The effect of mobile technology assisted seamless learning environments on student success and motivation in 7th grade algebra unit as well as student and parent opinions about the process

The aim of the study is to investigate the effect of mobile technology-assisted seamless learning environments on student achievement and motivation in the 7th-grade algebra unit and to evaluate students' and parents' opinions about the application. The explanatory research design was preferred as a mixed-method research design. The population of the study consists of 73 seventh grade students (30 male and 43 female) who study in a secondary school located in the center of a province in the Eastern Anatolia region during 2018-2019 academic year fall semester. In the research, activities that enable the seamless integration of in-classroom learning and out-classroom learning were organized. To support individual learning, Augmented Reality (AR) applications that was developed by the researcher in the field of algebra and to support social learning in mobile technologies, WhatsApp groups, where group meetings are organized, were created. As data collection tools Algebra Achievement Test (AAT) developed by the researcher in the field of algebra learning, Mathematics Motivation Scale (MMS) adapted to Turkish by Aktan (2012), semi-structured interview forms prepared to determine students' and parents' views on the process were used. Independent samples t-test and paired sample t-test, and Wilcoxon signed-rank test were used to analyze quantitative data obtained in the study. Furthermore, correlation analysis was done to determine the relationship between variables. Content analysis was performed by creating categories and codes from the information obtained from qualitative data. According to the results of the study, statistically significant differences favoring the experimental group were found when the AAT and MMS data of the students in the experimental and control groups were examined. While there were statistically significant differences favoring students in the experimental group, in terms of sub-categories of motivation such as external goal orientation, subject value, belief in learning, and self-efficacy; however, statistically significant differences in terms of the latest test scores of students in experimental group and control group in sub-categories such as internal goal orientation and test anxiety were not observed. Data obtained from student interviews showed that AR activities and WhatsApp application are useful for students. Students pointed out positive aspects of AR applications, such as providing useful, catchy, funny and easy way of learning opportunities, being different and intriguing. However, some students mentioned negative aspects such as indicator problems and voice effects. Moreover, Students expressed their positive views about WhatsApp group meetings such as being able to get together outside the school, discussing questions, cooperating, comparing solutions, thinking together on different solutions and defending their own opinions. In addition, some students mentioned negative aspects such as sharing questions in a virtual environment and the duration of group meetings. On the other hand, parents expressed that their negative views on mobile technology before using the present application was changed after usage of the application, since using mobile devices were useful and funny for the students and that the students' interest in the course increased. Some suggestions were made regarding environments of academic and mathematics teaching as a result of the findings obtained in the study. Keywords: Mathematics Education, Seamless Learning, Mobile Technology, Augmented Reality, WhatsApp Instant Message.