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Effects of Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-09-22 DOI:10.1111/jcal.70128

Faruk Arici, Rabia Meryem Yilmaz

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引用次数: 0

Abstract

Background

Inquiry-based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video-based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring, understanding and boosting their motivation to learn science (MtLS).

Objectives

This study examines the effect of AR and VbL within an IbL environment on students' MtLS and academic achievement.

Methods

A mixed-method research design was used, with a quasi-experimental approach for the quantitative aspect and a multiple case study for the qualitative part. Participants included two experimental groups and a control group. Experiment 1 (25 participants) received AR and IbL, Experiment 2 (26 participants) received VbL and IbL and the control group (25 participants) received only IbL instruction. Data were collected using academic achievement tests, MtLS scales and semi-structured interviews. Quantitative data were analysed via ANCOVA using SPSS, whereas qualitative data underwent content analysis.

Results and Conclusions

Results indicated that AR technology in the IbL environment was more effective than VbL in enhancing academic achievement and MtLS. The VbL group also performed better than the IbL-only group. With regard to the MtLS subfactors, no significant differences were observed between the groups in terms of motivation for participation. However, Experiment-1 demonstrated significant improvement in motivation for conducting research and motivation for collaboration, compared to Experiment-2 and the control group. Experiment 2 showed significant results compared to the control group. Experiment-1 demonstrated significant improvement in motivation for performance and motivation for communication compared to the control group. Although Experiment-1 yielded higher results than Experiment-2, this difference was not significant. Experiment 2 and the control group demonstrate notable parallels. The findings of this study indicate that AR effectively supports academic achievement and MtLS in an IbL environment. Consequently, the utilisation of AR is advocated for middle school students engaged in the study of vertebrates.

查看原文本刊更多论文

探究性科学教育中增强现实和视频学习对学习成绩和学习动机的影响

基于探究的学习（IbL）对科学教育做出了重大贡献，这种影响可以通过技术来增强。增强现实（AR）提供3D可视化和互动体验，而基于视频的学习（VbL）提供视觉和音频支持的叙事。这两种方法都有助于学生探索、理解和提高他们学习科学的动机。目的本研究探讨了在IbL环境下，AR和VbL对学生MtLS和学业成绩的影响。方法采用混合方法研究设计，定量部分采用准实验方法，定性部分采用多案例研究。参与者包括两个实验组和一个对照组。实验1（25人）接受AR和IbL教学，实验2（26人）接受VbL和IbL教学，对照组（25人）只接受IbL教学。使用学业成绩测试、MtLS量表和半结构化访谈收集数据。定量资料采用SPSS进行ANCOVA分析，定性资料采用内容分析。结果与结论结果表明，AR技术在IbL环境下比VbL更有效地提高学业成绩和MtLS。VbL组也比纯ibl组表现更好。关于MtLS子因子，在参与动机方面，两组之间没有观察到显著差异。实验1的研究动机和合作动机较实验2和对照组有显著提高。与对照组相比，实验2显示了显著的结果。实验1显示，与对照组相比，表现动机和交流动机有显著改善。虽然实验1的结果高于实验2，但差异不显著。实验2和对照组表现出显著的相似之处。本研究结果表明，在IbL环境下，AR有效地支持学业成就和MtLS。因此，我们提倡在从事脊椎动物研究的中学生中使用AR。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope

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