The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

Autor/inn/en	Omurtak, Esra; Zeybek, Gulcin
Titel	The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation
Quelle	In: Journal of Education in Science, Environment and Health, 8 (2022) 1, S.55-74 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Omurtak, Esra) ORCID (Zeybek, Gulcin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-214X
Schlagwörter	Computer Simulation; Technology Uses in Education; Biology; Academic Achievement; Student Motivation; Grade 9; High School Students; Foreign Countries; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Biologie; Schulleistung; Schulische Motivation; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schülerverhalten; Türkei
Abstract	In this study, it was aimed to determine the effect of activities based on augmented reality applications in 9th grade biology lesson on students' achievement and motivation towards biology lesson and to get students' opinions about the applications. In the study, mixed method was used. The study group of the research consisted of students of two different classes at the 9th grade level of a private high school located in the city center of Karaman in the 2018-2019 academic year. When the research findings were examined, it was seen that the academic achievement post-test mean scores of the experimental group students were found to be significantly higher than the mean scores of the control group students. According to another finding of the study, there was no significant difference between the experimental group and the control group students in terms of the total mean scores obtained from the motivation questionnaire for biology lesson. However, a significant difference was found in favor of the experimental group in terms of "anxiety in exams" dimension. As a result of the research, the students stated that they liked the biology lessons in which augmented reality applications were carried out, that augmented reality applications made abstract concepts concrete and made them more permanent, and that the lessons conducted in this way were fun. (As Provided).
Anmerkungen	Journal of Education in Science, Environment and Health. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090, Turkey. e-mail: jeseh.info@gmail.com; Web site: http://www.jeseh.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01