The Effect of Using Augmented Reality and Sensing Technology to Teach Magnetism in High School Physics

Autor/inn/en	Abdusselam, Mustafa Serkan; Karal, Hasan
Titel	The Effect of Using Augmented Reality and Sensing Technology to Teach Magnetism in High School Physics
Quelle	In: Technology, Pedagogy and Education, 29 (2020) 4, S. 407-424Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Abdusselam, Mustafa Serkan) ORCID (Karal, Hasan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2020.1766550
Schlagwörter	Forschungsbericht; Magnets; Computer Simulation; High School Students; Physics; Science Instruction; Educational Technology; Technology Uses in Education; Science Achievement; Learning Activities; Grade 11; Foreign Countries; Scientific Concepts; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Stabmagnet; Computergrafik; Computersimulation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernaktivität; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Schülerverhalten; Türkei
Abstract	The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students' academic achievement and learning process, and to identify students' views about augmented reality. An embedded mixed-method approach was employed in this study. The study's results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01