View in EDS

Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science

Saved in:
Bibliographic Details
Title: Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
Language: English
Authors: Faruk Arici (ORCID 0000-0003-0368-6346), Rabia Meryem Yilmaz (ORCID 0000-0002-0453-1357)
Source: Journal of Computer Assisted Learning. 2025 41(5).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 31
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Simulated Environment, Computer Simulation, Video Technology, Inquiry, Active Learning, Science Education, Academic Achievement, Science Achievement, Learning Motivation, Visualization, Technology Uses in Education, Instructional Effectiveness, Middle School Students, Animals
DOI: 10.1111/jcal.70128
ISSN: 0266-4909
1365-2729
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484428
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1484428
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Faruk+Arici%22">Faruk Arici</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0368-6346">0000-0003-0368-6346</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rabia+Meryem+Yilmaz%22">Rabia Meryem Yilmaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0453-1357">0000-0002-0453-1357</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. 2025 41(5).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 31
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Inquiry%22">Inquiry</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Visualization%22">Visualization</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Animals%22">Animals</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/jcal.70128
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1484428
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1484428
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1111/jcal.70128
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
    Subjects:
      – SubjectFull: Simulated Environment
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Inquiry
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Visualization
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Animals
        Type: general
    Titles:
      – TitleFull: Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Faruk Arici
      – PersonEntity:
          Name:
            NameFull: Rabia Meryem Yilmaz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0266-4909
            – Type: issn-electronic
              Value: 1365-2729
          Numbering:
            – Type: volume
              Value: 41
            – Type: issue
              Value: 5
          Titles:
            – TitleFull: Journal of Computer Assisted Learning
              Type: main
ResultId 1