The effect of augmented reality on the astronomy achievement and interest level of gifted students

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dc.contributor.authorOnal, Nagihan Tanik
dc.contributor.authorOnal, Nezih
dc.date.accessioned2024-11-07T13:24:34Z
dc.date.available2024-11-07T13:24:34Z
dc.date.issued2021
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractThe purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BILSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students' astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.
dc.identifier.doi10.1007/s10639-021-10474-7
dc.identifier.endpage4599
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue4
dc.identifier.scopus2-s2.0-85102589186
dc.identifier.scopusqualityQ1
dc.identifier.startpage4573
dc.identifier.urihttps://doi.org/10.1007/s10639-021-10474-7
dc.identifier.urihttps://hdl.handle.net/11480/14162
dc.identifier.volume26
dc.identifier.wosWOS:000628177700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_20241106
dc.subjectAugmented reality
dc.subjectGifted students
dc.subjectAstronomy teaching
dc.subjectAstronomy achievement
dc.subjectInterest in astronomy
dc.subjectTrue experimental design
dc.titleThe effect of augmented reality on the astronomy achievement and interest level of gifted students
dc.typeArticle

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