Student Views on Instruction Supported by Mobile Augmented Reality
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| Title: | Student Views on Instruction Supported by Mobile Augmented Reality |
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| Language: | English |
| Authors: | Meryem Görecek Baybars (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2026 14(1):130-147. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 6 Intermediate Grades |
| Descriptors: | Middle School Students, Student Attitudes, Computer Simulation, Astronomy, Science Instruction, Electronic Learning, Grade 6, Foreign Countries, Simulated Environment |
| Geographic Terms: | Turkey |
| ISSN: | 2301-251X |
| Abstract: | This study investigated middle school students' perceptions of mobile augmented reality (MAR)-supported instruction in the "solar system" unit. Designed as a qualitative case study, the research involved 22 sixth-grade students who completed pre- and post-implementation opinion forms. Data were analyzed through inductive content analysis, supported by expert validation and intercoder reliability procedures. Findings indicated that students expected MAR to enhance visualization, motivation, and enjoyment in learning. Following the four-week instructional process, most of these expectations (86%) were fulfilled. Students reported that MAR facilitated a clearer understanding of planetary features and fostered active participation, while a small number expressed negative views due to challenges in technology use and group-based activities. These findings align with previous research emphasizing MAR's cognitive and affective benefits, while also highlighting implementation challenges such as technical constraints and classroom management issues. Overall, the study demonstrates that MAR can enrich science education by integrating conceptual learning with engagement and motivation. Situated within the framework of the 2018 and 2024 Turkish science curricula, the findings illustrate how MAR aligns with national priorities for digital transformation while revealing infrastructural constraints in real classroom contexts. The study contributes to the growing body of literature on augmented reality in education by presenting both the opportunities and limitations of MAR integration and by offering practical insights into educators and researchers seeking to embed emerging technologies into science instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500521 |
| Database: | ERIC |
| Abstract: | This study investigated middle school students' perceptions of mobile augmented reality (MAR)-supported instruction in the "solar system" unit. Designed as a qualitative case study, the research involved 22 sixth-grade students who completed pre- and post-implementation opinion forms. Data were analyzed through inductive content analysis, supported by expert validation and intercoder reliability procedures. Findings indicated that students expected MAR to enhance visualization, motivation, and enjoyment in learning. Following the four-week instructional process, most of these expectations (86%) were fulfilled. Students reported that MAR facilitated a clearer understanding of planetary features and fostered active participation, while a small number expressed negative views due to challenges in technology use and group-based activities. These findings align with previous research emphasizing MAR's cognitive and affective benefits, while also highlighting implementation challenges such as technical constraints and classroom management issues. Overall, the study demonstrates that MAR can enrich science education by integrating conceptual learning with engagement and motivation. Situated within the framework of the 2018 and 2024 Turkish science curricula, the findings illustrate how MAR aligns with national priorities for digital transformation while revealing infrastructural constraints in real classroom contexts. The study contributes to the growing body of literature on augmented reality in education by presenting both the opportunities and limitations of MAR integration and by offering practical insights into educators and researchers seeking to embed emerging technologies into science instruction. |
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| ISSN: | 2301-251X |
