Unit:
Speciality Instructional Design for Online Distance EducationLibrary of the School of Education
Supervisors info:
Κουτρομάνος Γεώργιος, Αναπληρωτής Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
Κώστας Απόστολος, Επίκουρος Καθηγητής, ΠΤΔΕ, Πανεπιστήμιο Αιγαίου
Σοφός Αλιβίζος, Καθηγητής, ΠΤΔΕ, Πανεπιστήμιο Αιγαίου
Original Title:
Η διερεύνηση της επίδρασης εφαρμογής Επαυξημένης Πραγματικότητας στη μαθησιακή επίδοση πάνω στο μαθησιακό αντικείμενο της Γεωμετρίας και στην ανάπτυξη των χωρικών δεξιοτήτων των μαθητών/τριών της Δ΄ Δημοτικού.
Translated title:
Research on the effect of an Augmented Reality application on the learning performance on the subject of Geometry and the development of spatial skills of 4th grade students.
Summary:
In the context of the spread of new technologies in education, Augmented Reality (AR) has become an important tool in providing students with a more realistic experience of interacting with the subject matter. AR is a means of connecting the digital with the real world, placing digital objects in the physical environment and giving the opportunity to view abstract and difficult to visualize concepts. This research attempted to highlight the potential benefits of the use of AR in the teaching of Geometry in terms of learning performance, practice of Spatial Visualization skills, motivation, attitudes of students towards the geometry course and acceptance of the AR technology. The object of study was module 52 "Learning about solids" in Chapter 3 of Mathematics in the 4th grade, and in particular the basic characteristics of the geometric solids of the cube, the rectangular parallelepiped, the square pyramid and the triangular pyramid. The 4th grade students were divided into experimental and control groups, the first of which was taught the subject with the support of the AR technology and the second using a traditional method. Data collection came through test and questionnaires that were administered to students before and after the intervention. The results showed that the intervention using the AR technology led to positive learning outcomes, positive attitudes and high motivation towards Geometry for the experimental group. Greater interest and heightened curiosity were observed compared to the traditional teaching method. It was found that, according to students, AR technology is fun and easy to use.
Main subject category:
Education
Keywords:
Augmented Reality, Geometry, Learning Outcomes, Spatial Ability, Spatial Skills, Spatial Visualization, Attitudes, Motivation, AR technology acceptance
Number of references:
176
