Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training

Sırakaya, Mustafa; Çakmak, Ebru Kılıç

doi:10.13152/ijrvet.5.1.1

Cited by 49 publications

(35 citation statements)

References 31 publications

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“…In terms of media operations, the use of augmented reality media that is applied has received a fairly good response. This is in line with the opinion of (Haryani & Triyono, 2017;Sirakaya & Cakmak, 2018;Torres, Tovar, & Egremy, 2015) which states that the presence of augmented reality technology should be able to provide convenience and flexibility for students in participating in learning, especially vocational learning.…”

Section: Discussionsupporting

confidence: 80%

The effectiveness of Augmented Reality based Learning on Vocational Competencies of Vocational School Students

2020

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This research is based on limited laboratories in vocational high schools in the city of Pekanbaru. Students are could not to use one computer device (PC) for each. The actual condition is one PC is used by 2-3 students. This fact has an impact on the achievement of vocational competence. The proposed solution is to present a virtual laboratory concept based on Augmented Reality (AR). The purpose of this study was to measure the effectiveness of AR based learning media on the achievement of vocational competencies of. The type of research applied is equals-experimental with two groups pretest-posttest design method. The population and sample in this study were the Multimedia Study Program of SMK Muhammadiyah 2 Pekanbaru City. The results obtained were learning to use AR media is effective for increasing the learning outcome in the basic computer network material. The use of augmented reality-based learning media can be applied to vocational learning in SMK with material adjustments designed according to the needs of the applicable curriculum.

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Section: Discussionsupporting

confidence: 80%

The effectiveness of Augmented Reality based Learning on Vocational Competencies of Vocational School Students

2020

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“…17 Augmented reality had a different effect on self-efficacy in a vocational educational setting; students completed tasks faster when using AR than when not, but their self-efficacy did not increase a significant amount after using AR. 18 The researchers hypothesize that this is due to insufficient time spent using the AR as "self-efficacy is a concept which develops in time and with experiences." 19 However, the vocational students used AR over a six-week period, whereas the graduate students had one 10-minute immersive AR experience and still showed increased self-efficacy.…”

Section: Literature Reviewmentioning

confidence: 99%

“…18 The researchers hypothesize that this is due to insufficient time spent using the AR as "self-efficacy is a concept which develops in time and with experiences." 19 However, the vocational students used AR over a six-week period, whereas the graduate students had one 10-minute immersive AR experience and still showed increased self-efficacy. 20 The effect of augmented reality on self-efficacy is inconclusive and requires more research.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of an Augmented Reality Library Orientation on Anxiety and Self-Efficacy: An Exploratory Study

Kannegiser

2021

CRL

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Academic libraries use scavenger hunt library orientations to engage students and teach them about the library. Libraries are also starting to use augmented reality (AR) technology in orientations, instruction, and programming. Some libraries have tried augmented reality scavenger hunts for freshman library orientations, but studies have not been done to compare the traditional and AR orientations. This exploratory, quasi-experimental study investigates if the AR library orientation impacts freshman undergraduates' perceptions of the library as measured by students' anxiety and confidence levels. Two groups of first-time, first-year undergraduate students participated in a library orientation in Summer 2019. One received the traditional scavenger hunt model, and another experienced an augmented reality version of the scavenger hunt. Both groups took a pre-orientation survey to determine their comfort with the libraries and librarians in general, and then a post-orientation questionnaire to determine any change in perception of libraries and librarians as well as their satisfaction with the orientation experience. By comparing pre-and post-survey results from both sets of students, this study determined that while both orientations had a positive impact on students' perceptions of the library, the AR orientation had a significant impact on students' perceptions of librarians' desire to help them.

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“…According to Liou, Yang, Chen, and Tarng (2017), "learners can easily integrate virtual objects and real environments so as to decrease the mental load and improve their learning" (p. 118). Sirakaya and Kilic-Cakmak (2018a) conducted a study comparing the academic achievement of a control group (using a textbook only) and an experimental group (using AR technology) to learn about computer hardware components, ports, and assembly. The study results showed higher scores in the experimental group.…”

Section: Augmented Reality and Student Achievementmentioning

confidence: 99%

Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students

Ismaeel¹,

Mulhim²

2019

IES

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This paper aims to investigate the influence of augmented reality technology on the achievement and attitudes of student tolerance for ambiguity. Seventy-eight undergraduate students at King Faisal University participated in the experiment, in two groups according to their learning style (tolerant or intolerant of ambiguity). The findings revealed that augmented reality technology helps ambiguity-tolerant students improve achievement and form positive attitudes toward the use of augmented reality in learning more than it does those who are ambiguity intolerant. The study promotes taking account of students’ learning styles and personal characteristics when designing interactive learning environments, to provide the best learning experience for their preferences.

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Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training

Cited by 49 publications

References 31 publications

The effectiveness of Augmented Reality based Learning on Vocational Competencies of Vocational School Students

The effectiveness of Augmented Reality based Learning on Vocational Competencies of Vocational School Students

Effects of an Augmented Reality Library Orientation on Anxiety and Self-Efficacy: An Exploratory Study

Influence of Augmented Reality on the Achievement and Attitudes of Ambiguity Tolerant/Intolerant Students

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