Effects of Augmented Reality and Video‐Based Learning in Inquiry‐Based Science Education on Academic Achievement and Motivation to Learn Science.
Background: Inquiry‐based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video‐based Learning (VbL) provides narratives with visual and audio suppo...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 5; pp. 1 - 32 |
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| Autores principales: | , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188234225&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188234225 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 188234225 188234225 188234225 10.1111/jcal.70128 188234225 ppf: 1 ppct: 31 formats: tig: atl: Effects of Augmented Reality and Video‐Based Learning in Inquiry‐Based Science Education on Academic Achievement and Motivation to Learn Science. aug: au: Arici, Faruk Yilmaz, Rabia Meryem affil: Department of Primary Education, Faculty of Education, Bayburt University, Bayburt, Turkey sug: subj: Augmented Reality Evaluation Learning Methods Evaluation Education, Health Sciences Academic Achievement Evaluation Motivation Evaluation Audiovisuals Human Child Male Female Multimethod Studies Qualitative Studies Semi-Structured Interview Audiorecording Convenience Sample Summated Rating Scaling Coefficient alpha Analysis of Covariance Post Hoc Analysis kappa Statistic Data Analysis Software Descriptive Statistics Scales Child: 6-12 years Male Female ab: Background: Inquiry‐based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video‐based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring, understanding and boosting their motivation to learn science (MtLS). Objectives: This study examines the effect of AR and VbL within an IbL environment on students' MtLS and academic achievement. Methods: A mixed‐method research design was used, with a quasi‐experimental approach for the quantitative aspect and a multiple case study for the qualitative part. Participants included two experimental groups and a control group. Experiment 1 (25 participants) received AR and IbL, Experiment 2 (26 participants) received VbL and IbL and the control group (25 participants) received only IbL instruction. Data were collected using academic achievement tests, MtLS scales and semi‐structured interviews. Quantitative data were analysed via ANCOVA using SPSS, whereas qualitative data underwent content analysis. Results and Conclusions: Results indicated that AR technology in the IbL environment was more effective than VbL in enhancing academic achievement and MtLS. The VbL group also performed better than the IbL‐only group. With regard to the MtLS subfactors, no significant differences were observed between the groups in terms of motivation for participation. However, Experiment‐1 demonstrated significant improvement in motivation for conducting research and motivation for collaboration, compared to Experiment‐2 and the control group. Experiment 2 showed significant results compared to the control group. Experiment‐1 demonstrated significant improvement in motivation for performance and motivation for communication compared to the control group. Although Experiment‐1 yielded higher results than Experiment‐2, this difference was not significant. Experiment 2 and the control group demonstrate notable parallels. The findings of this study indicate that AR effectively supports academic achievement and MtLS in an IbL environment. Consequently, the utilisation of AR is advocated for middle school students engaged in the study of vertebrates. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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