The Effect Of Augmented Reality Applications On Students' Self-Efficacy Perceptions and Social Skills Towards Science Learning
Keywords:
Augmented Reality, Science teaching, Self-efficacy, Social skills, Sound and its properties.
Abstract
This study aims to examine the effect of augmented reality applications on students' self-efficacy perceptions and social skills towards learning science in the "Sound and Properties" unit. For this purpose, a learning material containing augmented reality applications called SesAR was developed to be used in the 6th grade science course, Sound and Properties unit. The research was conducted with a quasi-experimental design, which is one of the quantitative research methods. The study group of the research consisted of 160 sixth grade students studying in two public schools in the central district of a medium-sized city in the Marmara region. During the application, augmented reality material was used in the experimental group and normal course materials such as textbooks, videos, animations, etc. were used in the control group. The data of the study were collected with "Self-Efficacy Belief Scale for Science Learning" and "Social Skills Scale". Mixed measures ANOVA and dependent independent groups t-test were used to analyze the data. The statistical results of the study showed that AR applications were effective on the level of self-efficacy beliefs towards learning science in teaching the 6th grade "Sound and its Properties" unit. At the level of social skills, it was determined that the pre-test scores of the students had medium level social skills, but the post-test scores remained at medium level and there was no statistically significant difference.
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References
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Ciloglu, T. (2022). Augmented reality based learning environment: Effects of augmented reality on high school students’ motivation, attitude and self-efficacy in biology education, Unpublished master thesis, Bartin University Graduate School of Education, Bartin, Turkiye.
Delello, J. (2014). Insights from pre-service teachers using science-based augmented reality, Journal of Computers in Education, 1(4), 295-311. https://doi.org/s40692-014-0021-y.
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Dunleavy, M., Dede, C. and Mitchell, R. (2009). Affordances and limitations of ımmersive participatory augmented reality simulations for teaching and learning, Journal of Science Education and Technology, 18(1), 7–22.https://doi.org/10.1007/s10956-008-9119-1.
Enyedy, N., Danish, J. A. and DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment, International Journal of Computer-Supported Collaborative Learning, 10(1), 7-34.DOI:10.1007/s11412-015-9207-1
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Fidan, M. (2018).The impact of problem-based science teaching assisted with augmented reality applications on academic achievement, retention, attitude, and belief of self-efficacy, Doctoral Dissertation, Abant Izzet Baysal University, Bolu.
Gordon, C., Lim, L., McKinnon, D. ve Nkala, F. (1998). Learning approach, control orientation and self-efficacy of beginning teacher education students, Asia-Pacific Journal of Teacher Education ve Development, 1(1), 53–63.
Güner, N. (2018). Attitudes towards using augmented reality in corporate training, Unpublished master thesis, Bogaziçi University, İstanbul.
Habig, S. (2019). Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality, British Journal of Educational Technology, 51(4), 1-16.https://doi.org/10.1111/bjet.12891.
Hızlıok, A. (2012). Determine the impact of the activities which are applied to the students of Primary 4th class, based on the science process skills, on the students? self-efficacy in science and technology and the academic achievements,Unpublished master thesis, Nigde University Graduate School of Education, Nigde.
Ivanova, M. and Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology, International Journal on New Computer Architectures and Their Applications, 1(1), 176-184.
İbili, E. and Sahin, S. (2015). The effect of augmented reality assisted geometry instruction on students' achiveement and attitudes, Teaching Mathematics and Computer Science, 13(2), 177-193. https://doi.org/10.5485/TMCS.2015.0392.
Karateke, B. (2016). Analysis on effects of social skills training program administered to potentially gifted children to the social skills development, Doctoral Dissertation, Gazi Uniıversity Graduate School of Educational Sciences, Ankara.
Keleş, F. and Yavuz, S. (2022). A content analysis on research on augmented reality in education, Anatolian Journal of Teacher, 6(2), 248-277. https://doi.org/10.35346/aod.1159848.
Kerawalla, L., Luckin, R., Selijefot, S. and Woolard, A. (2006). Making it real: Exploring the potential of augmented reality for teaching primary school science, Virtual Reality, 4: 163-174.https://doi.org/s10055-006-0036-4.
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Published
2024-03-21
How to Cite
TÜRE, Z., & Yalçın, P. (2024). The Effect Of Augmented Reality Applications On Students’ Self-Efficacy Perceptions and Social Skills Towards Science Learning. GPH-International Journal of Educational Research, 7(02), 78-97. https://doi.org/10.5281/zenodo.10854964
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Copyright (c) 2024 Zeliha Gül TÜRE
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