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Student Views on Instruction Supported by Mobile Augmented Reality

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Title: Student Views on Instruction Supported by Mobile Augmented Reality
Language: English
Authors: Meryem Görecek Baybars (ORCID 0000-0002-7881-4034), Büşra Celik (ORCID 0000-0003-4026-1486)
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
FullText Text:
  Availability: 0
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  Data: Student Views on Instruction Supported by Mobile Augmented Reality
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  Data: <searchLink fieldCode="AR" term="%22Meryem+Görecek+Baybars%22">Meryem Görecek Baybars</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7881-4034">0000-0002-7881-4034</externalLink>)<br /><searchLink fieldCode="AR" term="%22Büşra+Celik%22">Büşra Celik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4026-1486">0000-0003-4026-1486</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2026 14(1):130-147.
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  Data: 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
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  Data: Y
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  Data: 18
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  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><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Astronomy%22">Astronomy</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 2301-251X
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  Label: Abstract
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  Data: 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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  Data: 2026
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  Data: EJ1500521
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 130
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      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Astronomy
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Grade 6
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Simulated Environment
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      – SubjectFull: Turkey
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      – TitleFull: Student Views on Instruction Supported by Mobile Augmented Reality
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            NameFull: Büşra Celik
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              Y: 2026
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