Using Augmented Reality to Teach Fifth Grade Students about Electrical Circuits

Autor/inn/en	Baran, Bahar; Yecan, Esra; Kaptan, Burak; Pasayigit, Ozan
Titel	Using Augmented Reality to Teach Fifth Grade Students about Electrical Circuits
Quelle	In: Education and Information Technologies, 25 (2020) 2, S.1371-1385 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yecan, Esra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10001-9
Schlagwörter	Grade 5; Elementary School Students; Teaching Methods; Computer Simulation; Electronics; Student Attitudes; Science Instruction; Instructional Design; Comparative Analysis; Teacher Attitudes; Computer Software; Technology Education; Technology Integration + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Elektronik; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerverhalten; Technisch-naturwissenschaftlicher Unterricht
Abstract	Augmented reality technology has recently become one of the primary technologies for science education. Although augmented reality is attractive, a need exists for good content, implementation, and evaluations, as in every technology integration process. To this end, this study aims to develop and evaluate an augmented reality application to teach fifth grade students about electrical currents. For this purpose, students' attitudes toward augmented reality applications and science and technology courses were examined using two course designs. In the first design, the students were taught an augmented reality assisted electrical circuit lesson in a group, while, in the second design, the students studied individually. The attitudes of the students studying individually toward the augmented reality applications were significantly higher than the students studying in a group. However, no significant differences existed in the students' attitudes toward science and technology courses. Class observations and teacher interviews provided details about the classroom implications of augmented reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01