Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

Arici F., YILMAZ R. M., YILMAZ M.

HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES, cilt.3, sa.5, ss.1153-1171, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 3 Sayı: 5
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1002/hbe2.310
  • Dergi Adı: HUMAN BEHAVIOR AND EMERGING TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.1153-1171
  • Anahtar Kelimeler: augmented reality, science teaching, secondary school, student-teacher views, LEARNING ACHIEVEMENTS, GEOMETRY EDUCATION, SYSTEM, ATTITUDES, USER, INSTRUCTION, VALIDATION, ACCEPTANCE, INSTRUMENT, CHALLENGES
  • Atatürk Üniversitesi Adresli: Evet

Özet

Using augmented reality (AR) in science education is one of the popular topics that have been researched in recent years. However, more qualitative studies are needed as the contributions of using AR in science education to the learning experience and knowledge construction can be better understood through qualitative research. Therefore, it is important to examine the opinions of teachers and students using AR on their experiences. This study aims to reveal their views on AR technology in terms of their perceived learning, interest, attitude, and experience. A case study design was employed. The research was conducted with 40 students in 5th, 6th, 7th, and 8th grades in a secondary school and 10 science teachers. In the research, the SPACE 4D application was used for 3 weeks within the scope of "Sun, Earth, and Moon", "Solar System and Eclipses," and "Solar System and Beyond" subjects. The interviews were held with all participants after the 12-h lesson. Students stated that AR increases their interest and motivation, facilitates learning, and prevents boredom. In addition, teachers stated that AR increases attention, the permanence of knowledge and curiosity, as well as concretizes the abstract concepts and is useful. In this regard, this technology can be used in science lessons to motivate students to the lesson, to help students overcome their prejudices, to change students' attitudes, and to provide more effective results.