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    An Examination of Factors Affecting Pre-service Science Teachers' Perceived Satisfaction Levels in Distance Education
    (Springer, 2025) Arici, Faruk; Salar, Riza; Yilmaz, Rabia Meryem
    With the advancement of technology, traditional classroom environments have been increasingly replaced by technology-driven learning settings. This transition has been further accelerated by global crises such as wars, health emergencies, and economic instability, pushing education beyond conventional boundaries. Among these settings, e-learning has significantly enhanced the accessibility and availability of education. This study aimed to examine the relationships between perceived satisfaction, learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality in e-learning. It also investigated the factors influencing university students' perceived satisfaction in both asynchronous and synchronous e-learning settings. The study involved 247 university students (47 males and 200 females) who participated in a one-year distance education program in science education. After attending synchronous and asynchronous courses for 14 weeks, data was collected. The findings revealed that students did not perceive distance education as more effective than face-to-face instruction. However, with an explained variance of 77%, the proposed model demonstrated that learning outcomes, course structure, course content, instructor role, instructor feedback, and technology quality significantly influenced perceived satisfaction. Among these, learning outcomes, course content, and technology quality had a direct impact. These findings highlight the need for educational institutions to enhance the quality of course content, technology infrastructure, and learning outcomes in e-learning environments to improve student satisfaction and engagement.
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    Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
    (Wiley, 2025) Arici, Faruk; Yilmaz, Rabia Meryem
    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.