Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science

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dc.authoridARICI, FARUK/0000-0003-0368-6346
dc.contributor.authorArici, Faruk
dc.date.accessioned2024-10-04T18:51:09Z
dc.date.available2024-10-04T18:51:09Z
dc.date.issued2024
dc.departmentBayburt Üniversitesien_US
dc.description.abstractAugmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students' development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants' motivation for science learning.en_US
dc.identifier.doi10.1080/10447318.2024.2310921
dc.identifier.issn1044-7318
dc.identifier.issn1532-7590
dc.identifier.scopus2-s2.0-85186251651en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1080/10447318.2024.2310921
dc.identifier.urihttp://hdl.handle.net/20.500.12403/3407
dc.identifier.wosWOS:001169886000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Incen_US
dc.relation.ispartofInternational Journal of Human-Computer Interactionen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAugmented realityen_US
dc.subjectscience educationen_US
dc.subjectenvironmental literacyen_US
dc.subjectself-regulationen_US
dc.subjectmotivation to learn scienceen_US
dc.titleInvestigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Scienceen_US
dc.typeArticleen_US

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