The effects of Augmented Reality applications on the academic achievement and motivation of secondary school students

Abstract

This research aims to reveal the effects of using augmented reality applications on seventh-grade secondary school students' academic achievement and motivation and to identify students’ views on augmented reality applications. For this purpose, the augmented reality application called “CellAR” has been developed for the “Cell and Cell Division” unit. The study used pre-test - post-test control group quasi-experimental design research method and general survey model. During the research, the experimental group students used the CellAR augmented reality learning application developed by the researcher in addition to the regular course materials (textbooks, e-books, printed materials, videos, visuals, etc.). In contrast, the students in the control group used only the regular course materials. An academic achievement test, motivation scale, and opinion questionnaire for augmented reality application were used to collect data. T-test for independent samples, single-factor analysis of covariance (ANCOVA), and descriptive statistics were used. According to the results, the academic achievement and motivation of the students in the experimental group using augmented reality application were significantly higher than the students in the control group. According to descriptive results, the students thought that the augmented reality application helped them learn the subjects, facilitated the concretization of abstract concepts, and provided active learning experiences. Similarly, the students found the augmented reality application interesting and stated that it increased their creativity and motivation.

Public Policy Reforms

“…When students navigate, see, and relate with selected virtual items, generated by AR, from diverse standpoints, their ability to view things from three dimensions and comprehend abstract concepts improves (De Serio et al, 2013). AR-assisted instruction makes students more attentive, involved in learning tasks, confident (Faria & Miranda, 2023), creative, and motivated (Özeren & Top, 2023). Students that are confident, attentive, and actively involved tend to perform better in educational assignments.…”

Peningkatan Kemampuan Mendesain Pembelajaran Matematika Berdiferensiasi dengan Media Pembelajaran Augmented Reality bagi Guru SMK di Kabupaten Lumajang

“…Augmented Reality (AR) adalah teknologi yang memadukan dunia nyata dengan elemen-elemen digital atau virtual, seperti gambar, video, suara, atau teks, untuk menciptakan pengalaman yang meningkatkan realitas yang ada di sekitar kita. Aplikasi AR merupakan teknologi yang didukung adanya interaksi real-time yang menggabungkan dunia nyata dan virtual dengan menggunakan perangkat lunak (gambar virtual, grafik, dan suara) sehingga seperti hidup berdampingan (Özeren & Top, 2023;Sreejun & Chatwattana, 2023). Menurut Wannapiroon, dkk.…”

Augmented Reality in Education: A Meta-Analysis Of (Quasi-) Experimental Studies to Investigate the Impact

“…Data source: (Alqarni, 2021a;Buditjahjanto & Irfansyah, 2023;Dewi, 2020a;Dutta et al, 2023a;Indriyani et al, 2023;Özeren & Top, 2023a;Prasetya et al, 2021a;Sahin & Yilmaz, 2020;Sriadhi et al, 2022;Weng et al, 2020a;Ziden et al, 2022a) Figure 1. Overall Effect: black plot is the Effect Size of each study; The blue plot is the overall average Effect Size Figure 1 shows that most of the Effect Sizes are on the positive side (shown by the black plot), indicating that the use of AR has an impact on learning outcomes in each study (with the experimental class tending to be better than the control class).…”