The effect of motion-based technologies on students' achievements and attitudes

This study aimed to examine the effect of Kinect-supported mathematics education applications on the academic achievement of third-grade students in a mathematics lesson and their attitudes towards mathematics and technology. In the study in which the pretest-posttest quasi-experimental model was used, the data were obtained by "Students' Attitudes Towards Technology Scale", "Attitudes Towards Mathematics Scale" and "Mathematics Achievement Test". The sample group of the study consists of 47 students (24 in the experimental group, 23 in the control group) who are attending the third grade of primary school in a state school located in Yurtbaşı town of Elazığ province for the 2020-2021 academic year. In the experimental group, the application and Kinect device supporting motion-based technologies were used. In contrast, only classical teaching based on the mathematics curriculum was carried out in the control group. The data obtained in the study were analyzed using the SPSS 20 package program, using the t-test for unrelated samples method. As a result of the study, it was found that Kinect-based teaching application had no significant effect on student achievement in the elementary school 3rd-grade mathematics lesson, attitudes towards mathematics lesson and technology attitudes. During the pandemic period when the study was conducted, students went to school some days of the week. It has been observed that students don't attend school regularly, because of no obligation to attend in this period. Considering these conditions during a normal period of education, Kinect based teaching application can be examined in terms of students' academic achievement and attitudes.