Augmented Reality Applications Attitude Scale in Secondary Schools: Validity and Reliability Study

Küçük, Sevda; Yılmaz, Rabia; Baydaş, Özlem; Göktaş, Yüksel

doi:10.15390/eb.2014.3590

Cited by 43 publications

(32 citation statements)

References 29 publications

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“…It provides users with an immersive sensory experience by integrating digital data into real environment (Hwang et al, ; Chiang et al, ; Ibáñez et al, ). A number of researchers have documented that mAR devices improve the success rate of physical interaction‐related learning tasks, support memory related learning activities and enable personalized, and self‐directed learning (Dunleavy et al, ; Chien et al, ; Küçük et al, ; Shirazi and Behzadan, )…”

Section: Introductionmentioning

confidence: 99%

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Küçük

Kapakin

Göktaş

2016

Anatomical Sciences Ed

Self Cite

329

287

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Augmented reality (AR), a new generation of technology, has attracted the attention of educators in recent years. In this study, a MagicBook was developed for a neuroanatomy topic by using mobile augmented reality (mAR) technology. This technology integrates virtual learning objects into the real world and allow users to interact with the environment using mobile devices. The purpose of this study was to determine the effects of learning anatomy via mAR on medical students' academic achievement and cognitive load. The mixed method was applied in the study. The random sample consisted of 70 second-year undergraduate medical students: 34 in an experimental group and 36 in a control group. Academic achievement test and cognitive load scale were used as data collection tool. A one-way MANOVA test was used for analysis. The experimental group, which used mAR applications, reported higher achievement and lower cognitive load. The use of mAR applications in anatomy education contributed to the formation of an effective and productive learning environment. Student cognitive load decreased as abstract information became concrete in printed books via multimedia materials in mAR applications. Additionally, students were able to access the materials in the MagicBook anytime and anywhere they wanted. The mobile learning approach helped students learn better by exerting less cognitive effort. Moreover, the sensory experience and real time interaction with environment may provide learning satisfaction and enable students to structure their knowledge to complete the learning tasks. Anat Sci Educ 9: 411-421. © 2016 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 99%

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Küçük

Kapakin

Göktaş

2016

Anatomical Sciences Ed

Self Cite

329

287

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“…When the research findings related to the validity analyzes of the scale development studies conducted in the field of educational sciences are examined (Gul & Sozbilir, 2015;Kucuk, Yilmaz, Baydas & Goktas, 2014), it was seen that the scope and appearance validity is one of the most preferred validity types due to the nature of the scale development studies. While many studies (Dalgic, 2008;Kurnaz & Yigit, 2010;Yilmaz & Aydin, 2017) have included findings and information regarding the content validity of the literature, it has been seen that this information is often explained in a short way and no clear information can be found.…”

Section: Discussionmentioning

confidence: 99%

Development of Computational Thinking Scale: Validity and Reliability Study

Ertugrul-Akyol¹

2019

INT J EDUC METHODOL

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Computational thinking is a way of thinking that covers 21st century skills and includes new generation concepts such as robotics, coding, informatics and information construction. Computational thinking has reached an important point especially in the field of science in line with the rapid developments in technology. Robotics applications, software-based activities, STEM (Science, Technology, Engineering, Math) education and problem-based studies are some of the areas where this thinking is used. In this study, which is based on this point, it is aimed to develop a scale for computational thinking. Exploratory sequential design, one of the mixed research methods, was used in the study. First of all, a detailed literature review was conducted and needs analysis was carried out. This study consists of two stages. In the first stage, exploratory factor analysis was performed and analyzed with SPSS 23 program. In the second stage, confirmatory factor analysis was performed and analyzed with LISREL 9.2 program. As a result of the study, the goodness of fit indexes of the scale was found. According to this; X 2 /df value 1.81; NNFI value 0.97; NFI value 0.93; CFI value 0.98; RMR value 0.05; SRMR value 0.04; AGFI value 0.91 and GFI value was found to be 0.93. When the reliability values of the study were examined, Cronbach's Alpha value was found to be 0.86. As a result of the research, a computational thinking scale consisting of 3 factors and 30 items was developed. This scale was developed for prospective teachers and can be used at all levels of prospective teachers.

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“…Based on these studies, the use of AR technology in the educational environment has some advantages. Increasing academic achievement (Cai et al 2014;İbili, 2013;Ersoy, Duman and Öncü, 2016;Sırakaya, 2015;Sırakaya, 2016;Şahin, 2017), arousing curiosity and increasing participation in students (Abdüsselam, 2014;Ersoy et al, 2016;Ivanova and Ivanov, 2011;Vojciechowski and Cellary, 2013), increasing the motivation of students and teachers (Atasoy, Gün and Karaoğlu, 2017;İbili, 2013;Çakır, Solak ve Tan., 2015;Di Serio, Ibanez and Kloos, 2013;Erbaş, 2016;Ivanova and Ivanov, 2011;Küçük, Yılmaz, Baydaş and Göktaş, 2014;Sumadio and Rambli, 2010;Vojciechowski and Cellary, 2013), remarkably entertaining properties (Yılmaz, 2014;Yoon, Elinich, Wang, Steinmeier and Tucker, 2012;Vojciechowski and Cellary, 2013), enabling the learning environment to become enjoyable and interactive (Lee, 2012;Gün and Atasoy, 2017), positively influencing student attitudes Göktaş, 2014 Şahin, 2017), helping students to visualize objects in their minds (Balak and Kısa, 2016;Gün, 2014;Gün and Atasoy, 2017;Shelton and Hedley, 2002;Squire and Klopfer, 2007); Vojciechowski and Cellary, 2013), creating permanent learning (Ersoy et al, 2016;Ivanova and Ivanov, 2011), improving students' visual skills (Kaufman and Schmalstieg, 2003) and their visual intelligence (Yılmaz and Batdı, 2016), and positive effects on self-efficacy perceptions (Erbaş, 2016) and creativity (Gurjar and Somani, 2016) are some of these advantages. Additi...…”

Section: Research On Ar In Educationmentioning

confidence: 99%

The Effect of Using Augmented Reality Appli̇cations on Social Studies Education

Gümbür¹,

Avaroğullari²

2020

Araştırma Ve Deneyim Dergisi

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The aim of this study is to examine the effects of investigate social studies teaching supported by teaching materials developed with augmented reality (AR) technology applications on students' academic achievement, attitudes and motivations towards the course and to determine the attitudes of students using AR technology towards the use of AR applications in the classroom. An experimental design using quantitative research methods was employed in the present study. The study sample consists of 70 5th grade students studying at a junior high school in south Turkey in the 2017-2018 academic year. Positive effects of the use of AR applications on students' academic achievement, attitudes and motivation towards the course were observed. In addition, students using AR applications were satisfied with the use of the applications, were willing to use the application and did not have any worries while using the application. Therefore, an increase in the use of activities related to AR applications in education processes is predicted to be beneficial for teaching and learning.

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Augmented Reality Applications Attitude Scale in Secondary Schools: Validity and Reliability Study

Cited by 43 publications

References 29 publications

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load

Development of Computational Thinking Scale: Validity and Reliability Study

The Effect of Using Augmented Reality Appli̇cations on Social Studies Education

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