Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Tian, Ke; Endo, Mitsuru; Urata, Mayu; Mouri, Katsuhiro; Yasuda, Takami

doi:10.7763/ijcte.2014.v6.897

Cited by 25 publications

(20 citation statements)

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“…This result indicates that the AR learning material can be effective in eliminating the misconceptions of students. There are a lot of studies available in the literature which support this result (Fleck et al, 2015;Fleck & Simon, 2013;Kerawalla et al, 2006;Rosenbaum et al, 2006;Shelton & Hedley, 2002;Tian et al, 2014;Yen et al, 2012). The astronomy subjects generally include abstract concepts.…”

Section: Discussionmentioning

confidence: 55%

“…Playing an active role and asking their teachers more questions about the course may help students achieve a deeper knowledge of the subjects. It is certain that the most general advantage that AR technology has for educational environments is that it is an effective support tool which can be used in the learning and teaching process (Fleck & Simon, 2013;Hsu, 2017;Medicherla et al, 2010;Núñez et al, 2008;Perez-Lopez & Contero, 2013;Sin & Zaman, 2010;Tian et al, 2014). Thanks to its abovementioned advantages, AR technology can play a critical role that facilitates learning in educational environments.…”

Section: Discussionmentioning

confidence: 99%

“…The examination of literature shows that AR applications which enable students to make direct observations (Kerawalla et al, 2006;Sin & Badioze Zaman, 2009;Sin & Zaman, 2010;Soga, Matsui, Takaseki, & Tokoi, 2008;Tian, Endo, Urata, Mouri, & Yasuda, 2013;Tian et al, 2014;Yen et al, 2013;Zhang et al, 2014), or interact with celestial bodies (Fleck et al, 2015;Fleck & Simon, 2013;Fleck, Simon, & Christian Bastien, 2014;Medicherla et al, 2010;Shelton & Hedley, 2002;Shelton & Stevens, 2004), were developed to aid children in learning astronomy subjects. It is known that AR technology provides visualization of subjects and concepts which are hard to understand, and makes them comprehensible (Bujak et al, 2013;Kaufmann & Schmalstieg, 2003;Kerawalla et al, 2006;Shelton & Hedley, 2002;Yoon et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.

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Section: Discussionmentioning

confidence: 55%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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“…Öğrencilerin derse katılım-larını (Delello, 2014;Dunleavy, Dede ve Mitchell, 2009) ve motivasyonlarını artırmak (Chiang vd., 2014;Furió, Juan, Segui ve Vivó, 2015;Perez-Lopez ve Contero, 2013;Solak ve Cakir, 2015) gibi önemli avantajları olan AG, dersleri daha eğlenceli hale getirmektedir (Chiang vd., 2014;Ibáñez, Di Serio, Villarán ve Kloos, 2014). Kavramsal öğrenmeyi desteklerken (Abdüsselam, 2014;Enyedy, Danish, Delacruz ve Kumar, 2012;Kerawalla vd., 2006) öğrencilerin kavram yanılgılarında azalma sağladığı da (Rosenbaum, Klopfer ve Perry, 2006;Sırakaya, 2015;Tian, Endo, Urata, Mouri ve Yasuda, 2014) yapılan çalışmalarda elde edilen sonuçlar arasındadır. Bu sonuçlar ışığında bakıldığında AG'nin farklı alanların eğitiminde kullanılabilecek etkili bir araç olduğu söylenebilir.…”

Section: Introductionunclassified

Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi

Sırakaya

2018

Kastamonu Eğitim Dergisi

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ÖzBu çalışmanın amacı fen eğitiminde artırılmış gerçeklik kullanımının öğrenci-lerin tutum ve motivasyonlarına etkisini belirlemektir. Araştırmada öntest -sontest kontrol gruplu (eşleştirilmiş) yarı deneysel desen kullanılmıştır. Araştırmanın çalış-ma grubunu bir devlet okulunun 7. sınıfına devam etmekte olan 87 öğrenci oluştur-maktadır. Araştırma sonucunda artırılmış gerçeklik kullanımının öğrencilerin fen öğrenmeye yönelik motivasyonlarını artırdığı sonucuna ulaşılmıştır. Araştırmanın bir başka sonucuna göre, artırılmış gerçeklik öğrencilerin fen öğrenmeye yönelik tutumlarını olumlu şekilde değiştirmiştir. AbstractThe purpose of this study is to determine the effect of augmented reality use in science education on students' attitudes and motivations. A quasi experimental, random matched design with pre-test -post-test and control group was used in the study. The study group was composed of 87 7 th graders attending there separate classes of a state school. Research findings show that augmented reality has increased the motivation of the students towards science education. Another consequence of the research is that the augmented reality learning material has positively changed students' attitudes toward science learning.

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“…Technological-pedagogical content knowledge-based practices such as increased virtual reality are considered as effective tools in terms of students' learning of astronomy subjects which include complex spatial relations. When the literature is reviewed, it can be seen that students can be enabled to directly observe in order to support their learning related to astronomy subjects [65,66,48,67,68,69,70,51] so they can interact with celestial bodies [42,71,45,72,47,73]. It is seen that Technological-Pedagogical Content Knowledge-Based Practices have been improved.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

Şensoy¹,

Yıldırım²

2018

ujer

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The aim of this study is to examine the impact of the Technological Pedagogical Content Knowledge (TPCK) based educational practices in astronomy lectures on prospective science teachers' success levels. The study was conducted on 4th-grade prospective science teachers of a public university and lasted for 14 weeks. In the study, quasi-experimental method and pre-test post-test control group experimental design were employed. The study was conducted in 2015-2016 Academic Year, in the Astronomy Course. In total, 72 students (control group=35, experimental group=37) participated in the study. "Astronomy Success Test" was used as data collection tool. The KR-20 reliability coefficient of the test was calculated as 0.81. During the research process, the instruction was carried out by following the current Astronomy Course Curriculum in both groups. In addition to this, in the instruction process of the experimental group TPCK based educational practices were applied. In the research, it was determined that an improvement has occurred in success levels at a significant level of the students in the experimental group. In addition, it was also determined that the post-test astronomy success scores of the students in the experimental group are significantly higher than the scores of the students in the control group.

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Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Cited by 25 publications

References 4 publications

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi

The Effect of Technological Pedagogical Content Knowledge Based Training Programs Used in Astronomy Classes on the Success Levels of Science Teacher Candidates

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