The Effect of Augmented Reality Technology on Primary School Students’ Achievement, Attitudes Towards the Course, Attitudes Towards Technology, and Participation in Classroom Activities

Sökmen Y., Sarikaya İ., Nalçacı A.

INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION, cilt.40, sa.15, ss.3936-3951, 2024 (SCI-Expanded) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 15
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1080/10447318.2023.2204270
  • Dergi Adı: INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ABI/INFORM, Applied Science & Technology Source, Business Source Elite, Business Source Premier, Compendex, Computer & Applied Sciences, INSPEC, Library and Information Science Abstracts, Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.3936-3951
  • Atatürk Üniversitesi Adresli: Evet

Özet

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.