The Impact of Using Model and Augmented Reality Technology on Students’ Science Achievement, Motivation, and Interest Levels


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Authors

  • Şeyma Nur SİVRİ
  • Eylem EROĞLU

DOI:

https://doi.org/10.33200/ijcer.1123204

Keywords:

Augmented Reality, Modeling, Science Achievement, Interest, Motivation

Abstract

In this study, it was aimed to investigate the effects of modelling and the material designed with augmented reality technology on the academic success of students, their motivation, and interest levels towards the science course. The study was conducted in 6th grade science units of "Support and Movement System" and "Systems in Our Body". In the study, quasi-experimental design with pre-test post-test control group was applied. The study was carried out with three groups: the control group, the augmented reality experimental group and the modeling experimental group. The research sample consists of a total of 66 students studying at a public middle school in the Küçükçekmece district of Istanbul province, during the 2020-2021 academic year. To collect data, a 30-item Science Achievement Test, a 23-item Science Motivation Scale, and a 27-item Science Interest Scale were applied. Kruskal Wallis test was applied for multiple comparisons, and Mann Whitney U tests were carried out for post-hoc comparasions. Wilcoxon Signed Ranks tests were applied for intragroup comparisons. According to the results of the study, it was concluded that the use of augmented reality and modeling technique in the science course had a statistically significant effect on the academic success, motivation, and interest of the students towards the science course.

Author Biographies

Şeyma Nur SİVRİ

Şeyma Nur SİVRİ
TC MİLLİ EĞİTİM BAKANLIĞI
0000-0001-5906-9246
Türkiye

Eylem EROĞLU

Corresponding Author: Eylem Eroğlu, edogan@ibu.edu.tr

Eylem EROĞLU
ABANT İZZET BAYSAL ÜNİVERSİTESİ
0000-0003-1487-1264
Türkiye

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Published

2022-10-30

How to Cite

SİVRİ, Şeyma N., & EROĞLU, E. (2022). The Impact of Using Model and Augmented Reality Technology on Students’ Science Achievement, Motivation, and Interest Levels. International Journal of Contemporary Educational Research, 9(3), 633–648. https://doi.org/10.33200/ijcer.1123204

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