The effects of augmented reality on students' academic achievement and motivation in a biology course

Erbaş, Çağdaş; Demirer, Veysel

doi:10.1111/jcal.12350

Cited by 138 publications

(115 citation statements)

References 35 publications

(61 reference statements)

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“…These results indicate that integrating AR technology into the food biotechnology material did not have a significant effect on the students’ remembering and understanding levels, which are basic cognitive levels in Bloom’s taxonomy. Erbas and Demirer (2019) also found no significant differences in achievement by using AR technology. Erbas and Demirer suggest that there is a need to support the learning activities with more realistic visuals to increase students’ interaction with the content in order to prevent students from focusing on the technology.…”

Section: Discussionmentioning

confidence: 82%

Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement

Weng

Otanga

Christianto

et al. 2019

Journal of Educational Computing Research

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The purpose of this study was to investigate the effects of augmented reality (AR) technology on students’ learning outcomes (measured according to Bloom’s cognitive levels) and attitude toward biology. The print book was redesigned by integrating a form of AR into it. A quasi-experimental pretest and posttest designs were used to test the effectiveness of the developed book on learning outcomes and attitude toward biology. In addition, the students’ opinions about the AR technology and the redesigned book were collected. In all, 68 ninth-grade students participated in the study. They were divided into the experimental group, who used the print book and the AR technology as a learning supplement, and the control group, who used the print book only. The results indicated that using AR technology may have the potential to enhance students’ learning outcomes at the analyzing level and their learning attitudes toward biology. The students mentioned that AR could be effective in terms of enhancing their biology learning.

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Section: Discussionmentioning

confidence: 82%

Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement

Weng

Otanga

Christianto

et al. 2019

Journal of Educational Computing Research

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“…Since then, AR had not gained popular attention as it required the use of sophisticated devices. Recently, everyday devices (i.e., smartphones and other handheld devices) have encouraged the use of AR for leveraging the needs of curricula in subjects such as engineering (Liarokapis et al, 2004), art (Di Serio, Ibáñez, & Kloos, 2013), medicine (Barsom, Graafland, & Schijven, 2016; Birkfellner et al, 2002), biology (Erbas & Demirer, 2019) and language learning (Solak & Cakir, 2015).…”

Section: Introductionmentioning

confidence: 99%

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Parmaxi

Demetriou

2020

Computer Assisted Learning

120

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This systematic review study synthesizes research findings pertaining to the use of augmented reality (AR) in language learning. Published research from 2014 to 2019 has been explored and specific inclusion and exclusion criteria have been applied resulting in 54 relevant publications. Our findings determined: (a) devices and software employed for mastering AR; languages and contexts in which AR had been applied; theoretical perspectives adopted for guiding the use of AR; the number of participants in AR activities and benefits from using AR as an educational tool in the language classroom; (b) alignment of the affordances of Augmented Reality with the KSAVE (Knowledge, Skills, Attitudes, Values, Ethics) 21st-century skills framework; (c) future directions in AR research and practice. The main findings from this review demonstrate the popularity of mobile-based AR for supporting vocabulary (23.9%), reading (12.7%), speaking (9.9%) writing (8.5%) or generic language skills (9.9%). Our findings also uncovered areas that merit future attention in the application of AR in language learningfor instance learning theories were not often considered in the implementation of AR. The study concludes with suggestions for future research especially in the areas of instructional design and user experience.

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“…In addition, it is suggested as another advantage of the use of applications is that it offers a more active and colorful learning environment which is far from monotonous, by providing opportunities to do a variety of activities (Fidan, 2018). Furthermore, it helps students to undertake experiments that are not easy to do in the real world, and assists educators to teach subjects that can be complicated and costly to explain, and make them clearer (Baysan, 2015;Erbas & Demirer, 2019;Küçük, 2015). In addition, the AR applications were recorded to encourage active learner engagement and enable educators to create educational environments in which learners are at the center of the learning process and learn by doing and experiencing.…”

Section: Discussionmentioning

confidence: 99%

Augmented reality applications: A Meta-analysis and thematic analysis

Talan¹

2019

Turkish Journal of Education

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The purpose of this study is to determine the effect of augmented reality (AR) applications on academic success through meta-analytic and thematic analysis. 51 items from 45 studies conducted between 2013 and 2019 were examined in different databases on the effect size of AR in relation on academic success, education level, and duration of the application. The effect size was found to exist at a medium level, considered to be significant which means that AR has positive effect on academic success. In terms of thematic analysis, with reference to common codes and themes found in qualitative studies conducted both nationally and internationally, qualitative findings were obtained. An emphasis on the effect of AR on learning, class environment and affective dimensions was made, together with a consideration of some limitations. It was stated that learning environments could be arranged in such a way that students could be motivated through the use of AR, leading to permanent and solid learning. Therefore, careful and planned use of AR can be said to encourage success. Artırılmış gerçeklik uygulamaları: Bir meta-analiz ve tematik analiz ÖZ Bu araştırmanın amacı artırılmış gerçeklik uygulamalarının akademik başarıya etkisini meta-analitik ve meta-tematik yöntemlerle belirlemektir. Bu bağlamda, artırılmış gerçeklik ile ilgili 2013-2019 yılları arasında yapılmış ve çeşitli veri tabanlarından tarama sonucunda ulaşılan 45 çalışmadaki 51 verinin başarı üzerindeki etki büyüklüğü ile öğretim kademesi ve uygulama süresi bağlamında da incelenmiştir. Etki büyüklüğü orta düzeyde bulunarak anlamlı ve etkili bulunmuştur. Bu bulgu artırılmış gerçekliğin akademik başarı üzerindeki etkisinin olumlu yönde etkili olduğunu göstermektedir. Diğer yandan araştırmanın meta-tematik analizi için yine ulusal ve uluslararası alanda, nitel yönlü çalışmaların ortak kod ve temalarından alıntılar yapılarak nitel bulgulara ulaşılmıştır. Artırılmış gerçekliğin öğrenme/sınıf ortamına, duyuşsal boyuta etkisi ile birtakım sınırlılıkların olduğu vurgulanmıştır. Öğrenme ortamlarının artırılmış gerçeklik ile motive eden, kalıcılık sağlayan şekilde düzenlenebileceği, somut öğrenmelerin gerçekleşebileceği ifade edilmiştir. Bu nedenle dikkatli ve planlı artırılmış gerçeklik kullanımının, beraberinde başarıyı getirebileceği belirtilebilir.

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The effects of augmented reality on students' academic achievement and motivation in a biology course

Cited by 138 publications

References 35 publications

Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement

Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement

Augmented reality in language learning: A state‐of‐the‐art review of 2014–2019

Augmented reality applications: A Meta-analysis and thematic analysis

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