The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction

Jia, Zhaojun; Sung, Yao–Ting; Hou, Huei-Tse; Chang, Kuo–En

doi:10.1016/j.compedu.2014.01.003

Cited by 172 publications

(109 citation statements)

References 14 publications

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“…This result indicates that the AR learning material can be effective in increasing the achievement level. Similarly, many studies in the literature found that AR-supported teaching increased the achievement levels of students (Abdusselam & Karal, 2012;Fleck & Simon, 2013;Shelton & Hedley, 2002;Sin & Zaman, 2010;Vilkoniene, 2009;Wang, 2017;Yen et al, 2013;Zhang et al, 2014). It is thought that the advantages provided by the use of AR technology in education caused this result.…”

Section: Discussionmentioning

confidence: 99%

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: 99%

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

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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“…Yapılan araştırmalar AG'nin eğitim ortamlarına çok sayıda katkı sağladığına işaret etmektedir. AG kullanımının öğrencilerin başarılarını artırmasının (Cai, Wang ve Chiang, 2014;Chen ve Wang, 2015;Hsiao, Chen ve Huang, 2012;Hwang, Wu, Chen ve Tu, 2016;Shelton ve Hedley, 2002;Sırakaya, 2015;Vilkoniene, 2009;Zhang, Sung, Hou ve Chang, 2014) bu katkıların başında geldiği söylenebilir. Ayrıca yapılan araştırmalarda AG'nin yaparak yaşayarak öğrenmeyi (Singhal, Bagga, Goyal ve Saxena, 2012) ve sorgulayarak öğrenmeyi (Chiang, Yang ve Hwang, 2014;Squire ve Jan, 2007;Wang, Duh, Li, Lin ve Tsai, 2014) desteklediği belirtilmektedir.…”

Section: Introductionunclassified

“…Especially the widespread use of mobile devices has opened up the use of augmented reality in educational settings . Educational use of augmented reality improves student achievement (Cai et al, 2014;Chen & Wang, 2015;Hsiao et al, 2012;Hwang et al, 2016;Shelton & Hedley, 2002;Vilkoniene, 2009;Zhang et al, 2014). Augmented reality has the advantages of increasing student participation (Delello, 2014;Dunleavy, Dede & Mitchell, 2009) and motivation Furió et al, 2015;Perez-Lopez & Contero, 2013;Solak & Cakir, 2015) and making classes more enjoyable Ibáñez et al, 2014).…”

Section: Extended Abstractmentioning

confidence: 99%

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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“…AR intends to give an inclination to its clients that are unequivocally like real communication with genuine situations. Moreover, through the showcase of virtual messages, clients get messages that they would not be capable of getting from this present reality (Zhang et al, 2014). AR concept can be considered as the "Reality-Virtuality Continuum" that is depicted in Figure 1 (Milgram, Takemura, Utsumi, & Kishino, 1995).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

An E-Assessment Framework for Blended Learning with Augmented Reality to Enhance the Student Learning

Mumtaz

Iqbal

Khalid

et al. 2017

EURASIA J MATH SCI T

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The study compared the students' level of understanding using two scenarios i.e. S1 (Classroom Lectures) and S2 (Lectures based on AR). An independent sample t-test was applied to correlate the results of two groups (experimental and control) and paired sample t-test was applied to evaluate the two scenarios S1and S2 within two groups: the experimental and the control. When the effect of augmented reality in blended learning framework is broke down, it is examined that augmented reality learning outperform classroom learning environment in enhancing students' performance. The result revealed that there is a difference between classroom learning and AR learning. AR experiences have positive effect on students' learning. Furthermore, students' confidence and motivation towards learning are achieved.

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The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction

Cited by 172 publications

References 14 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

An E-Assessment Framework for Blended Learning with Augmented Reality to Enhance the Student Learning

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