The Effect of Instruction With Augmented Reality Astronomy Cards On 7th Grade Students’ Attitudes Towards Astronomy and Academic Achievement.pdf (original) (raw)
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The purpose of this study was to describe students' perceptions of augmented reality learning media in solar system topics. The type of research used was descriptive research. The participants involved in this study were 32 students from class 8C of State Junior High School 3 Sidoarjo, Indonesia. The instruments used consist of a student perception questionnaire and an interview. The questionnaire has been validated previously and consists of 5 questions about the concept of planets and the concept of the moon concerning augmented reality learning media. The results showed indicators 1, 4, and 6 obtained the highest score of 97%. It means that students can easily understand these indicators using augmented reality. Indicator 2 got the lowest result of 72%, meaning that students have little difficulty understanding the indicator using augmented reality but are still in the good category. As many as 87% of students rated that augmented reality learning media is very helpful in und...
Augmented reality in process of studying astronomic concepts in primary school
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The objective of the research is development a mobile application (on the Android platform) designed for visualization of the Solar System with the AR technology and the alphabet study, applying the astronomic definitions, which can be used by the teacher and the students for an effective training for studying the subjects of the astronomic cycle in primary school. Augmented Reality cards with the images of the Solar System planets and other celestial bodies were developed, as well as the “Space alphabet” was created. In the developed alphabet every letter of the alphabet becomes a certain celestial body or a different astronomic definition. Augmented Reality gives the opportunity to visualize images of the Solar System as much as possible, in other words to convert 2D images into 3D, as well as “make them alive”. Applying this tool of ICT while studying new data gives the ability to develop and improve the pupils’ spatial thinking, “to see” the invisible and to understand the perce...
HAL (Le Centre pour la Communication Scientifique Directe), 2015
The aim of this study is to determine the effect of learning objects developed in marker-based augmented reality environment on academic achievement and permanence of learning. In the study, experimental design with pre-test and post-test control group has been used. The study has been carried out in the spring term of 2016-2017 academic year with 45 students studying in the 7th grade of a state secondary school in Sincan district of Ankara. At the beginning of the study, "Academic achievement scale" has been applied to the experimental and control group students. The subject has been discussed by using augmented reality applications for the experimental group, the traditional method (narration, presentation on a model or board and question and answer) for the control group. At the end of the experiment, the same scale has been carried out as post-test and permanence test four weeks after the end date of experimental procedure to each group. According to the result of study, it has been seen that augmented reality application is effective in terms of the academic achievement of students and permanence of their learning.
The Development of Learning Solar System Augmented Reality for Elementary School
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Along with today's technological developments, applications can be used as a medium of learning. This study aims to create a learning application about the solar system by utilizing technology Augmented Reality which is expected to be used to support the Natural Science (IPA) learning program by an elementary school educational institution to make the teaching and learning system more creative and interactive. In this study, the method augmented reality used is Image Based Tracking, which uses images as markers. The tools that help in the making of this AR are the Vuforia SDK which is used as a storage area marker. By doing this research, the results obtained in the form of the Solar System Learning application Augmented Reality that runs on the platform Android and testing respondents using the method User Acceptance Testing (UAT)with a value of 73.5%.
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Using augmented reality (AR) in science education is one of the popular topics that have been researched in recent years. However, more qualitative studies are needed as the contributions of using AR in science education to the learning experience and knowledge construction can be better understood through qualitative research. Therefore, it is important to examine the opinions of teachers and students using AR on their experiences. This study aims to reveal their views on AR technology in terms of their perceived learning, interest, attitude, and experience. A case study design was employed. The research was conducted with 40 students in 5th, 6th, 7th, and 8th grades in a secondary school and 10 science teachers. In the research, the SPACE 4D application was used for 3 weeks within the scope of "Sun, Earth, and Moon", "Solar System and Eclipses," and "Solar System and Beyond" subjects. The interviews were held with all participants after the 12-h lesson. Students stated that AR increases their interest and motivation, facilitates learning, and prevents boredom. In addition, teachers stated that AR increases attention, the permanence of knowledge and curiosity, as well as concretizes the abstract concepts and is useful. In this regard, this technology can be used in science lessons to motivate students to the lesson, to help students overcome their prejudices, to change students' attitudes, and to provide more effective results.
Students’ Views on the use of Augmented Reality Technology in Teaching Science
European Journal of Educational Sciences, 2021
As a result of recent technological developments, many mobile applications used in the educational environments have emerged. One of these applications is the augmented reality technology used in smartphones and tablets. Many augmented reality applications are now prepared with 4D-technology and are employed to transform virtual environments into real life situations. In this study, we examined the views of 6th-grade students about using augmented reality technology in teaching science. Designed as a phenomenological research from the qualitative research methods, this study was conducted with nine 6th-grade volunteer students studying in a secondary school in the district of Göynücek in Amasya Province during the 2017-2018 academic year. The data were collected through interviews, using a semi-structured form. We analyzed the data set, by applying descriptive analysis method using NVivo 9 program. Categories emerged from the student views. We modeled the qualitative data in terms o...
An Augmented Reality Environment for Astronomy Learning in Elementary Grades
Proceedings of the 25th ICME conference francophone on l'Interaction Homme-Machine - IHM '13, 2013
This paper describes an ongoing research comparing two 3D astronomical tangible models: an Augmented Reality model versus a physical model. According to IBSE principles, learners should investigate and manipulate in order to become conscious of the origin of astronomical phenomena, construct scientific knowledge and change their misconceptions. In primary French schools, physical models are usually used. However, children do not take advantage of these models and form new synthetic models instead of scientific ones. We aim at providing an adapted pedagogical environment support. An Augmented Reality environment was designed for inquiry-based learning. This tangible AR model shows augmented views of the celestial bodies and supports the pupils' investigations using spatial visual guides and views from a terrestrial observer. The AR model not only exposes the phenomena as in several Virtual Environments, but also allows pupils to virtually move the celestial bodies and test "as for real" their hypotheses. Our results show that the AR environment is particularly suitable for astronomy learning compared to the physical one. Only AR users have developed scientific conceptions of the explored astronomical phenomena and learnings have been significantly improved. Furthermore, we present some arguments in order to support the assumption that the AR model assists the process of scaffolding and motivation dynamic by enhancing task controllability and by promoting collaborative learning.
Journal of Baltic Science Education, 2019
The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, "Solar System and Beyond" unit. For this purpose, "Solomon Four Group Model", which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the 'Star-Tracker, Spacecraft, iSolarsystem, Space-4D' mobile AR applications, while the control groups were taught with the activities env...
Journal of New Approaches in Educational Research, 2024
Many students find it difficult to acquire astronomical knowledge. The pupils cannot observe the movements of the planets in the universe, which makes the development of astronomical knowledge abstract and incomprehensible for many students (Cheng & Tsai, 2013). Augmented Reality (AR) technology has been recognized as a promising tool for the transformation of educational practices (Al-Ansi et al., 2023; Garzón, 2021; Pellas et al., 2019). It offers dynamic and immersive learning experiences that engage students in unprecedented ways compared to traditional methods(Phakamach et al., 2022). As the educational landscape continues to change, it is essential to evaluate and comprehend the ramifications of augmented reality (AR) on academic performance, particularly in the context of secondary education (Alkhabra et al., 2023; Pellas et al., 2019). 1.1 Theoretical background and hypotheses development In recent years, there has been a notable rise in attention towards the efficacy of augmented reality (AR) in education (Garzón, 2021; Garzón et al., 2019, 2020).
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Strategic Intervention Material for Teaching Augmented Reality (SIMaTAR) is a collection of teaching and learning materials in Science which uses augmented reality technology to greatly improve learning experience through digital immersion in different 3D and 4D worlds and is under the innovative approaches in science education project of DOST-SEI. This study aimed to assess the effectiveness of using SIMaTAR mobile application as a tool on improving the Grade 8 students’ academic performance, motivation, and attitude towards learning science as well as the teachers’ assessment upon using the application. Results showed that all indicators on the teachers and students’ assessment on SIMaTAR mobile augmented reality application were rated as strongly agree. All indicators of students’ attitude towards science showed improvement after implementing the AR application in science teaching. Further, the scores of the student participants in pre-test and post-test were remarkably increased...