Effects of the use of augmented reality applications in geometry teaching on self-regulation skills, academic motivation and achievement of secondary school students

In this study, it is aimed to examine the effects of the use of augmented reality applications in geometry teaching on the self-regulation skills, academic motivation and success of secondary school students. The study, in which the pretest-posttest control group quasi-experimental design was used, continued for 5 weeks. The participants of the research consisted of 40 students studying in the 8th grade of secondary school. Within the scope of the mathematics course, the achievements of the three-dimensional geometric objects unit in the curriculum were discussed. Augmented reality material was designed by the researcher and an application was installed on the mobile devices of the experimental group students. During the experimental process, lessons were conducted with traditional methods such as textbooks, eba platform and concrete materials in the control group. In the experimental group, in addition to these methods, augmented reality application was used for 1 lesson per week. Three-dimensional geometric objects achievement test, self-regulation and academic motivation scale were applied to the groups before and after the experimental procedure. After the experimental procedure, a semi-structured interview form was applied to the experimental group students using augmented reality application. ANCOVA test was used to determine whether the difference between the pre-test and post-test scores was significant. When the data collected from the students were examined, it was seen that there was an increase in academic achievement and a change in self-regulation and motivation scores in both groups. As a result of the analysis, it was determined that the difference in achievement test, self-regulation and motivation scores between the groups was significant in favor of the experimental group students. After the experimental process, the opinions of the experimental group students about the application were taken. It was stated that the augmented reality application was found to be fun and interesting by the students, and it gave positive results in the permanence of knowledge and active participation in the lesson.