The effect of augmented reality activities supported by argumentation approach on academic achievement, critical thinking skills, motivation towards science and technology course and argumentation skills

The purpose of this study was to examine the effectiveness of augmented reality applications and argumentation based activities in 7th grade students' achievement of astronomy contents, critical thinking abilities, motivation towards science and technology course, and argumentation abilities. A type of mixed methods design, "embedded experimental model", was used in this study. The study was conducted in a private school in Adana in April, May and June of the 2014-2015 school year. A pilot study was conducted in the third week of April, and the experimental activities conducted in May. The participants were 79 seventh grade students from three classes (26 in the experimental 1 group, 27 in experimental 2 group and 26 in control 2 group) that were determined through convenience sampling method. The students in experimental 1 group participated in a three week 19 hours learning process that includes both augmented reality and argumentation activities under the "Solar System and Beyond: Spacecraft" unit in science and technology course. The Experimental 2 group participated in an astronomy learning process that includes only argumentation activities and the control group received astronomy instruction only through the science and technology course curriculum. Quantitative and Qualitative data collection methods were used to collect data in the study. Quantitative data were collected through "Solar System and Beyond: Spacecraft" unit academic achievement test, Motivated Strategies for Learning Questionnaire (MSLQ) and Cornell Critical Thinking Test:Level X (CCTTLX) before and after the instructional intervention. The Qualitative data were collected through unstructured observations, semi-structured interviews, reflective evaluation forms and researcher's diaries. MANOVA, ANOVA, Kruskal Wallis and Mann Whitney U was used to analyse quantitative data. The analysis of qualitative data in the research was carried out with inductive and deductive approaches. In the study, the quantitative results showed that Augmented Reality activities supported with argumentation are more effective than argumentation method and the science and technology course curriculum activities in improving the students' academic achievement and motivation. The study also showed that Augmented Reality activities supported with argumentation and only argumentation activities have improved the deductive ability of the students. When the qualitative results of the research were examined, it was found that the frequency of use of skills after the middle of the treatment varied, although the critical thinking skills of the students in the Experiment 1 group improved until the middle of the treatment. Qualitative findings about the motivation of the students were revealed that the Augmented Reality technology increased the students' internal motivation. When verbal arguments of students were examined, the results showed that all groups engaged in the argumentation and produced arguments. Most of the arguments of the students are in level 4 and level 5. The students generated more quality arguments in socio scientific issues than scientific issues. In the interviews performed with students, students stated that Augmented Reality activities supported with argumentation helped them learn better, 3D images and the ability to interact with them made the information learned more lasting, the lessons were very interesting funny, and the activities have an effect that facilitates learning, and that they could imagine abstract concepts in their minds. They also stated that these activities should be included in other subjects of science and technology course and in other courses. Keywords: Augmented reality, argumentation, science education, astronomy education, motivation, critical thinking abilities.