The Effects of Augmented Reality in a 7th-Grade Science Lesson on Students' Academic Achievement and Motivation
Open accessAbstract
This study examines the effects of a seventh-grade science course supported by augmented reality technologies on students' academic achievement on elements and compounds, their motivation towards the science course, and their motivation toward the augmented reality materials used. The study was conducted with the quasi-experimental design of the quantitative research method. The research sample consists of 50 seventh-grade students, 25 in the experimental group and 25 in the control group, studying in a public school. As data collection tools, academic achievement tests, motivation scale for learning science, and motivation scale for the materials used were utilized. In addition, the collected data were analyzed with the SPSS 24.0 program. As a consequence of the research, it was discovered that augmented reality technologies boosted students' academic success and motivation toward science learning (p0.001). In addition, students' motivation toward augmented reality materials was also found to be high.
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Traditional learning approaches often rely on textbooks, lectures, and handouts, which may present challenges in terms of the abstract nature of the learning content and the lack of tangible experiences, potentially resulting in dull and difficult learning experiences.
“Traditional learning approaches often rely on textbooks, lectures, and handouts as conventional instructional resources, which may present challenges in terms of the abstract nature of the learning content and the lack of tangible experiences, potentially resulting in dull and difficult learning experiences (Kul & Berbe, 2022).”
From Augmented Reality and Student Motivation: A Systematic Review (2013-2024) (2025) · cites this paper as Kul & Berbe, 2022
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Augmented Reality and Student Motivation: A Systematic Review (2013-2024)
Zuo, R., Wenling, L., & Xuemei, Z. (2025) · Journal of Computers for Science and Mathematics Learning · doi:10.70232/jcsml.v2i1.23 · Cited by 13 · see citing works
- Authors
- Kul, H. H., & Berber, A.
- Affiliations
- Mi̇lli̇ Eği̇ti̇m Bakanliği (TR)
- Eskişehir Osmangazi University (TR)
- Venue
- Journal of Science Learning
- Published
- 2022-07-27
- Volume
- 5
- Issue
- 2
- Pages
- 193-203
- ISSN
- 2614-6568 (ISSN-L)
- OpenAlex
- W4366225812
- Cited by
- 14
- References
- 0
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 7 · 2023: 2
- FWCI
- 0.87
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Journal of Science Learning (publishedVersion, cc-by-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Education › STEM Education
- Keywords
- augmented reality, science education, seventh grade students, academic performance, student motivation, elements and compounds
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