Effectiveness of Augmented Reality-Based Applications on Liquid Measurement Theme in Mathematics Course: An Experimental Study

Authors

DOI:

https://doi.org/10.52963/PERR_Biruni_V11.N2.23

Keywords:

Augmented reality, Experimental design, Math achievement, Math anxiety

Abstract

This research examines augmented reality-based applications prepared for primary school third grade students concerning academic achievement and anxiety in a mathematics course. A quasi-experimental design, one of the experimental research designs, with a pretest-posttest control group was preferred in this study. The research group of the research consisted of 26 students attending grade 3 in a school in Siirt during the 2020-2021 academic year. Participants were determined as two different groups, 13 of which were experimental and 13 of which were control groups. In the research, AR-based applications were designed for various gains aimed at the "Liquid measurement" theme in the mathematics course, and these applications were presented to the students through the tablet. These applications were conducted during five weeks, including pre and post-test.  Research data were collected through data sets obtained from achievement test and anxiety scale that were carried out before and after the application. Findings of the research indicate that there is a significant difference between the experimental and control groups in favor of the experimental group. It was found that augmented reality-based applications increased the academic achievement of the experimental group students and reduced their anxiety levels concerning the mathematics lesson.

Downloads

Download data is not yet available.

References

Adwas, A. A., Jbireal, J. M., & Azab, A. E. (2019). Anxiety: Insights into signs, symptoms, etiology, pathophysiology, and treatment. East African Scholars Journal of Medical Sciences, 2(10), 580-591. https://doi.org/10.36349/EASMS.2019.v02i10.006

Ahmetovic, E., Becirovic, S., & Dubravac, V. (2020). Motivation, anxiety and students' performance. European Journal of Contemporary Education, 9(2), 271-289. http://dx.doi.org/10.13187/ejced.2020.2.271

Aktepe, V., Tahiroglu, M. & Acer, T. (2015). Student opinions on methods used in mathematics education. Nevşehir Hacı Bektaş Veli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 4(2), 127-143.

Alkan, V. (2013). Reducing Mathematics Anxiety: The Ways Implemented by Teachers at Primary Schools. Online Submission, 3(3), 795-807.

Amir, M. F., Fediyanto, N., Rudyanto, H. E., Afifah, D. S. N., & Tortop, H. S. (2020). Elementary students' perceptions of 3Dmetric: A cross-sectional study. Heliyon, 6(6), e04052. https://doi.org/10.1016/j.heliyon.2020.e04052

Arvanitaki, M., & Zaranis, N. (2020). The use of ICT in teaching geometry in primary school. Education and Information Technologies, 25(6), 5003-5016. https://doi.org/10.1007/s10639-020-10210-7

Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational assessment, 27(3), 197-205

Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE computer graphics and applications, 21(6), 34-47.

Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decreasestress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18(2016), 1–32. https://doi.org/10.1016/j.edurev.2015.12.004

Barry, A. (2017). Alleviating Math Anxiety through the Integration of Teacher Beliefs in Senior School. Journal Basic of Education, 3(April), 335–342.

Boaler, J. (2008). What’s math got to do with it? Helping children learn from their most hated subject and why it’s important for America. New York, NY: Viking.

Bohil, C.J.; Owen, C.B.; Jeong, E.J.; Alicea, B.; Biocca, F.A. Virtual reality and presence. In 21st Century Communication: A Reference Handbook; SAGE Publications, Inc.: California, CA, USA, 2009; pp. 534–544.

Bos, A. S., Herpich, F., Kuhn, I., Guarese, R. L., Tarouco, L. M., Zaro, M. A., Pizzato, M., & Wives, L. (2019). Educational technology and its contributions in students' focus and attention regarding augmented reality environments and the use of sensors. Journal of Educational Computing Research, 57(7), 1832-1848. https://doi.org/10.1177/0735633119854033

Burton, G. M. (1984). Revealing images. School Science and Mathematics, 3(3), 199-207.

Buyukozturk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı (15. bs.). Ankara: Pegem Akademi.

Buyukozturk, S., Cakmak, E. K., Akgun, Ö. E., Karadeniz, S., & Demirel, F. (2011). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 1-360.

Carmigniani, J., & Furht, B. (2011). Augmented reality: An overview. In B. Furht (Ed.), Handbook of augmented reality (pp. 3–46). New York, NY: Springer.

Carrera, C. C. & Asensio, B. A. L. (2016). Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and Geographic Informantion Science, 44(3), 259-270.

Chen, Y. (2019). Effect of mobil augmented reality on learning performance, motivation and math anxiety in a math course. Journal of Educational Computing Research, 57(6). https://doi.org/10.1177/0735633119854036

Chen, Y., Wang, Q., Chen, H., Song, X., Tang, H., & Tian, M. (2019, June). An overview of augmented reality technology. In Journal of Physics: Conference Series - 1237( 2), p. 022082). IOP Publishing.

Cheng, K. H. (2017). Reading an augmented reality book: An exploration of learners' cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4).

Cheng, K. H., & Tsai, C. C. (2014). The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning. British Journal of Educational Technology, 47(1), 203- 222.

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9(1), 88–113. https://doi.org/10.1016/j.edurev.2013.01.001

Choppin, J. (2011). The Role of Local Theories: Teacher Knowledge and Its Impact on Engaging Students with Challenging Task. Mathematics Education Research Journal, 23(5), 5-25.

Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2008). Evidence-based practices in special education: Some practical considerations. Intervention in School and Clinic, 44(2), 69-75. https://doi.org/10.1177/1053451208321452

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. USA: Pearson Education, Inc.

Danaei, D., Jamali, H. R., Mansourian, Y., & Rastegarpour, H. (2020). Comparing reading comprehension between children reading augmented reality and print storybooks. Computers and Education, 153(October 2019), 103900. https://doi.org/10.1016/j.compedu.2020.103900

Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and information technologies, 25(1), 381-401. https://doi.org/10.1007/s10639-019-09973-5

Diegmann, P., Kraepelin, S. M., Eynden, S., and Basten, D. (2015). Benefits of augmented reality in educational environments: A systematic literature review. 12th International Conference on Wirtschaftsinformatik. 1542-1556.

Di Serio, A., Ibanez, B. M., & Kloos, D. C. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computer and Education, 68, 586-596.

Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years?. Frontiers in psychology, 7, 508.

Dunleavy, M. and Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill, J. Elen. and M. J. Bishop, Handbook of research on educational communications and technology (4.edition) (pp. 735-745). London: Springer.

Dundar, S., Gokkurt, B., & Soylu, Y. (2012). The efficiency of visualization through geometry at mathematics education: A theoretical framework. Procedia-Social and Behavioral Sciences, 46, 2579-2583.

Efstathiou, I., Kyza, E. A., & Georgiou, Y. (2018). An inquiry-based augmented reality mobile learning approach to fostering primary school students' historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41. https://doi.org/10.1080/10494820.2016.1276076

Ernest, P. (2005). Platform: Why Teach Mathematics? Mathematics in School, 28-29.

Fatimah, S. (2019). Colloborative learning activities through MoE in engaging EFL learners and diminishing their foreign language anxiety. English Language Teaching Educational Journal, 2(1), 39-49.

Frank, A. (2005). What do students value in built environment education? CEBE Transactions, 2(3), 21-29.

Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1).

George, R., Howitt, C., & Oakley, G. (2019). Young children's use of an augmented reality sandbox to enhance spatial thinking. Children's Geographies, 18(2), 209-221. https://doi.org/10.1080/14733285.2019.1614533

Harari, R. R., Vukovic, R. K., & Bailey, S. P. (2013). Mathematics anxiety in young children: An exploratory study. The Journal of experimental education, 81(4), 538-555.

Hellum-Alexander, A. (2010). Effective teaching strategies for alleviating math anxiety and increasing self-efficiacy in secondary students. Master’s Thesis, The Evergreen State College, Olympia, WA.

Istikomah, E. & Sakinah, N. M. (2013). The effects of using geometer’s sketchpad on students’ conceptual understanding of mathematics. Jurnal Pendidikan Matematik, 1(2), 1-13.

Istikomah, E., & Wahyuni, A. (2018). Student's mathematics anxiety on the use of technology in mathematics learning. Journal of Research and Advances in Mathematics Education, 3(2), 69-77.

Ibili, E., Çat, M., Resnyansky, D., Şahin, S., & Billinghurst, M. (2019). An assement of geometry teaching supported augmented reality teaching materials to enhance students' 3d geometry thinking skills. International Journal of Mathematical Education in Science and Technology, 51(2), 224-246. https://doi.org/10.1080/0020739X.2019.1583382

Ilhan, M., & Sunkur, O. M. (2013). Investigation of predictive power of mathematics anxiety on mathematics achievement in terms of gender and class variables. Gaziantep University Journal of Social Sciences, 12(3), 427-441.

Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in 21st century. [Aprendizaje cooperativo en el siglo XXI]. Anales de Psicología/Annals of Psychology, 30(3), 841-851.

Kapur, R. (2019). Advantages of technology. Retrieved from https://www.researchgate.net/publication/333395640_Advantages_of_Technology

Karagozlu, D. (2021). Creating a sustainable education environment with augmented reality technology. Sustainability, 13. https://doi.org/10.3390/su13115851

Karasar, N. (2016). Bilimsel araştırma yöntemi (31. baskı). Ankara: Nobel Akademik Yayıncılık.

Kaufmann, H. (2003). Collaborative augmented reality in education. Institute of Software Technology and Interactive Systems, Vienna University of Technology.

Kelanang, J. G. P., & Zakaria, E. (2012). Mathematics difficulties among primary school students. Advances in Natural and Applied Sciences, 6(7), 1086-1092.

Khan, L. A. (2015). What is mathematics-an overview. International Journal of Mathematics and Computational Science, 1(3), 98-101.

Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human-Computer Interaction, 2019.

Klopfer, E., Perry, J., Squire, K., & Jan, M. F. (2005). Collaborative learning through augmented reality role playing

Kose, U., Koc, D. and Yucesoy, A. S. (2013). An augmented reality based mobile software to suppor learning experiences in computer science courses. Procedia Computer Science, 25, 370-374.

Kraut, B., & Jeknić, J. (2015). Improving education experience with augmented reality (AR). In 2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 755-760). IEEE.

Kulkin, M. (2016). Math is like a scary movie? Helping young people overcome math anxiety. Afterschool Matters, 23, 28-32. Retrieved from https://files.eric.ed.gov/fulltext/EJ1095916.pdf

Kusmaryono, I. (2014). The importance of mathematical power in mathematics learning. In International Conference on Mathematics, Science, and Education (pp. 35-40).

Lebens, M., Graff, M., & Mayer, P. (2011). The affective dimensions of mathematical difficulties in schoolchildren. Education Research International.

Leedy, P. D., & Ormrod, J. E. (2005). Practical research (Vol. 108). Saddle River, NJ: Pearson Custom.

Liarokapis, F., Petridis, P., Lister, P. F., & White, M. (2002). Multimedia augmented reality interface for e-learning (MARIE). World Transactions on Engineering and Technology Education, 1(2), 173-176.

Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PloS One,7(10), e48076.

Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404-406.

Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in human behavior, 51, 752-761.

Mat-jizat, J. E., Jaafar, H., & Yahaya, R. (2017). Measuring the effectiveness of augmented reality as a pedagogical strategy in enhancing student learning and motivation. International Journal of Academic Research in Business and Social Sciences, 7(1), 225-240.

McClelland, M. M., Acock, C. A., Piccinin, A., Rhea, A. S., & Stallings, C. M. (2013). Relations between preschool attention span persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314-324.

Milton, K., Reeves, H., & Spencer, T. (2007). Mathematics: Essential for learning, essentail for life. In Proceedings of the 21st Biennial Conference of the Australian Association of Mathematics Teachers. Retrieved from http://www.aamt.edu.au/Library/Conference-proceedings/Mathematics-Essential- for-Learning-Essential-for-Life/(language)/eng-AU

Mitchell, M. K. (2018). "Best practices to reduce math anxiety". Theses and Dissertations. 1013. https://digitalcommons.pepperdine.edu/etd/1013.

Moss, D. (2002). Psychological perspectives anxiety disorders. Performance Anxiety: Origins and Management. 1st ed. Thompson Learning.

Muhammad, K., Khan, N., Lee, M. Y., Imran, A. S., & Sajjad, M. (2021). School of the future: A comprehensive study on the effectiveness of augmented reality as a tool for primary school children's education. Applied Sciences, 11(11), 5277. https://doi.org/10.3390/app11115277

Mulwa, E. C. (2015). Difficulties encountered by students in the learning and usage of mathematical terminology: A critical literature review. Journal of Education and Practice, 6(13), 27-37.

Mutlu, Y., & Soylemez, I. (2018). Mathematic anxiety scale for children of 3. and 4. grade; Validity and reliability study. Ekev Akademi Dergisi, 73, 429-440.

Mutlu, Y., Soylemez, I., & Yasul, A. F. (2017). Examining of the relationship between math anxiety and math achievement of elementary school students. Journal of Human Sciences, 14(4), 4425-4434.

Ocak, G. (2019). Eğitimde bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.

Olim, S. C., & Nisi, V. (2020, November). Augmented reality towards facilitating abstract concepts learning. In International Conference on Entertainment Computing (pp. 188-204). Springer, Cham. https://doi.org/10.1007/978-3-030-65736-9_17

Ozdamlı, F. & Karagozlu, D. (2018). Preschool teachers' opinions on the use of augmented reality application in preschool science education. Croatian Journal of Education, 20(1), 43-74. https://doi.org/10.15516/cje.v20i1.2626

Ozdemir, M. (2017). Educational augmented reality (AR) applications and development process. In Mobile technologies and augmented reality in open education (pp. 26-53). IGI Global.

Papakostas, C., Troussas, C., Krouska, A., & Sgouropoulou, C. (2021). Exploration of augmented reality in spatial abilities training: a systematic literature review for the last decade. Informatics in Education, 20(1), 107-130.

Phon, D. N. E., Ali, M. B., & Abd Halim, N. D. (2014, April). Collaborative augmented reality in education: A review. In 2014 International Conference on Teaching and Learning in Computing and Engineering (pp. 78-83). IEEE.

Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches. Sage.

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of experimental child psychology, 141, 83-100.

Kitchen, R., & Beck, S. (2016). Educational technology: An equity challenge to the Common Core. Journal for Research in Mathematics Education, 47(1), 3–16.

Saidin, N., Halim, N., & Yahaya, N. (2015). A Review of Research on Augmented Reality in Education: Advantages and Applications. International Education Studies, 8(13), 1-8.

Sayed, N. A. M. El, Zayed, H. H., & Sharawy, M. I. (2011). ARSC: augmented reality student card--an augmented reality solution for the education field. Computers & Education, 56(4), 1045–1061.

Seferoglu, S. S. (2009, February). Use of technology in primary schools and perspectives of administrators. Akademik Bilişim Congress, Şanlıurfa.

Shen, E. (2009). The effects of agent emotional support and cognitive motivational messages on math anxiety, learning, and motivation (Unpublished doctoral dissertation). Florida State University, Tallahassee, FL.

Sheu, P. H. (2017). Examining the relationship of motivation, attitude, anxiety and achievement in English learning among elementary school students in Taiwan. International Journal of Language and Literature, 5(2), 174-184.

Shoaib, H., & Jaffry, S. W. (2015). A survey of augmented reality. In International Conference on Virtual and Augmented Reality (ICV AR 2015) (p. 34).

Sirakaya, M., & Cakmak, K. E. (2018). Effects of augmented reality on student achievement and self-efficacy in vocational education and training. International Journal for Research in Vocational Education and Training, 5(1), 1-18. https://doi.org/10.13152/IJRVET.5.1.1

Sirakaya, M. & Seferoglu, S. S. (2016). Öğrenme ortamlarında yeni bir araç: Bir eğitlence uygulaması olarak arttırılmış gerçeklik. In A. Isman, F. Odabasi & B. Akkoyunlu (Eds.), Eğitim teknolojileri okumaları 2016 (pp. 417–438). Ankara, Turkey: TOJET.

Sirakaya, M. & Sirakaya, A. D. (2018). Trends in educational augmented reality studies: A systematic review. Malaysian Online Journal of Educational Technology, 6(2), 60-74.

Soewardini, H. M. D., Setiawan, H., Suhartono, S., Amin, S. M., & Bon, A. T. B. (2020). An information technology-based learning approach to reduce math anxiety in solving problems. In Journal of World Conference (JWC), 2(1). https://doi.org/10.29138/prd.v2i1.114

Stuart, V. (2000). Math course or math anxiety? Teaching Children Mathematics, 6(5), 330-335.

Sun, Y., & Pyzdrowski, L. (2009). Using technology as a tool to reduce mathematics anxiety. The Journal of Human Resource and Adult Learning, 5(2), 38-44.

Sural, I. (2018). Augmented reality experience: Initial perceptions of higher education students. International Journal of Instruction, 11(4), 565-576.

Suwantarathip, O. & Wichadee, S. (2010). The impact of cooperative learning on anxiety and proficiency in an EFL class. Journal of Collage Teaching and Learning, 7(11), 51-58.

Swars, S. L., Daane, C. J., & Giesen, J. (2007). Mathematics anxiety and mathematics teacher efficacy: what is the relationship in elementary pre-service teacher. School Science and Mathematics, 106(7), 306-315.

Tasdemir, C. (2015). To investigate the mathematic anxiety levels of secondary students. Batman Üniversitesi Yaşam Bilimleri Dergisi, 5(1), 1-12.

Tatli, E. C., Ergin, A.D., & Demir, E. (2016). Classifiers of students’ mathematical anxiety according to PISA 2012 Turkey data. Elementary Education Online, 15(2), 696-707.

Taylor, A. H. & Hutton, A. (2013). Think3d!: Training spatial thinking fundamental to STEM education. Cognition and Instruction, 31(4), 434-455.

Temel, H., Gunduz, N., & Dundar, S. (2015). Evaluation on visualization and concretization in mathematics education. Ziya Gökap Eğitim Fakültesi Dergisi, 24, 339-362.

The National Institute of Mental Health. (2016). NIMH» Anxiety Disorders. Retrieved July 22, 2022, from https://www.nimh.nih.gov/health/topics/anxiety-disorders/index.shtml.

Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2017). Augmented reality game-based learning: Enriching students' experience during reading comprehension activities. Journal of Educational Computing Research, 55(7), 901-936.

Tooke, D. J. L., & Leonard, C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of preservice elementary teachers. School Science & Mathematics, 98(3), 136-142.

Topcu, H., Kucuk, S., & Goktas, Y. (2014). Opinions of primary teacher candidates on the use of educational computer games in primary education mathematics teaching. Turkish Journal of Computer and Mathematics Education, 5(2), 119-136.

Toptas, V., Celik, S., & Karaca, T. E. (2012). Improving 8th grades spatial thinking abilities through a 3d modeling program. The Turkish Online Journal of Educational Technology, 11(2), 128-134.

Toyama, M. & Mori, K. (2017). Reducing student anxiety: The effect of colloborative learning through computer conferencing. International Journal of Information and Technology, 7(12), 905-908.

Tulgar, T. A. (2019). In between reality and virtuality: Augmented reality in teaching English to young learners. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 41, 356-364.

Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted stem-based learning on scientific literacy and students' achievement. International Journal of Instruction, 13(3), 343-356.

Wangid, M., Rudyanto, H., & Gunartati, G. (2020). The use of ar-assisted storybook to reduce mathematical anxiety on elementary school students. IJIM, 14(6), 195-204.

Yenilmez, K., Girginer, N., & Uzun, O. (2004). Mathematics anxiety levels of students of the faculty of economics and business administration in Osmangazi University. Sosyal Bilimler Dergisi, 5(1), 147-162.

Yilmaz, R. & Argun, Z. (2018). Role of visualization in mathematical abstraction. International Journal of Education in Mathematics, Science and Technology, 6(1), 41-57.

Yildirim, A. & Simsek, H. (2011). Nitel araştırma yöntemleri. Seçkin Yay, Ankara.

Yilmaz, M. R. & Goktas, Y. (2018). Using augmented reality technology in education. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 47(2), 510-537.

Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119-140.

Zhang, J., Zhao, N., & Kong, P. Q. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01613

Additional Files

Published

2022-08-04

How to Cite

Türkan, A., & Çetin, H. . (2022). Effectiveness of Augmented Reality-Based Applications on Liquid Measurement Theme in Mathematics Course: An Experimental Study. Psycho-Educational Research Reviews, 11(2), 372–392. https://doi.org/10.52963/PERR_Biruni_V11.N2.23