The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science

ABSTRACT

With the development of mobile phone applications with innovative features, the application of mobile recognition technology, such as a mobile image recognition-based (AR) application, is becoming increasingly widespread. Mobile Image Recognition-Based AR connect nearby objects or other physical targets with digital information. The purpose of this study is to investigate the effects of using an image recognition-based AR application on students’ acquisition of science process skills and their motivation toward science learning. The study involved 56 students enrolled in two sections of tenth-grade female students in a private school in Jordan. Each section was randomly assigned to either the control group or the experimental group. The experimental group studied a unit from the biology textbook with image-based recognition content. In contrast, the control group studied the same unit using the conventional teaching method based on the traditional textbook content. The researchers administered a science both groups a science process skills test and a motivation toward learning science scale. Results showed that participants who used a mobile image recognition application to learn science had higher acquisition of all science skills and a higher motivation toward learning science than those who used the conventional learning method.

KEYWORDS:

• Science process skills
• augmented reality
• image recognition
• motivation towards learning science

Disclosure statement

No potential conflict of interest was reported by the author(s).

Informed consent

This study involved human participants. They were informed of the purpose of this study and letters of participation consent were completed before the data were collected.

Data availability statement

Access to anonymized datasets about this project is available upon request.

Additional information

Notes on contributors

Hamed Al-Awidi

Hamed Al-Awidi is a professor of curriculum and Instructional Technology, at Arab Open University University/ Jordan. His previous and ongoing research has focused on technology integration in d, e-learning, and computer-assisted instruction, preservice teacher preparation. E-mail: [email protected]

Mofeed Abumosa

Mofeed Abumosa is an associate professor of Curriculum and Instruction at the Faculty of Education, Arab Open University in Jordan. His research interest is in math and focused on emerging technology in education educational. Moreover, his research deals with technology integration in teacher education, instructional design and professional development, STEM, and online teaching. E-mail: [email protected]

Ayat Al-Mughrabi

Ayat Al-Mughrabi is an assistant professor of science education at the Faculty of Arts and Educational Science, Middle East University/ Jordan. Her research interests focus on science education and include deep conceptual learning, problem-based learning, methods of teaching science, emerging technologies in science education, Curriculum Development, and teachers’ professional development. E-mail: [email protected]