The Effect of Augmented Reality based applications on achievement and attitude towards science course in distance education process

Çetin, Hakan; Türkan, Azmi

doi:10.1007/s10639-021-10625-w

Cited by 42 publications

(27 citation statements)

References 65 publications

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“…Then for its contribution to the development of student attitudes, it can be seen how students respond to the ongoing science learning. This scientific attitude can make students able to be critical and creative, this of course has an impact on student learning outcomes and the development of their studies in the future (Çetin & Türkan, 2022). This scientific attitude can also make students tend to better understand how God's creation makes the students' religiousness increase, students' thinking will also be wider and deeper so that they will not be affected by bad cultures or influences that can damage themselves, others.…”

Section: Discussionmentioning

confidence: 98%

The role of religion and culture on student attitudes in science learning

Kurniawan

Asrial

Lukman

et al. 2022

CJES

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This research discusses the influence or role of religion and culture on students' attitudes in learning science. The mixed method used in this study is a sequential explanatory approach. The sample in this study used the purposive sampling technique and 6474 students were selected. The instruments in this study are attitude questionnaires and in-depth interviews on culture and religion. Data analysis was carried out in the form of descriptive statistical analysis. Then, the qualitative data were analysed in several stages, namely data reduction, data presentation, and drawing conclusions. Based on the results of interviews and data collection that has been carried out and the discussion described above, it can be concluded that students' attitudes towards science have relevance to cultural aspects that exist in their daily life environment and students' attitudes towards science also have a close relationship with religious aspects that was adopted them. This result is certainly very positive for the affective and religious development of students which of course has an impact on how they interact with fellow humans in the school environment and others. Keywords: Attitude; culture; religious

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Section: Discussionmentioning

confidence: 98%

The role of religion and culture on student attitudes in science learning

Kurniawan

Asrial

Lukman

et al. 2022

CJES

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“…The introduction of network technologies, cloud services, big data, as well as virtual and augmented reality in teaching practice dramatically increases learning opportunities (Liu et al, 2020). For example, virtual reality (VR) is a technological tool of display that allows users to be placed in a virtual world where situations that would otherwise be difficult to imagine in real life can be created (Hsu, 2021), and augmented reality (AR) provides real-time interaction while combining the virtual and the real worlds (Çetin & Türkan, 2021). The AR learning environment not only enhances knowledge but also provides students with an opportunity to gain an advanced level of learning experience in distance learning during the pandemic (Eldokhny & Drwish, 2021).…”

Section: Discussionmentioning

confidence: 99%

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

et al. 2022

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The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students enrolled in two training courses in [BLINDED] University and [BLINDED] University, respectively: Mathematics Teaching in the Content and Language Integrated Learning (CLIL) context and Molecular Biology. The psychological safety of the proposed pedagogical methodology was investigated by assessing the level of psychological well-being of the participants in the educational process using the Scale of psychological well-being questionnaire developed by C. D. Ryff that was adapted to the educational context. The results of the study showed that the proposed pedagogical methodology was safe in relation to the life of students. It generally improved their perception of learning and themselves in the role of its participants, promoted positive self-esteem in group learning contacts, and, by developing learning involvement and interest through the Clil technology, qualitatively contributed to the achievement of educational progress by each student. The developed innovative methodology for teaching natural and mathematical sciences can be used as a pedagogical model for developing effective training courses. The demonstrated assessment of the level of psychological well-being adapted to the educational context can serve as a basis for the development of motivational learning strategies that support students in crisis learning conditions during the pandemic.

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“…Selanjutnya, hasil uji respon siswa pada setiap butir penilaian disajikan pada Tabel 10. (Khan, dkk, 2019;Saadon, dkk., 2020), pemahaman konseptual (Ismail, dkk., 2019) dan prestasi akademik siswa (Çetin & Türkan, 2021;Gün & Atasoy, 2017). Di sisi lain, aspek software mendapatkan nilai yang paling rendah, yaitu sebesar 83% dengan kategori cukup baik.…”

Section: Gambar 3 Tampilan Tiga Level Representasi Kimia Dalam Modulunclassified

Pengembangan Modul Berbasis Multipel Representasi dengan Bantuan Teknologi Augmented Reality untuk Membantu Siswa Memahami Konsep Ikatan Kimia

Apriani

Harun

Erlina

et al. 2021

JIPI

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A good understanding of the three levels of chemical representations is required to understand the concepts of chemical bonding. However, most students are difficult to understand chemical bonding topics due to the abstract concepts and the learning resources used don’t fully integrate the three levels of chemical representations. Therefore, learning resources that cover all of the chemical representations and visualize the abstract concepts are needed. The purpose of this study is to determine the level of validity and responses of teachers and students to the developed chemical bonding module based on multiple representations assisted by AR technology. This type of research is research and development that refers to the ADDIE instructional design model. The instrument used in this research is the sheet of validity and the response questionnaire. The collected data were analyzed using percentage analysis techniques. The product of this research is a chemical bond module based on multiple representations and an augmented reality chemistry simulator of chemical bonding application. The results of the expert's validation show that the average percentage of content, media, and language validity respectively are 99, 95, and 97% with very valid criteria, so that it can be used in the learning process. In addition, teachers and students gave a very good response to the product with a percentage of 90 and 87% consecutively. These findings indicate that the modules assisted by AR technology could support the chemistry teachers to explain the chemical bonding topic and help students visualize the abstract concepts of chemical bonds

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The Effect of Augmented Reality based applications on achievement and attitude towards science course in distance education process

Cited by 42 publications

References 65 publications

The role of religion and culture on student attitudes in science learning

The role of religion and culture on student attitudes in science learning

Improving teaching in different disciplines of natural science and mathematics with innovative technologies

Pengembangan Modul Berbasis Multipel Representasi dengan Bantuan Teknologi Augmented Reality untuk Membantu Siswa Memahami Konsep Ikatan Kimia

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