Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency
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Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Pergamon-Elsevier Science Ltd
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
The aim of this study was to analyze the effect of augmented reality (AR) applications on reading comprehension and learning permanency and to examine 5th grade students' attitudes towards AR applications. In addition, student opinions about these applications were examined. A mixed method was used with a sample composed of 89 5th grade students (43 girls, 46 boys). The experimental group participated in reading activities using AR applications, while traditional methods were used for the control group. It was found that the experimental group students showed a higher level of reading comprehension and learning permanency when measured on a weekly basis than the control group. The students experienced satisfaction from their participation in AR-based reading activities, and expressed a desire to see similar applications offered in other courses. They also reported low anxiety levels. These qualitative results indicate that AR applications can be used effectively as educational aids for reading-related courses.
Description
Keywords
Augmented reality, Turkish education, Educational technology, Secondary school students
Journal or Series
Computers in Human Behavior
WoS Q Value
Q1
Scopus Q Value
Q1
Volume
95
