The Effect of Animation-Based Worked Examples Supported With Augmented Reality on the Academic Achievement, Attitude and Motivation of Students Towards Learning Programming

dc.authorscopusid 57444893100
dc.authorscopusid 16064303800
dc.authorscopusid 26031936900
dc.contributor.author Cevahir,H.
dc.contributor.author Özdemir,M.
dc.contributor.author Baturay,M.H.
dc.date.accessioned 2024-07-05T15:49:57Z
dc.date.available 2024-07-05T15:49:57Z
dc.date.issued 2022
dc.department Atılım University en_US
dc.department-temp Cevahir H., Department of Computer and Instructional Technologies, Çanakkale Onsekiz Mart University, Çanakkale, Turkey; Özdemir M., Department of Computer and Instructional Technologies, Çanakkale Onsekiz Mart University, Çanakkale, Turkey; Baturay M.H., Center for Teaching and Learning, Atılım University, Ankara, Turkey en_US
dc.description.abstract This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies. © 2022, Ozgen Korkmaz. All rights reserved. en_US
dc.identifier.citationcount 11
dc.identifier.doi 10.17275/per.22.63.9.3
dc.identifier.endpage 247 en_US
dc.identifier.issn 2148-6123
dc.identifier.issue 3 en_US
dc.identifier.scopus 2-s2.0-85124297546
dc.identifier.startpage 226 en_US
dc.identifier.uri https://doi.org/10.17275/per.22.63.9.3
dc.identifier.uri https://hdl.handle.net/20.500.14411/4058
dc.identifier.volume 9 en_US
dc.institutionauthor Baturay, Meltem Huri
dc.language.iso en en_US
dc.publisher Ozgen Korkmaz en_US
dc.relation.ispartof Participatory Educational Research en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 19
dc.subject Animation-based education en_US
dc.subject Augmented reality en_US
dc.subject Programming education en_US
dc.subject Worked examples en_US
dc.title The Effect of Animation-Based Worked Examples Supported With Augmented Reality on the Academic Achievement, Attitude and Motivation of Students Towards Learning Programming en_US
dc.type Article en_US
dspace.entity.type Publication
relation.isAuthorOfPublication 2c5316e9-c99a-4df1-a29d-d37748e536d5
relation.isAuthorOfPublication.latestForDiscovery 2c5316e9-c99a-4df1-a29d-d37748e536d5

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