{"title":"Integrating augmented reality into intelligent tutoring systems to enhance science education outcomes","authors":"Hüseyin Ateş","doi":"10.1007/s10639-024-12970-y","DOIUrl":null,"url":null,"abstract":"<p>Integrating Augmented Reality (AR) technology into Intelligent Tutoring Systems (ITS) has the potential to enhance science education outcomes among middle school students. The purpose of this research was to determine the benefits of an ITS-AR system over traditional science teaching methods regarding science learning outcomes, motivation, engagement, and student confidence in science education. Using a quasi-experimental setup with a pretest–posttest and a control group, the research compared the effects of the ITS-AR system with conventional science teaching. In the experiment, the ITS-AR system offered tailored feedback, adaptable learning routes, and targeted assistance to students based on their requirements and advancement. It also helped them visualize intricate scientific notions and experiments using AR technology. The findings indicated that the ITS-AR system significantly improved science learning outcomes compared to the conventional teaching method. Additionally, the students using the ITS-AR system were more motivated, engaged, and confident in their science education than those in the control group. These results point towards the benefits of combining AR with ITS to boost science education results and heighten student involvement and enthusiasm in science studies. This research highlights the potential for incorporating artificial intelligence into science teaching and the creation of efficient ITS-AR tools for science education.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"8 3 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12970-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Integrating Augmented Reality (AR) technology into Intelligent Tutoring Systems (ITS) has the potential to enhance science education outcomes among middle school students. The purpose of this research was to determine the benefits of an ITS-AR system over traditional science teaching methods regarding science learning outcomes, motivation, engagement, and student confidence in science education. Using a quasi-experimental setup with a pretest–posttest and a control group, the research compared the effects of the ITS-AR system with conventional science teaching. In the experiment, the ITS-AR system offered tailored feedback, adaptable learning routes, and targeted assistance to students based on their requirements and advancement. It also helped them visualize intricate scientific notions and experiments using AR technology. The findings indicated that the ITS-AR system significantly improved science learning outcomes compared to the conventional teaching method. Additionally, the students using the ITS-AR system were more motivated, engaged, and confident in their science education than those in the control group. These results point towards the benefits of combining AR with ITS to boost science education results and heighten student involvement and enthusiasm in science studies. This research highlights the potential for incorporating artificial intelligence into science teaching and the creation of efficient ITS-AR tools for science education.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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