The effect of augmented reality applications on academic achievement in teaching Turkish vocabulary to foreign students

The aim of this paper is to study the contribution of the augmented reality supported vocabulary teaching prepared at A1 level for the foreign students learning Turkish to academic achievement of students. The augmented reality application, known as Metaverse Studio, was employed in order to carry out this task and prepare the activities at A1 level. While the independent variable of the study is Turkish teaching practised by augmented reality, the independent variable of the study is the academic achievements of the students. Quasi experimenteal design was carried out during the study. The study group of the research is 54 foreign students learning Turkish in the preparatory classes of Turkish Language Teaching Research and Application Center in Gaziosmanpaşa University. The classes determined as experiment group and control group show an equal distribution in terms of study group. 42 students taking part in the study are male, while 12 students taking part in the study are female. During four weeks that the study continues, the students in the experimental group was taught with augmented reality whereas the students in control group used Turkish Teaching Set for Foreigners belonging to Yediiklim Publication. An academic achievement test consisting of 39 questions was prepared to test foreign students' knowledge at A1 level. This academic achievement test was practised 70 students having A1 level in TÖMER to understand whether it is a reliable testing tool or not. As a result of analyzes carried out after this practice, the academic achievement test took its final form with 32 questions. The achievement test was practised to experimental and control group students as pre-test and posttest. The data obtained from the study were analyzed by using independent sample t test and dependent sample t test. It was determined at the end of the study that the students in experimental group taught by augmented reality had a significiant increase in their academic achievement and that the teaching supported by augmented reality was more effective in comprasion with the teaching using course book.