Investigating the Effectiveness of Augmented Reality Technology in Science Education in Terms of Environmental Literacy, Self-Regulation, and Motivation to Learn Science

Abstract

Augmented Reality (AR) is a technology that provides users with an engaging learning experience by placing interactive virtual 3D models in natural environments. It is known that the use of AR technology in science education has many educational benefits. This study investigated the impact of AR technology on the development of environmental literacy, self-regulation skills, and motivation for science learning, which are increasingly important skills. Acquiring these high-level skills is essential for supporting students’ development in preventing environmental problems, addressing the motivation decrease seen primarily due to distance learning, and acquiring the self-regulation skills that have gained importance due to distance learning. The study was conducted with a quasi-experimental design on fifth-grade students, with one experimental (34) and one control (36) group. The findings were analyzed through MANOVA and content analysis. The results showed that AR technology supports environmental sensitivity, positive behavior, and the development of environmental knowledge and skills. In addition, AR technology has significant contributions in terms of self-regulation. Finally, it is recommended to use AR technology in science education to develop these variables and positively affect participants’ motivation for science learning.

Keywords:

• Augmented reality
• science education
• environmental literacy
• self-regulation
• motivation to learn science

Acknowledgments

The author would like to thank Prof. Dr. Rabia Meryem Yilmaz for her valuable contrubitions to the study.

Ethical approval

All procedures performed in studies involving human participants followed the ethical standards of the institutional or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards. Necessary ethical approvals were obtained to conduct the study with human participants.

Informed consent

Informed consent was obtained from all participants in the study.

Consent to publish

Additional informed consent was obtained from all individual participants for whom identifying information is included in this article.

Disclosure statement

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

Data availability statement

Data will be made available on reasonable request.

Additional information

Notes on contributors

Faruk Arici

Faruk Arici is currently an Assistant Professor in the Department of Primary Education at Bayburt University. He has completed his PhD in the Department of Science Teaching from Ataturk University in Turkey. His current research fields are augmented reality, problem-based learning, and technology use in science education.