The Effects of Mobile AR-Based Biology Learning Experience on Students' Motivation, Self-Efficacy, and Attitudes in Online Learning

Autor/inn/en	Ciloglu, Tahsin; Ustun, Ahmet Berk
Titel	The Effects of Mobile AR-Based Biology Learning Experience on Students' Motivation, Self-Efficacy, and Attitudes in Online Learning
Quelle	In: Journal of Science Education and Technology, 32 (2023) 3, S.309-337 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ciloglu, Tahsin) ORCID (Ustun, Ahmet Berk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-023-10030-7
Schlagwörter	High School Students; Secondary School Science; Science Education; Biology; Computer Simulation; Simulated Environment; Foreign Countries; Handheld Devices; Learning Motivation; Self Efficacy; Student Attitudes; Retention (Psychology); Turkey + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Naturwissenschaftliche Bildung; Biologie; Computergrafik; Computersimulation; Künstliche Umwelt; Ausland; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Merkfähigkeit; Türkei
Abstract	The purpose of this study is to enhance online biology learning with mobile augmented reality (AR) applications and to assess the impact of mobile AR applications on students' motivation, self-efficacy, and attitudes toward biology learning. Students were interviewed, and the usefulness of mobile AR applications was evaluated using a quasi-experimental pretest-posttest approach. The study group consists of 71 high school students, 26 in the control group and 45 in the experimental group, attending a public high school in the Western Black Sea Region of Turkey during the academic year 2020-2021. The self-efficacy ratings of the experimental group of students who participated in mobile AR-based biology learning were statistically higher than those of the control group after a 12-week trial. However, there were no statistically significant differences between experimental and control group students' motivation and attitudes toward biology learning. In addition, as a result of student interviews, mobile AR applications were deemed innovative, non-distracting, successful in knowledge acquisition, engaging, intriguing, and entertaining, boosting information retention, concretizing the subject, and facilitating learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01