The effect of augmented reality applications on general physical geography course achievements, attitudes and opinions of prospective social sciences teachers

Daha sonra Doldurul This study aims to examine the effect of the general physical geography course designed with the Augmented Reality application on students' academic achievements and attitudes. In addition, students' views on Augmented Reality were determined. For this purpose, "General Physical Geography Attitude Scale" and "General Physical Geography Achievement Test" were developed by the researcher. The Explanatory Sequential Design, one of the mixed methods, was preferred in the study. The students studying in the 1st grade at Necmettin Erbakan University Social Sciences Teaching department constitute the study group. The study group was determined by the simple random sampling method. In the quantitative dimension of the study, a randomized experimental design with pre-test, post-test and control group was used. As a result of the EFA and CFA analysis applied in the pilot phase, the croancbach was calculated as ⍺=0.890 in the attitude scale. KR-20=0.79 and KR-21=0.73 were found with the achievement test. It was determined that these results were suitable for validity and reliability. Within the scope of the study, the material designed in Augmented Reality environment was applied to the experimental group during the 10-week course, and the traditional teaching method was used in the control group. In the quantitative dimension of the study, the attitude scale and achievement scores were compared between the groups and statistical methods were used to analyze whether there was a significant difference. In the qualitative phase of the study, a semi-structured open-ended interview form was applied. Quantitative Analyses results were obtained from the numerical data of Independent Sample t test, dependent sample (paired samples) t test and Pearson correlation analysis by using SPSS program. In the qualitative dimension, content analysis method was applied, and categories and codes were created and interpreted. When the results were examined, no significant difference was found in the pre-test and post-test scores of the students in the control group in the attitude scale. There was no significant difference in the scores of the students in the experimental group before and after the application. In the correlation analysis of the experimental group, a low level of correlation was observed between the pre-test and post-test. The effect size of the application on the attitude scale was very small. According to the results of the achievement test, there was no significant difference in the pre-test and post-test scores of the control group. No significant difference was found between the pre-test and post-test scores of the students in the experimental group. However, a moderate positive correlation was found in the correlation analysis of the experimental group. The results obtained from the qualitative part support the quantitative part. It was determined that the Augmented Reality environment gave students negative opinions. According to the opinions of the participants, it was concluded that there were technological inadequacies, internet problems, technical malfunctions in the online process and mobile devices were old. The number of students reporting the positive aspects of AR application was observed to be low. Accordingly, it was concluded that AR is three-dimensional, concrete, entertaining, interesting and realistic. It was emphasized by some pre-service teachers that AR is more applicable in the courses of General human geography and Türkiye physical geography. Keywords: Social Studies, Physical Geography, Augmented Reality, Achievement Test, Attitude Scale