The effects of using of augmented reality, simulation and real object on learning achievements, motivation and psychomotor performance

The purpose of the research is to examine the effect of associate degree students using augmented reality, simulation and real objects in learning environments on learning achievement, motivation and psychomotor performance. Independent variables of the research consisted of augmented reality, simulation and real objects; dependent variables consisted of learning achievement, motivation and psychomotor performance. In the research, pretest-posttest matched control group random design from the quantitative method and real experimental designs. Also, for the purpose of obtaining opinion about the applications performed, interviews were made with the students. Study group of the research consisted of 63 students studying at 1st grade in Amasya University Technical Sciences Vocational High School Department of Computer Technologies in 2015-2016 fall period. To determine the distribution of study group into control and experimental groups, pre-test learning achievement scores and the status of owning a smart phone for the students were utilized and groups were matched. In the study, augmented reality (21) and simulation groups (21) were specified as the experimental group and real object group (21) was specified as the control group. Implementation process consists of three stages, as pre-implementation (1 week), implementation time (7 weeks) and post-implementation (1 week). In the study, data were collected by demographical information form, psychomotor performance control list, learning achievement test, motivation survey and semi-structured interview form. In the analysis of psychomotor performance control list, Kruskal-Wallis; in the analysis of learning achievement, one way and two way ANOVA; in the analysis of motivation, t-test for independent samples; and in the analysis of interview, descriptive analysis were used. When the results of the study are examined, it is concluded that the augmented reality and simulation environments are as effective as real object environment on psychomotor performance, learning achievement and motivation. According to the results of motivation survey, motivations of mobile augmented reality and simulation group students were found to be different from each other. This result shows that motivation levels of mobile augmented reality students are higher than the motivation levels of simulation group students. According to the interviews made, the results of augmented reality and simulation applications supporting learning, improving the permanence of knowledge, made the application interesting, allowed for one-to-one practicing, made them happy with the materials, enabled students to learn psychomotor performance in short time, realization of the tasks were easier and saved time by improving the efficiency in learning process were reached. Therefore, in environments where there is no real object, the use of simulation and especially the augmented reality environment (because of using everywhere, being interesting, being a new technology, reflecting by increasing reality, interacting with the object, and other features mentioned in the study) will benefit the students and the instructor and create an environment that is more comfortable, satisfying and encouraging to study.