A Systematic Review of Studies on Augmented Reality Based Applications in Primary Education

Autor/in	Çetin, Hakan
Titel	A Systematic Review of Studies on Augmented Reality Based Applications in Primary Education
Quelle	In: International Journal of Education and Literacy Studies, 10 (2022) 2, S.110-121 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Artificial Intelligence; Teaching Methods; Elementary School Students; Research Reports; Parent Attitudes; Elementary School Teachers; Content Analysis; Classification; Teacher Attitudes; Literacy; Science Education; Special Education; Second Language Learning; Second Language Instruction; Mathematics Instruction; History Instruction; Social Studies; Outcomes of Education; Instructional Effectiveness; Educational Technology + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Elternverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Inhaltsanalyse; Classification system; Klassifikation; Klassifikationssystem; Lehrerverhalten; Alphabetisierung; Schreib- und Lesefähigkeit; Naturwissenschaftliche Bildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Mathematics lessons; Mathematikunterricht; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Lernleistung; Schulerfolg; Unterrichtserfolg; Unterrichtsmedien
Abstract	This research aims to examine the researches based on augmented reality-based applications conducted for primary school students between 2015-2021 and to determine the positive and negative effects of this applications on students. The document analysis method was used in the research. In this context, articles containing AR-based applications prepared for primary school students using the keywords "augmented reality", "primary education", "elementary education", "teachers 'and parents' perceptions" were examined in ScienceDirect, ERIC, Sagepub and SpringerLink databases. As a result of the research, 48 articles were determined in accordance with the criteria. As a result of the content analysis, these studies were divided into seven different categories under the augmented reality theme: teacher and parent perceptions, reading and literacy skills, science education, special education, language education, mathematics education, and history/social sciences education. It has been observed that these practices improve students' motivation, academic achievement and remembering skills, increase their vocabulary, help them develop a positive attitude towards lessons, and improve their spatial thinking and creativity skills. In addition, there are also studies that have negative results stating that it limits the imagination, requires a lot of time for the application, it prevents reading because it is distracting, there is no available amount of free AR-based applications, and there are inadequate professional support to teachers for the use of these applications. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01