Augmented reality-based student’s worksheets on algebra word problems

Abstract

Students working on a word problem sometimes missed the answer for some reasons. The most common reason is that the students misinterpreted the question. Word problems sometimes mention a vocabulary that is somewhat difficult to define by the students. Besides, word problems, especially algebra word problems, are not easy to be visualised because the comparative vocabularies used are confusing for some students. As a result, they end up with incorrect conclusions instead. As such, this study aims to create augmented reality-based student’s worksheets to assist the students to visualise algebra word problems using animations. This is a design and development study, which consists five stages. The first stage is investigating students’ needs (amid covid-19 pandemic in particular). After that, the augmented reality-based student’s worksheets are designed by considering the investigating result. Next, the worksheets are constructed before being tested and evaluated. Based on the evaluation, the worksheets are revised then finally it is ready to be implemented. The recent progress of the research is that the augmented reality-based student’s worksheets has been revised and ready to be implemented. The worksheets allow students to study from home by scanning codes using their devices (android smartphones are advised) then video animations will appear and explain the algebra word problems they are working on.

İlkokulda 5E Öğrenme Modeli Destekli Matematik Dijital Çalışma Yaprakları: Bir Durum Çalışması

“…Farklı alanlarda ve kademelerde teknolojik yazılımlar kullanılarak hazırlanan dijital çalışma yapraklarıyla ilgili çalışmaların olduğu tespit edilmiştir (Demirci, 2019;Erna, Elfizar ve Dewi, 2021;Lindenbauer ve Lavicza, 2021;Sari, Widiyawati, Nurwahidah, Masykuri ve Budiyanto, 2021;Serth vd., 2019;Suhendi, Jamilah, Mulhayatiah ve Ardiansyah, 2019;Susila, Chanifah ve Delina, 2021;Wibawa, Cholifah, Utami ve Nurhidayat, 2018). İlgili literatürde de teknoloji kullanılarak hazırlanan çalışma yapraklarının kullanımının öğrenme ortamları açısından olumlu sonuçlandığına dair çalışmalar mevcuttur (Arifin, 2014;Bakri, Permana, Wulandari ve Muliyati, 2020;Ichsan vd., 2020;Ito, Morimoto ve Hayakawa, 2018;Lestari, Miriam, ve Misbah, 2021;Lupi, Herlina, Sesunan ve Andra, 2021;Mahtari, Wati, Hartini, Misbah ve Dewantara, 2020;Salim, Darmawan ve Jainuddin, 2021;Serth vd., 2019;Sholikhah ve Cahyono, 2021). Serth ve diğerlerine (2019) göre teknolojik yazılımlar aracılığıyla geliştirilen çalışma yaprakları, öğrencilerin kendi hızlarında öğrenmelerine olanak tanımakta ve öğretmenlerin bilinçli olarak müdahalelerini teşvik etmektedir.…”