THE EFFECTS OF TEACHING WITH AUGMENTED REALITY SUPPORTED VIDEOS ON ACADEMIC SUCCESS, COGNITIVE LOAD, AND MOTIVATION

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In the present age of the Fifth Industrial Revolution, augmented reality (AG) technology, which is becoming more and more common in different disciplines, has become the focus of attention of many educators. The aim of this study is to investigate the impact of teaching through mobile AG (MAG) supported videos on students’ academic achievement, cognitive load, and motivations. 68 undergraduate students studying at the Department of Computer Education and Instructional Technology were included in the study using the explanatory design of mixed-method research methods. 35 participants are in the experimental group, and 33 participants are in the control group of the study. The experimental group participated in learning activities with MAG-supported videos. The control group participated in the teaching activities offered by traditional methods. During the research process, the academic achievement test, cognitive load scale, and motivation scale were used as quantitative data collection tools. On the other hand, qualitative data were obtained as a result of focus group interviews with students in experimental group. One-way MANOVA analysis method was used for the analysis of quantitative data. Qualitative data were analyzed using the content analysis method. The findings of the study suggest that the MAG- assisted learning process did not have any significant effect on students’ academic achievement, cognitive load, and motivation levels. The research results were also analyzed together with the qualitative data obtained in line with the students’ opinions and experiences, and the reasons for the quantitative results were explained. This study is regarded as significant in that it provides clues about how AG technologies can be used more effectively in the learning process. In addition, given that there are a limited number of experimental studies on the use of AG technologies in the learning process, it is anticipated that the results will be useful in presenting different perspectives to the literature.

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Augmented reality , cognitive load , mobile learning , motivation

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi