Effect Of Augmented Reality Applications Research Articles

The Effect of Augmented Reality Applications on Intravenous Catheter Placement Skill in Nursing Students: A Randomized Controlled Study

BackgroundAugmented reality (AR) is an emerging technology that is beginning to find use in health science education due to the advantages it brings to the teaching-learning process. This present study assessed the use of AR for the development of IV catheter placement skills in nursing students and the effects of the process on their learning satisfaction and self-confidence levels. MethodsThis randomized controlled study was completed with 91 nursing students in October, 2021, from whom data were collected using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS) and the Intravenous Catheter Placement Procedure Steps Form (IVC-PPSF). ResultsAlthough higher scores were recorded in the experimental group, there was no significant difference in the IV catheter placement success scores or satisfaction of the students (p > 0.05). The difference was statistically significant for Self-Confidence (p < 0.05). ConclusionThe use of an AR application for the teaching of IV catheter placement was found to increase the self-confidence levels of the students. Expanding the use of AR applications into the teaching of other nursing practices will contribute positively to student success levels.

Effect of augmented reality applications on attitude and behaviours of customers: cognitive and affective perspectives

Effect of augmented reality applications on attitude and behaviours of customers: cognitive and affective perspectives

A Descriptive Analysis of Lively Accounting Acceptance from the View of Accounting Education: The Integration of Academic Flashcards and Augmented Reality Technology

Due to the Covid-19 global pandemic, the use of technological advancement is increasingly becoming a great determinant in education which demands accounting educators to consistently establish new innovative teaching and learning methods. Accounting education seeks to develop concepts, rules and theories for solving accounting problems. However, teaching accounting in accounting education is not an easy task. Students ordinarily encounter the complexities of not just understanding the technical mechanisms, but also to apply the terminology and fundamentals of accounting. The main objective of this study is to develop primary results on the practicality of the main features of Lively Accounting which integrates flashcards with augmented reality application and to identify other expanded TAM variables towards technology acceptance of Lively Accounting. Reminiscing and understanding accounting theories is the main issue experienced by students. Therefore, Lively Accounting as a flexible educational tool creates a different style of experience where users can learn both offline and online. Descriptive approach was used in this present study. For data collection, questionnaires were distributed through an online platform and an illustrative video about Lively Accounting was disseminated to accounting students in UiTM Tapah. The major findings of this study discovered that the main attributes of Lively Accounting do satisfy the needs and preferences of students as it enhances students’ knowledge and understanding for the related course. The acceptance of Lively Accounting is believed to be contributed initially by the constructs of perceived usefulness, perceived ease of use, perceived enjoyment and attitude toward use. It seems that students with a pleasant feeling about the usefulness of technology will be motivated to use and accept this new learning experience. Due to the demand for an innovative accounting learning tool, Lively Accounting is considered as one of the recommended methods especially in accounting education. Future research should consider the effect of augmented reality applications on students' learning effectiveness to give better insight for educators to use appropriate learning styles and strategies.

The Effect of Augmented Reality Applications on Students' Mathematics Achievement: A Meta-Analysis Study

The Effect of Augmented Reality Applications on Students' Mathematics Achievement: A Meta-Analysis Study

The effects of augmented reality storybooks on student's reading comprehension

The aim of this study is to compare reading comprehension levels of two groups of students—an experimental and a control group—who read the same texts in course books using either augmented reality technique or traditional reading technique. Barrett's taxonomy, which proposes a classification of reading comprehension, consisting of literal comprehension, reorganization, inferential comprehension, evaluation and appreciation, was used to determine the reading comprehension levels of the students. The texts based on the augmented reality were produced with an augmented reality application developed by the authors using the Kotlin programming language. The participants of the study were 120 students aged 11–12 who attend a secondary school in Antalya (Turkey). In the pre‐test phase, both the experimental and control groups read the same texts from the course book and answered the comprehension questions. In the post‐test, the experimental group read the augmented reality texts using tablets while the control group read the texts in the traditional way. Then both groups answered comprehension questions. The results of the pre‐test revealed that there was no significant difference between the two groups in terms of their total comprehension scores and their reading comprehension levels. The post‐test results indicated that the experimental group's overall comprehension scores were much higher than those of the control group. In terms of reading comprehension levels, no difference was found between the two groups in terms of literal comprehension levels. However, the experimental group is found to be much more successful in terms of the reorganization, inferential comprehension, evaluation and appreciation. These findings suggest that the augmented reality content may contribute to the students' reading comprehension performances. Practitioner notesWhat is already known about this topic? There is limited research that augmented reality applications can support reading comprehension in general. Little is known about the effect of augmented reality applications on reading comprehension levels. In the researches examining the effect of augmented reality applications on the reading comprehension levels of students, the existing augmented reality applications were generally preferred. What this paper adds? This study aims to develop an augmented reality application that can be integrated into the textbooks used in schools. In this study, Barrett's taxonomy was used to reveal which levels of reading comprehension the augmented reality application could support. Augmented reality supported reading activity supports students' reorganization, inferential comprehension, evaluation and appreciation levels. Augmented reality supported reading activity does not make a difference in students' literal comprehension levels. Implications for practice and/or policy The developed augmented reality application can be used as a teaching tool in schools. The study provides an example of how augmented reality can be used in reading activity in schools. The data of this study can be used by teachers who want to support students' levels of reorganization, inferential comprehension, evaluation and appreciation comprehension.

The Effect of Augmented Reality Applications on Cultural Heritage Sites

The Effect of Augmented Reality Applications on Cultural Heritage Sites

The Effect of Augmented Reality Applications in Biology Lesson on Academic Achievement and Motivation

In this study, it was aimed to determine the effect of activities based on augmented reality applications in 9th grade biology lesson on students' achievement and motivation towards biology lesson and to get students' opinions about the applications. In the study, mixed method was used. The study group of the research consisted of students of two different classes at the 9th grade level of a private high school located in the city center of Karaman in the 2018-2019 academic year. When the research findings were examined, it was seen that the academic achievement post-test mean scores of the experimental group students were found to be significantly higher than the mean scores of the control group students. According to another finding of the study, there was no significant difference between the experimental group and the control group students in terms of the total mean scores obtained from the motivation questionnaire for biology lesson. However, a significant difference was found in favor of the experimental group in terms of "anxiety in exams" dimension. As a result of the research, the students stated that they liked the biology lessons in which augmented reality applications were carried out, that augmented reality applications made abstract concepts concrete and made them more permanent, and that the lessons conducted in this way were fun.

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

This study presents a systematic review of literature on the application of augmented reality (AR) in professional training contexts published between 2001 and 2020. A total of 49 articles were selected after a two-stage screening process, and key research findings were analyzed and synthesized using a coding scheme comprising five inter-related aspects: basic information, instructional contexts, technology features, instructional design, and research results. The review results depict the trend patterns in AR-supported professional training in terms of publication, research paradigm, and technological affordances, and report the contextual differences in AR pedagogies and instructional functions over time. Furthermore, a meta-analysis was conducted in the present study to examine the overall effectiveness of AR application in professional training, with the results indicating an overall small effect size (g = 0.268) and nine significant moderating factors. Informed by the review and meta-analysis results, a set of implications for facilitating and investigating AR-supported professional training are proposed and discussed.

THE EFFECT OF AUGMENTED REALITY APPLICATIONS ON THE ACADEMIC SUCCESS OF 11TH GRADE STUDENTS IN THE CIRCULATORY SYSTEM

&lt;p&gt;The purpose of this study is to examine the effect of augmented reality applications on 11th grade high school students' success in circulatory system and their attitudes towards augmented reality application. The semi-experimental design was used as a research pattern. In the quantitative part of the study, semi-experimental design with pretest-posttest control group was used. In the qualitative part, a case study was conducted. The sample of the study consists of 11th grade students studying in Siverek district of Şanlıurfa. While the students in the experimental group learned the subject of the circulatory system with “teaching with Augmented Reality applications” the students in the control group learned with “teaching with conventional techniques”. Circulatory system achievement test, attitude scale towards augmented reality practices and semi-structured interviews forms were used as data collection tools in the study. The data were analyzed with SPSS 18 package programme. As a result of the study, it has been observed that augmented reality applications have a positive effect on students’ academic success. When the students’ opinions about teaching with augmented reality applications are examined, it is clearly seen that they have positive thoughts on the themes of using augmented reality applications to be able to see them in an easier, to increase interest and desire, to attract attention and to use technology. As a result, it was determined that augmented reality had an impact on students' achievements and attitudes.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Development of Augmented Reality Application for Exercise to Promote Health among Elderly

This research aimed to: (1) develop and find the effectiveness of augmented reality application for exercise to promote health among elderly, (2) compare physical fitness in terms of flexibility of the elderly before and after exercising by augmented reality application for exercise to promote health among elderly, and (3) study elderly satisfaction towards the use of augmented reality application for exercise. The samples were 30 elderly in Bueng Namrak, Thailand. The samples were selected through a purposive sampling technique. The instruments were augmented reality application for exercise to promote health among elderly, physical fitness test in terms of flexibility, and satisfaction form. The results showed that learning and using augmented reality application for exercise to promote health among elderly was effective according to KW1 80.80 at KW1 80/83.33. The physical fitness in terms of flexibility after using the application was higher than before using the application. The physical fitness in terms of flexibility before using the application was 5.91 in average, with standard deviation of 6.76, whereas the average after using the application was 6.15, with the standard deviation of 6.53. The t-test value after using the application was 2.80 at a statistically significant level of.05. The satisfaction of the elderly towards the use of augmented reality application for exercise to promote health among elderly was 4.64 in average, which was at the highest level.

The Design and Implementation of an Educational Augmented Reality Application for Logical Circuit Design

The purpose of the study is to determine the effect of augmented reality applications on the learning of engineering students in their professional courses. The objective of the study is to ensure that augmented reality technologies, which are among the most important technologies of today, are used in educational settings. The other important objective of the study is to ensure that the augmented reality technologies used in professional training in countries such as the USA, Canada and the Netherlands are also used in our country and to provide a world-class education opportunity. Also, contributing to the economy of our country with the successful studies to be carried out in this regard is among the objectives of the study because of the increasing interest in augmented reality software throughout the world and the formation of an important economy related to the development of these kinds of software.In the study, an augmented reality application developed by the researcher was used in the learning process of a subject included in the faculty of engineering education curriculum. The study was performed using a convergent parallel mixed-methods design in which both qualitative and quantitative data were used simultaneously. The result of the study showed that there were no significant difference between the average attitude towards AR applications of the students participating in the study and the gender, class, and father education level; however, it is seen that there was a significant difference between maternal education status. It was also determined that the difference between the students’ average attitude towards AR applications before and after the study was significant.Similarly, it was observed that the difference between the AR attitude averages before and after the study and the AG attitude average 4 weeks after the study was also observed to be significant. It was also found that the students who participated in the study found the AR applications remarkable, entertaining, understandable and useful for the instructor. Moreover, they stated that using AR applications in lessons would contribute to fast and active learning and increase success.

The Effect of Augmented Reality Applications on Customer’s Purchase Intentions

The Effect of Augmented Reality Applications on Customer’s Purchase Intentions

Effects of Augmented Reality Applications on Academic Success and Course Attitudes in Social Studies

The overall purpose of this study is to determine the effect of augmented reality applications on students’ success in social studies course and their attitudes towards social studies courses. In this research, quantitative and qualitative methods were used. In the quantitative method, there is a pre-test, post-test control group as a semi-experimental method. In the social studies course, the unit acquisition related to volcanic events was aimed to be instructed to the students in the experimental group through the augmented reality application. Before and after the application, to evaluate the success levels of the students in the experimental and control groups, social studies course achievement test was given, and to evaluate their attitudes towards the course, social studies course attitude scale was applied. At the end of the application, interviews were done with 5 of the students in the experimental group with a semi-structured interview form. In the analysis made as a result of the application, no significant difference was observed between the achievement levels of the children studying with augmented reality technology and the achievement levels of the children studying with the smart board and the current textbook. Since the group learning technique was used in the study, students’ failure to progress at an individual pace may have prevented an increase in success. According to the post-test social studies course attitude scale results of the experimental and control groups, the scores of the experimental group students showed a significant increase compared to the control group. Also, students stated that they liked the augmented reality application in the interviews, and they wanted it to be in other lessons. It is thought that it will be beneficial for education to put the augmented reality technology in other courses.

Effect of augmented reality applications on secondary school students' reading comprehension and learning permanency

The aim of this study was to analyze the effect of augmented reality (AR) applications on reading comprehension and learning permanency and to examine 5th grade students' attitudes towards AR applications. In addition, student opinions about these applications were examined. A mixed method was used with a sample composed of 89 5th grade students (43 girls, 46 boys). The experimental group participated in reading activities using AR applications, while traditional methods were used for the control group. It was found that the experimental group students showed a higher level of reading comprehension and learning permanency when measured on a weekly basis than the control group. The students experienced satisfaction from their participation in AR-based reading activities, and expressed a desire to see similar applications offered in other courses. They also reported low anxiety levels. These qualitative results indicate that AR applications can be used effectively as educational aids for reading-related courses.

Effectiveness of Maintenance and Inspection Process using Augmented Reality Application

Augmented reality is the integration of digital information and user’s real life environment. It overlays virtual information on top of existing environment to user’s perception towards the reality. Technicians and engineers in automotive industry at workshops today have mountains of data and information for diagnostics and repair. The worker must search for the information, and then manually check to see if he can assess the problem and repair what is not functional. Worker must refer to a printed drawing of the testing body, with the inspection parts marked on this drawing. Augmented reality application is proposed to replace these conventional references to eliminate their disadvantages. The objectives of this paper are to develop an augmented reality applicationto and evaluate the effectiveness of augmented reality application developed. Vuforia, Blender and Unity were used to develop augmented reality application due to their easy to use features. The application developed will be tested by respondents to conduct inspection and maintenance process using both conventional references and augmented reality application developed. Survey will also be carried out to evaluate the acceptance level of locals towards augmented reality application as well. The technology has proven to be popular in the automotive industry.

The Effect of Augmented Reality Applications in the Learning Process: A MetaAnalysis Study

The Effect of Augmented Reality Applications in the Learning Process: A MetaAnalysis Study

A Meta-Analytic and Thematic Comparative Analysis of the Integration of Augmented Reality Applications into Education

The aim of this study is to determine the efficiency of Augmented Reality Applications (ARAs) in the learning environment. In this regard, both quantitative (meta analytic) and qualitative (thematic) dimensions are used in the study. In terms of meta-analysis, the data of 12 studies from different databases of national and international arenas in which the effect size of ARAs on academic success was determined were analyzed through CMA and MetaWin programs. Data on thematic dimension were obtained from the teacher candidates at Kilis 7 Aralik University, Faculty of Muallim Rifat, Department of Science Teaching chosen by a maximum variation sampling method through a semi-structured interview form. The views from the interview were resolved in accordance with the content analysis method and the action research design through Maxqda 11 program. Meta-analytic results showed that the effect of ARAs on academic success was found to be as ES= +0.360 which is a small level. On the other hand, thematic assessment shows that ARAs has a positive effect on social, cognitive and emotional improvement and it makes the learning environment more realistic. In line with the relating results, well-designed ARAs can be proposed to be used in a more common and systematic way in order to create fruitful environments that increase academic success.

Yabancı Dil Öğretiminde Arttırılmış Gerçeklik Uygulamalarının Kelime Öğrenimine ve Kalıcılığa Etkisi

Yabancı Dil Öğretiminde Arttırılmış Gerçeklik Uygulamalarının Kelime Öğrenimine ve Kalıcılığa Etkisi