Abstract
This study examines the effect of using animation-based worked examples (ARAWEs) that are prepared using Augmented Reality (AR) technology instead of using traditional paper-based worked examples (TWEs) on the achievement, motivation, and attitude of high school students during their programming education. The research was designed through the “Nonequivalent Control Group Model”, one of the quasi-experimental models. The participants consisted of second year students (N=94) who were taking the “Basics of Programming” course in the Department of Information Technologies a vocational and technical Anatolian high school in Turkey. An achievement test was applied to the participants as pre-test and final test. Motivation of the students was measured by means of the “Instructional Materials Motivation Survey” developed by Kutu and Sözbilir (2011), and participant attitudes towards using AR was measured by means of the “AR Attitude Scale” developed by Küçük, Yılmaz, Baydaş and Göktaş (2014). According to the results, both the achievement and motivation levels of the students studying on ARAWEs increased significantly compared to those studying on TWEs. There was a high level of correlation between the final test scores and the attitude levels of the students studying on ARAWEs. Considering that instructional materials containing animation-based worked examples prepared using AR technology increase students' interest and motivation in the subject, their use in lessons that include teaching problem solving skills, such as mathematics, physics, and chemistry, can be implemented in future studies.
Highlights
Animation-Based Teaching Rieber and Kini (1991) describe animation as the presentation of images on a computer screen, following consecutively and quickly. Weiss, Knowlton and Morrison (2002) indicate that five features of animation help learning in terms of: (1) making teaching attractive, (2) attracting attention, (3) motivating students, (4) presenting information, and (5) giving explanations
Correlation Between Post-Test Scores of Students Studying with achievement while learning through Animation-based Worked Examples (ARAWE) and Traditional Worked Examples (TWE) An independent sample t-test was implemented to measure the difference between the post-test scores of the students regarding their achievement after using ARAWE and TWE
The effects of the use of animation-based worked examples which were implemented through Augmented Reality (AR) technology on the academic achievement, motivation, and attitudes of high school students in teaching programming were investigated
Summary
Animation-Based Teaching Rieber and Kini (1991) describe animation as the presentation of images on a computer screen, following consecutively and quickly. Weiss, Knowlton and Morrison (2002) indicate that five features of animation help learning in terms of: (1) making teaching attractive, (2) attracting attention, (3) motivating students, (4) presenting information, and (5) giving explanations. Some research studies have been conducted investigating the effect of animation on students’ learning (Betrancourt & Tversky, 2000; Hegarty et al, 2003; Moreno & Mayer, 2007; Tversky et al, 2002). These studies examined the effects of animation on students' participation levels and their mental learning processes and investigated the instructional effectiveness of animated and non-animated teaching materials on learning outcomes. In another study, conducted by Rosen (2009), it was reported that animation-based content significantly and positively affects students' knowledge transfer and motivation towards science and technology lessons
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
