomon four-group design on the effect of using mobile augmented reality(ar) applications in the unit titled “solar system and beyond” in the seventh-grade on the students’ academic success, motivation, science and technology attitude] (Unpublished master's thesis). Kocaeli University, Kocaeli.
  • Shelton, B. E., & Hedley, N. R. (2002, September). Using augmented reality for teaching earth-sun relationships to undergraduate geography students In The First IEEE International Workshop Agumented Reality Toolkit, (pp. 8-pp). IEEE, Darmstadt, Germany.
  • Sin, A. K., & Badioze-Zaman, H. (2010, June). Live solar system (LSS): Evaluation of an augmented reality book-based educational tool. In 2010 International Symposium on Information Technology (Vol. 1, pp. 1-6). IEEE, Kuala Lumpur, Malaysia.
  • Sirakaya, M. (2015). Artırılmış gerçeklik uygulamalarının öğrencilerin akademik başarıları, kavram yanılgıları ve derse katılımlarına etkisi [Effects of augmented reality applications on students’ achievement, misconceptions and course engagement] (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Somyurek, S. (2014). Gaining the attention of generation Z in learning process: Augmented reality. Educational Technology Theory and Practice, 4(1), 63-80.
  • Tomi, A. Bin., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130.
  • Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers Education, 62, 41–49.
  • Yen, J. C., Tsai, C. H., & Wu, M. (2013). Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia-social and behavioral sciences, 103(26), 165-173.
  • Yildirim, A. & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Yildirim, P. (2018). Mobil artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin fen ve teknolojiye yönelik tutumlarına ve akademik başarılarına etkisi [The impact of science teaching made with mobile augmented reality technology on science and technology attitudes and academic achievement of secondary school students] (Unpublished master's thesis). Fırat University, Elazığ.
  • Yilmaz, M. R. (2014). Artırılmış gerçeklik teknolojisiyle 3 boyutlu hikâye canlandırmanın hikâye kurgulama becerisine ve yaratıcılığa etkisi [Effects of three dimensional storytelling developed with augmented reality technology on narrative skill and creativity] (Unpublished doctoral dissertation). Atatürk University, Erzurum.
There are 62 citations in total.

Details

Primary Language English
Subjects Special Education and Disabled Education
Journal Section Articles
Authors

İsmet Yıldırım 0000-0001-8919-9586

Munise Seçkin Kapucu 0000-0002-9202-2703

Publication Date January 1, 2021
Published in Issue Year 2021 Volume: 7 Issue: 1

Cite

APA Yıldırım, İ., & Seçkin Kapucu, M. (2021). The Effect of Augmented Reality Applications in Science Education on Academic Achievement and Retention of 6th Grade Students. Journal of Education in Science Environment and Health, 7(1), 56-71. https://doi.org/10.21891/jeseh.744351