Kul H. H., Berber A.
JOURNAL OF SCIENCE LEARNING, vol.8, no.2, pp.134-143, 2025 (Peer-Reviewed Journal)
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Publication Type:
Article / Article
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Volume:
8
Issue:
2
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Publication Date:
2025
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Doi Number:
10.17509/jsl.v8i2.82111
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Journal Name:
JOURNAL OF SCIENCE LEARNING
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Journal Indexes:
ERIC (Education Resources Information Center)
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Page Numbers:
pp.134-143
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Eskisehir Osmangazi University Affiliated:
Yes
Abstract
This study aims to examine the effects of augmented reality (AR) in science courses. The study was conducted with 55 fifth grade students and a mixed method approach was adopted. An exploratory sequential design, a specific type of mixed-method design, was implemented in the research. In addition to various scales measuring academic achievement, motivation and attitudes towards science lessons, semi-structured interview forms were also used to understand students' perceptions of AR experiences. As a result of the study, no significant difference was found in terms of academic achievement between the experimental group, which was taught with AR supported science lessons, and the control group, which was taught with the traditional method. However, it was observed that the students who used AR had more positive attitudes towards science lessons and their motivation towards the lesson increased significantly. This shows that AR increases students' interest in science learning and enables them to participate more actively in the learning process. In conclusion, although augmented reality is not directly effective on academic achievement, it contributes positively to student motivation and attitude by enriching the learning environment.