Use of mixed reality applications in teaching of science
- PDF / 425,079 Bytes
- 16 Pages / 439.37 x 666.142 pts Page_size
- 111 Downloads / 194 Views
Use of mixed reality applications in teaching of science Dogus Beyoglu 1 & Cigdem Hursen 1 & Arda Nasiboglu 2 Received: 30 May 2019 / Accepted: 16 March 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study aims to investigate the effect of mixed reality applications on students' motivation to learn science. The study further aims to identify students' attitudes toward augmented reality applications and also intends to explore the students' views on mixed reality applications. A total of 42 primary school students participated in the study for a duration of 8 weeks. The results of the study indicate that mixed reality applications are effective in students' motivation for collaborative work in science teaching. In this context, it can be stated that mixed reality applications can make a significant contribution to the students' potential of collaboration with their peers. In the research, it was concluded that students were willing to use the augmented reality applications in science teaching and their anxiety levels decreased. The results obtained reveal that students are pleased to use augmented reality applications in science teaching. Qualitative data obtained from student views also support the quantitative results. The majority of the students stated that mixed reality applications should be employed in all courses and expressed that they are excited about the use of these applications and feel motivated for science teaching. Keywords Augmented reality . primary education . virtual reality
* Cigdem Hursen [email protected] Dogus Beyoglu [email protected] Arda Nasiboglu [email protected]
1
Near East University, Nicosia, Cyprus
2
Lapta Primary School, Kyrenia, Cyprus
Education and Information Technologies
1 Introduction In recent years, advances in technology have an important place in various other disciplines as well as educational sciences. Rapid change in technology affects education; the quality of both the students' learning and teachers' teaching experience intensify (Nincarean and Rahman 2013). The use of modern technology and tools in the learning and teaching process enables information to be transferred more easily and effectively (Raja and Nagasubramani 2018), changing the structure of traditional education, extending it beyond time and space and diversify the methods of teaching (Long et al. 2008). The modern educational technology, which changes the concept of traditional school, allows teachers to reposition themselves in their instructional practices and enables students to actively participate in the learning process by breaking their former roles as passive listeners (Lei 2017). With technology, teaching of knowledge and skills can also be facilitated in a traditional school environment (Courville 2011), the features of schools and classes can be altered with technological devices and networks. Laptops, tablet devices, and smartphones, which are seen as part of the teaching and learning process have become compulsory to util
Data Loading...
