Development, implementation and assessment of the effect augmented reality on geometry teaching materials for geometry classes

The aim of this study is to investigate the effect of in-class and laboratory use of augmented reality learning objects in teaching and learning geometry in considering the cognitive and affective development of students. ARGE3D program was developed in order to display the static 3D objects included in the geometrical shapes unit in the sixth grade mathematics book. Quasi-experimental mixed research method was utilized in the study. The sample consisted of sixth grade students enrolled in Gazi Paşa Secondary School (n=54) and Mustafa Yazıcı Secondary School (n=46) located in Aksaray during 2012-2013 educational year. One control and one experimental group were established in each school. The experimental groups received four weeks of instruction via ARGE3D and the control groups received standard text-book instruction. Geometry Achievement Test, Van Hiele Geometry Readiness Test, Maths Attitude Test and students' Fall term grades were used to collect the quantitative data. On the other hand, semi?structured interviews with both the students and the teachers, and video captures during the implementation were used to collect qualitative data. All quantitative data were analyzed with SPSS 20.0 and qualitative data were analyzed via cross-comparisons with quantitative data. The results showed that although geometry instruction via ARGE3D did not yield statistically significant results in terms of cognitive learning levels in Gazi Paşa Secondary School, a statistically significant positive effect was found favoring the experimental group in Mustafa Yazıcı Secondary School. However; examination of the qualitative data might indicate that higher self-efficacy levels of the teacher in Mustafa Yazıcı Secondary School, and that the students in the experimental groups were used to computer-assisted math teaching and the teacher's effective use of ARGED3D program might had positively added to cognitive learning outcomes. Moreover; geometry instruction trough ARGE3D did not significantly affect students' computer-skills self-efficacy and computer skills attitudes in pre- and post tests. Yet; ARGE3D geometry instruction seemed that it was effective in increasing positive attitudes of students who did not previously receive computer-assisted math instruction, or who did not have positive attitudes towards math, and it helped reducing fear and frustrations. Nevertheless; it did not effect fear or frustrations of students with present positive attitudes. As well; the algorithms used by the program were found to misidentify similar markers, and that marker detections were weakening because of the increasing lighting during camera posing.