Student views on instruction supported by mobile augmented reality

Meryem Görecek Baybars 1 * , Büşra Çelik 1
More Detail
1 Department of Mathematics and Science Education, Faculty of Education, Muğla Sıtkı Koçman University, Muğla, TURKEY
* Corresponding Author
EUR J SCI MATH ED, Volume 14, Issue 1, pp. 130-147. https://doi.org/10.30935/scimath/17740
Published: 14 January 2026
OPEN ACCESS   46 Views   26 Downloads
Download Full Text (PDF)

ABSTRACT

This study investigated middle school students’ perceptions of mobile augmented reality (MAR)-supported instruction in the solar system unit. Designed as a qualitative case study, the research involved 22 sixth-grade students who completed pre- and post-implementation opinion forms. Data were analyzed through inductive content analysis, supported by expert validation and intercoder reliability procedures. Findings indicated that students expected MAR to enhance visualization, motivation, and enjoyment in learning. Following the four-week instructional process, most of these expectations (86%) were fulfilled. Students reported that MAR facilitated a clearer understanding of planetary features and fostered active participation, while a small number expressed negative views due to challenges in technology use and group-based activities. These findings align with previous research emphasizing MAR’s cognitive and affective benefits, while also highlighting implementation challenges such as technical constraints and classroom management issues. Overall, the study demonstrates that MAR can enrich science education by integrating conceptual learning with engagement and motivation. Situated within the framework of the 2018 and 2024 Turkish science curricula, the findings illustrate how MAR aligns with national priorities for digital transformation while revealing infrastructural constraints in real classroom contexts. The study contributes to the growing body of literature on augmented reality in education by presenting both the opportunities and limitations of MAR integration and by offering practical insights into educators and researchers seeking to embed emerging technologies into science instruction.
Keywords: mobile augmented reality, science education, student perceptions, technology-enhanced learning

CITATION

Görecek Baybars, M., & Çelik, B. (2026). Student views on instruction supported by mobile augmented reality. European Journal of Science and Mathematics Education, 14(1), 130-147. https://doi.org/10.30935/scimath/17740

REFERENCES

  • Abdüsselam, M. S., & Karal, H. (2012). The effect of mixed reality environments on the students’ academic achievement in physics education: 11th grade magnetism topic example. Journal of Research in Education and Teaching, 1(4), 170-181.
  • Adıgüzel, O., Batur, H. Z., & Ekşili, N. (2014). Kuşakların değişen yüzü ve Y kuşağı ile ortaya çıkan yeni çalışma tarzı: Mobil yakalılar [The changing face of generations and the new work style emerging with Generation Y: Mobile collar workers]. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(19), 165-182.
  • Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
  • Azuma, R. T. (1997). A survey of augmented reality. Teleoperators and Virtual Environments, 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355
  • Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 21(4), 133-144.
  • Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The magic book moving seamlessly between reality and virtuality. IEEE Computer Graphics and Applications, 21(3), 6-8.
  • Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education–Cases, places and potentials. Educational Media International, 51(1), 1-15. https://doi.org/10.1080/09523987.2014.889400
  • Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins, effectiveness, and applications. BSCS.
  • Chang, G., Morreale, P., & Medicherla, P. (2010). Applications of augmented reality systems in education. In D. Gibson, & B. Dodge (Eds.), Proceedings of SITE 2010–Society for Information Technology & Teacher Education International Conference (pp. 1380-1385). Association for the Advancement of Computing in Education.
  • Chang, K.-E., Chang, C.-T., Hou, H.-T., Sung, Y.-T., Chao, H.-L., & Lee, C.-M. (2014). Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum. Computers & Education, 71, 185-197. https://doi.org/10.1016/j.compedu.2013.09.022
  • Chen, C.-C., Chen, H.-R., & Wang, T.-Y. (2022). Creative situated augmented reality learning for astronomy curricula. Educational Technology & Society, 25(2), 148-162.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
  • Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735-745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
  • Echeverria, A., Améstica, M., Nussbaum, M., Leclerc, S., Vásquez, A., & Caballero, D. (2012). Exploring different technological platforms for supporting co-located collaborative games in the classroom. Computers in Human Behavior, 28(4), 1172-1177. https://doi.org/10.1016/j.chb.2012.01.027
  • Fidan, M. (2018). Artırılmış gerçeklikle desteklenmiş probleme dayalı fen öğretiminin akademik başarı, kalıcılık, tutum ve öz-yeterlik inancına etkisi [The impact of augmented reality-supported problem-based science teaching on academic achievement, retention, attitude, and self-efficacy beliefs] [PhD thesis, Bolu Abant İzzet Baysal Üniversitesi].
  • Fosnot, C. T. (2005). Constructivism: Theory, perspectives, and practice. Teachers College Press.
  • Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning effectiveness. Educational Research Review, 27, 244-260. https://doi.org/10.1016/j.edurev.2019.04.001
  • Gün, B., & Atasoy, B. (2017). The effect of using augmented reality and animations in science education. Journal of Education and Future, 11, 109-123.
  • Günüç, S. (2017). Eğitimde teknoloji entegrasyonunun kuramsal temelleri [Theoretical foundations of technology integration in education] (1st ed.). Anı Yayıncılık.
  • Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
  • Ibáñez, M.-B., Di Serio, Á., Villarán, D., & Kloos, C. D. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1-13. https://doi.org/10.1016/j.compedu.2013.09.004
  • İbili, E., & Şahin, S. (2013). Artırılmış gerçeklik ile interaktif 3D geometri kitabı yazılımın tasarımı ve geliştirilmesi: ARGE3D [Design and development of interactive 3D geometry book software with augmented reality: ARGE3D]. Afyon Kocatepe Üniversitesi Fen ve Mühendislik Bilimleri Dergisi, 13(1), 1-8. https://doi.org/10.5578/fmbd.6213
  • Kalinic, Z., Arsovski, S., Stefanovic, M., Arsovski, Z., & Rankovic, V. (2011). The development of a mobile learning application as support for a blended e-learning environment. Technics Technologies Education Management, 6(4), 1353-1364.
  • Karapınar, A., & Balım, A. G. (2019). Fen öğretiminde mobil öğrenme uygulamaları [Mobile learning applications in science education]. In A. G. Balım (Ed.), Fen öğretiminde yenilikçi yaklaşımlar (pp. 275-306). Anı Yayıncılık.
  • Küçük, S. (2015). Artırılmış gerçeklik uygulamalarının öğrenme üzerindeki etkileri [The effects of augmented reality applications on learning] [Doctoral dissertation, Atatürk University].
  • Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21. https://doi.org/10.1007/s11528-012-0559-3
  • Makerere University. (2016). E-learning environment. Institute of Open, Distance and eLearning, College of Education and External Studies, Makerere University. https://mak.ac.ug/study-mak/e-learning
  • McCrindle, M. (2014). The ABC of XYZ: Understanding the global generations. McCrindle Research.
  • MEB. (2018). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6, 7 ve 8. sınıflar) [Science curriculum for primary and middle school grades 3-8]. Milli Eğitim Bakanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • MEB. (2024). Güncellenmiş fen bilimleri dersi öğretim programı [Revised science curriculum]. Milli Eğitim Bakanlığı. https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=400
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
  • Nordin, N., Embi, M. A., & Yunus, M. M. (2010). Mobile learning framework for lifelong learning. Procedia-Social and Behavioral Sciences, 7, 130-138. https://doi.org/10.1016/j.sbspro.2010.10.019
  • Özdamar Keskin, N., & Kılınç, H. (2015). Mobil öğrenme uygulamalarına yönelik geliştirme platformlarının karşılaştırılması ve örnek uygulamalar [Comparison of development platforms for mobile learning applications and example applications]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(3), 68-90.
  • Perez-Lopez, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. The Turkish Online Journal of Educational Technology, 12(4), 19-28.
  • Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-5. https://doi.org/10.1108/10748120110424816
  • Şahin, D. (2017). Artırılmış gerçeklik teknolojisi ile yapılan fen öğretiminin ortaokul öğrencilerinin başarılarına ve derse karşı tutumlarına etkisi [The effect of augmented reality technology in science teaching on middle school students’ academic achievement and attitudes towards the subject] [Master’s thesis, Atatürk Üniversitesi].
  • Sattar, M. A., Maqbool, M. U., Zakir, F., & Billah, M. (2025). Enhancing student engagement through augmented reality in secondary biology education. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1628004
  • Simon, P. D., Zhong, Y., Cruz, I. C. D., & Fryer, L. K. (2025). Scoping review of research on augmented reality in environmental education. Journal of Science Education and Technology, 34, 919-935. https://doi.org/10.1007/s10956-025-10218-z
  • Somyürek, S. (2014). Öğretim sürecinde Z kuşağının dikkatini çekme: Artırılmış gerçeklik [Capturing the attention of Generation Z in the teaching process: Augmented reality]. Eğitim Teknolojisi Kuram ve Uygulama, 4(1), 63-80. https://doi.org/10.17943/etku.88319
  • Vogel, P. (2015). Generation jobless? Turning the youth unemployment crisis into opportunity. Palgrave Macmillan.
  • Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024
  • Xiao, J., Cao, M., Li, X., & Hansen, P. (2020). Assessing the effectiveness of the augmented reality courseware for starry sky exploration. International Journal of Distance Education Technologies, 18(1), 19-35. https://doi.org/10.4018/IJDET.2020010102
  • Yang, Y., Du, W., Mavrikis, M., & Geraniou, E. (2025). Spatial skill development through augmented reality in mathematics education: A scoping review. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-025-00187-8
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10th ed.). Seçkin Yayıncılık.
  • Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.
  • Zachary, W., Ryder, J., Hicinbothom, J., & Bracken, K. (1997). The use of executable cognitive models in simulation-based intelligent embedded training. In Proceedings of Human Factors Society 41st Annual Meeting (pp. 1118-1122). Human Factors Society. https://doi.org/10.1177/107118139704100287
  • Zhang, S., & Yao, Z. (2025) The challenge of the application of augmented reality in science education in China: A systematic review. Disciplinary and Interdisciplinary Science Education Research, 7, Article 4. https://doi.org/10.1186/s43031-025-00123-1