The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science

Abstract

ABSTRACT With the development of mobile phone applications with innovative features, the application of mobile recognition technology, such as a mobile image recognition-based (AR) application, is becoming increasingly widespread. Mobile Image Recognition-Based AR connect nearby objects or other physical targets with digital information. The purpose of this study is to investigate the effects of using an image recognition-based AR application on students’ acquisition of science process skills and their motivation toward science learning. The study involved 56 students enrolled in two sections of tenth-grade female students in a private school in Jordan. Each section was randomly assigned to either the control group or the experimental group. The experimental group studied a unit from the biology textbook with image-based recognition content. In contrast, the control group studied the same unit using the conventional teaching method based on the traditional textbook content. The researchers administered a science both groups a science process skills test and a motivation toward learning science scale. Results showed that participants who used a mobile image recognition application to learn science had higher acquisition of all science skills and a higher motivation toward learning science than those who used the conventional learning method.