https://orcid.org/0000-0001-7791-9910
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ABSTRACT
It was aimed to review the effect of the use of augmented reality applications on the academic achievement of students in science education in this study. In line with this aim, the experimental researches reviewing the effect of use of augmented reality applications within the scope of science course on student achievement were evaluated with meta-analysis method. 16 studies included into this research were accessed from ERIC, Google Scholar, ScienceDirect, SpringerLink, Taylor & Francis, Web of Science databases in line with certain criteria. In order to reach these studies from databases, the following key words were used; “‘augmented reality’ & ‘achievement’” and “‘augmented reality’ & ‘achievement & science’”. Funnel plot, Orwin’s Fail-Safe N and Egger tests were used for detecting the publication bias and it was determined that there is no publication bias. At the end of the meta-analysis, it was determined that the effect of the use of the augmented reality applications on the student achievement in the science course is moderate (d = 0,643) in favor of the experimental group. Thus, it was presented that the use of the augmented reality applications affects the student achievement positively in the science course.
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No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Jale Kalemkuş
Jale Kalemkuş worked as a primary teacher in previous years. She works as an assistant professor at Kafkas University in Turkey. She conducts researchs on science teaching in elementary school.
Fatih Kalemkuş
Fatih Kalemkuş worked as an information technologies teacher at the secondary school level in the previous years. He works as a lecturer at Kafkas University in Turkey. He researchs on instructional technologies.