Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories

Akçayır, Murat; Akçayır, Gökçe; Pektaş, Hüseyin Miraç; Ocak, Mehmet Akif

doi:10.1016/j.chb.2015.12.054

Cited by 435 publications

(266 citation statements)

References 48 publications

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“…This result is consistent with the findings of Akçayır, Akçayır, Pektaş, and Ocak (2016), who reported that university students prefer digital materials to traditional materials. A possible explanation for this expectation is that these students possess the characteristics of "digital natives."…”

Section: Resultssupporting

confidence: 83%

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

Akçayır

2017

AJET

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Social network sites (SNSs) have become a popular technology in recent years and are currently used in educational environments. Although SNSs have attracted much scholarly attention, students' experiences with and expectations about SNS uses in education have not been deeply explored. This study investigates educational uses of SNSs by analysing university students' perceptions, experiences, expectations and concerns. A mixed method approach was used. The participants were 206 Turkish university students aged 18-28. As a quantitative data collection tool, Lim and Richardson's (2016) social networking use survey was employed. To better understand the students' perceptions, expectations and concerns about using SNSs for educational purposes, face-to-face semi-structured interviews were conducted with 58 participants. The results of the study reveal that the students actively used SNSs for different purposes. The participants also exhibited positive perceptions of SNS use for educational purposes. Among the biggest expectations is that instructors would share materials using SNSs. When the students' general expectations were examined, notably different results were obtained. The greatest concern of the students was that their personal posts could be seen by their instructors.

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Section: Resultssupporting

confidence: 83%

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

Akçayır

2017

AJET

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“…It is foreseen that any technical errors that occur during the process of the study will be caused by the usage of different types of devices. In a study [18] indicated that using different types of devices for AR applications can cause more technical problems.…”

Section: Resultsmentioning

confidence: 99%

“…Augmented reality applications must have three basic characteristics: (1) the combination of virtual and real objects in a real environment (2) an interactive study in a real-time environment (3) a consistency between the real and virtual objects [18]. In a study [20] it is emphasized that augmented reality is studied under two categories which are: optical and video-based technologies.…”

Section: Augmented Realitymentioning

confidence: 99%

An Emerging Technology: Augmented Reality to Promote Learning

Özdamlı¹,

Hürsen²

2017

Int. J. Emerg. Technol. Learn.

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Abstract-This study aims to determine the benefits and limitations of AR applications in computer hardware education, when used as a supplementary technology, as well as examining their impact on reflective thinking skills. The study was designed according to pre-test post-test research model with experimental and control groups. The teacher candidates studied the 3D visuals both in and out of the classroom by scanning the markers in their books. In addition, they watched educational animations and videos on required subjects. As a result, in this study where Augmented Reality applications assisted with reflective learning skills were implemented in a computer hardware course, teacher candidates generally reported positive views and suggestions regarding AR applications.Keywords-Augmented reality, reflective learning, hardware course, teacher candidates IntroductionAlthough traditional teaching methods have produced many successful outcomes, nowadays educational institutions are in search of methods which will improve students' intellectual capacities and their learning experiences [1]. Nincarean, Alia, Halim, & Rahman [2] state that even though existing methods work, there is an increasing interest among both educators and researchers to examine more practical methods, particularly since the proliferation of technology and its integration into education gained significance. The manifestation of digital technology has resulted in an escalation in the use of e-learning in higher education. Mayer [3], a supporter of the multimedia theory, states that presenting texts together with visuals enables students to form both verbal and cognitive models and also a connection between the two. Emerging tools, social media and virtual environments are providing both students and educators with the opportunity to create new learning environments [4]. The current developments in technology have had a positive impact on the interaction of media content and the quality of learning platforms; thus, there has been an immense increase in the usage of e-learning tools. In fact, technology has become integrated into education and the results have a positive impact on the teaching-learning process [5]. Moreover, previous studies show that technology-assisted learning creates a more iJET

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“…Among these are areas like entertainment, marketing and advertising, tourism (Chung, Han & Joun, 2015), automobilism (Rameau et al, 2016), health care (Jamali et al, 2015), training and education (Kysela & Štorková, 2015), (Majid, Mohammed & Sulaiman, 2015) and (Akçayir, Akçayir, Pektaş, & Ocak, 2016), along with other areas (O'Shea & Elliott, 2016), all of which are converging to the development of content and interactive solutions, allowing them to offer a pleasant and enriching experience to their users.…”

Section: Augmented Realitymentioning

confidence: 99%

A Comparative Analysis of Augmented Reality Frameworks Aimed at the Development of Educational Applications

Herpich¹,

Guarese²,

Tarouco³

2017

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This paper aims to analyze the existing frameworks that may allow the development of educational solutions using augmented reality resources, focusing on tools that enable the conception, design and implementation of mobile applications. As a result of this research, several development environments available on the market that facilitate working with augmented reality elements in mobile devices were discovered and examined. Among these platforms, eleven were selected to be analysed and presented in this paper. These were tested and compared to one another, and their main characteristics were indicated in a comparative table, as well as their resources that hold the potential to contribute with the construction of educational applications. All of this in favor of easing the development of applications that may assist educators in introducing augmented reality technologies in their classrooms.

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Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories

Cited by 435 publications

References 48 publications

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

What do students think about SNS in education? University students’ perceptions, expectations and concerns regarding educational uses of SNS

An Emerging Technology: Augmented Reality to Promote Learning

A Comparative Analysis of Augmented Reality Frameworks Aimed at the Development of Educational Applications

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