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Received: 21 July 2021 Accepted: 11 October 2021
DOI: 10.1002/hbe2.310

CASE STUDY

Affordances of augmented reality technology for science

education: Views of secondary school students and science
teachers

Faruk Arici1,2 | Rabia M. Yilmaz3 | Mehmet Yilmaz1

1
Department of Science Teaching,
K.K. Education Faculty, Ataturk University, Abstract
Erzurum, Turkey Using augmented reality (AR) in science education is one of the popular topics that
2
Teacher in Republic of Turkey Ministry of
have been researched in recent years. However, more qualitative studies are needed
National Education, Erzurum, Turkey
3
Department of Software Engineering, as the contributions of using AR in science education to the learning experience and
Engineering Faculty, Ataturk University, knowledge construction can be better understood through qualitative research.
Erzurum, Turkey
Therefore, it is important to examine the opinions of teachers and students using AR
Correspondence on their experiences. This study aims to reveal their views on AR technology in terms
Rabia M. Yilmaz, Department of Software
Engineering, Engineering Faculty, Ataturk of their perceived learning, interest, attitude, and experience. A case study design
University, 25240 Erzurum, Turkey. was employed. The research was conducted with 40 students in 5th, 6th, 7th, and
Email: rkufrevi@[Link]; [Link]@
[Link] 8th grades in a secondary school and 10 science teachers. In the research, the SPACE
4D application was used for 3 weeks within the scope of “Sun, Earth, and Moon”,
“Solar System and Eclipses,” and “Solar System and Beyond” subjects. The interviews
were held with all participants after the 12-h lesson. Students stated that AR
increases their interest and motivation, facilitates learning, and prevents boredom. In
addition, teachers stated that AR increases attention, the permanence of knowledge
and curiosity, as well as concretizes the abstract concepts and is useful. In this regard,
this technology can be used in science lessons to motivate students to the lesson, to
help students overcome their prejudices, to change students' attitudes, and to pro-
vide more effective results.

KEYWORDS
augmented reality, science teaching, secondary school, student–teacher views

1 | I N T RO DU CT I O N that appear to coexist in the same environment as real objects supple-

ment each other (R. T. Azuma, 1997). AR applications can be used by
The newest and most popular technologies are used in science classes combining virtual objects that do not exist in a real environment with
to address current problems (C. M. Chen & Tsai, 2012; T. C. Lin real objects. AR is used in many fields such as education, architecture,
et al., 2014; T. J. Lin et al., 2019; Tsai & Wen, 2005), since the purpose medicine, advertising, with many technologies such as glasses, desk-
of science changes according to the expectations of science educa- top computers, tablet computers, mobile phones, and other wearable
tion, years and social needs (DeBoer, 2000). One of the prominent technologies (R. Azuma et al., 2001). New teaching and learning possi-
applications as a new technology in educational environments in bilities that AR technology provides are becoming more recognized by
recent years is augmented reality (AR). AR is a technology that researchers of education (Wu et al., 2013). AR, which is thought to
ensures the interaction between real and virtual objects in real-time, contribute to today's learning environments (Johnson et al., 2014;
combines virtual, and real words objects, and where virtual objects Özdemir, 2017), has a great potential for being one of the innovative

Hum Behav & Emerg Tech. 2021;3:1153–1171. [Link]/journal/hbe2 © 2021 Wiley Periodicals LLC. 1153
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1154 ARICI ET AL.

technologies to be used in education (Timur & Özdemir, 2018). With related to learning, interest, attitude, and motivation are frequently
AR technology, new learning environments can be formed as well as preferred (Kazempour & Sadler, 2015; Parsons, 2006; Preece
new possibilities can be offered to facilitate learning (Huang et al., 2007; Summers & Abd-El-Khalick, 2018). In a review study
et al., 2016). Especially, as AR attracts students' attention, it can facili- (Arici et al., 2019), it is stated that the use of AR technology has posi-
tate their adaptation to a lesson (Winkler et al., 2002). By the presen- tive effects on learning and academic achievement. In addition, it has
tation of virtual objects and real objects together, students been emphasized that the most examined variables in the studies are
understand abstract concepts and spatial relationships more easily learning, academic achievement, motivation, and attitude. It has been
(Arvanitis et al., 2009). It helps the realization of experiences, which also observed that the interest or attitude toward the technology in
are impossible in the real world (Klopfer & Squire, 2008). It can be said the learning environment and the user experience have an important
that the use of AR is more effective, in particular, in the situations of effect on learning (Norman, 2004; Preece et al., 2007). Besides, it has
teaching invisible objects and events, demonstrating dangerous situa- been concluded that most of the studies in the field of science have
tions, embodying abstract concepts, and presenting complex informa- quantitative research design and a limited number of qualitative
tion (Walczak et al., 2006). In the literature, it is suggested that AR research has been conducted in the last 6 years. When the studies in
applications increase students' interest (Sotiriou & Bogner, 2011), the literature are analyzed, it is seen that qualitative studies are
enhances academic achievement (Chang, Chung, et al., 2016; Chang, needed for the use of AR in science education. Contributions of using
Hsu, et al., 2016; Ferrer-Torregrosa et al., 2015; Hwang et al., 2016; AR applications on learning experience and knowledge construction
Mumtaz et al., 2017; Tarng et al., 2015), embody learning (Kaufmann can be understood better through qualitative research (K. H. Cheng &
et al., 2000), supplements students' understanding of dynamic models Tsai, 2013). Because, with qualitative research, intense data can be
and complex causality (Rosenbaum et al., 2007). In addition, it may obtained from small samples and deep information about the subject
improve students' spatial abilities (Kaufmann & Schmalstieg, 2003; studied or the situation studied can be reached with these data
Kaufmann et al., 2005; Martin-Gutierrez et al., 2010), supplement (Hsieh & Shannon, 2005). The concepts can be explained in detail and
teacher–student interaction, and increase learning achievement together with the reasons through the content analysis of this infor-
(Dede, 2009; Kaufmann & Schmalstieg, 2003), correct misconceptions mation (Elo & Kyngäs, 2008). In this context, it is thought that it is
(Shelton & Hedley, 2002; Sotiriou & Bogner, 2011), enhance lesson important to examine the concepts of interest, attitude, experience,
engagement and motivation (Di Serio et al., 2013; Klopfer & and learning, which are frequently researched in the field of science
Squire, 2008; Sotiriou & Bogner, 2011), gain high-level cognitive skills education, through qualitative research in AR applications from the
(Dunleavy et al., 2009), enhance motivation and learning transfer perspective of teachers and students.
(Dede, 2009; Klopfer & Squire, 2008; Sotiriou & Bogner, 2011; In the above-mentioned AR-related literature, it has been seen that
Sumadio & Rambli, 2010), and offers users the opportunity to use the important variables related to science education are achievement,
their sense of touch as well as a visual contribution (Kotranza motivation, interest, and attitude. It was understood that these variables
et al., 2009; Zhou et al., 2008). According to the advantages of using were positively affected by the use of AR in educational environments
AR technology in educational environments are summarized, it can be and increased the efficiency of the learning environment. However, it
said that the use of AR technology in educational environments yields has also been determined that the reasons underlying this contribution
positive results. Although it is possible to use AR in many educational of AR are unknown. Therefore, a study was conducted to reveal how
areas according to the literature, the field of science is one of the pri- these positive changes occurred from students and teachers. In addition,
mary areas in which AR applications are used in education, as students in the study in which the experiences of using AR were determined, it
have difficulty in learning due to the abstract concepts in science les- was aimed to be a guide for other researchers by revealing the conve-
sons content (Palmer, 1999). When AR technology is considered due niences and difficulties experienced by students and teachers. Finally,
to its contributions in the field of education, it can be used not only in the study will contribute to the literature in terms of how it will be more
the teaching of abstract concepts but also in many important points in efficient to use AR in secondary school science subjects and in which
science education. For example, AR technology, which enables the subjects it will be more beneficial for students and teachers. In this study,
presentation of facts that are hard to see and envision with the aid of the views of students and teachers who use AR technology in their sci-
three-dimensional (3D) objects, helps to embody topics and facilitates ence lessons concerning their perceived learning, interest, attitude, and
learning of topics in which students have difficulty (Wu et al., 2013). It experience have been revealed within the framework of qualitative
is also known that the use of virtual objects and real environments in research. In this context, the research questions to be analyzed in the
real time has a positive effect on students' understanding of complex study are as follows.
and abstract concepts (Arvanitis et al., 2009; Rosenbaum et al., 2007).
Accordingly, it can be said that the use of AR technology contributes
to students' learning in the field of science. 1.1 | According to students who are taught
When the literature reviews in the field of science education are employing AR technology in a science course
examined (C. M. Chen & Tsai, 2012; T. C. Lin et al., 2014; T. J. Lin
et al., 2019; Tsai & Wen, 2005), the importance of technology use in • What are their views on the advantages of AR technology in terms
science education is emphasized; it is also understood that variables of perceived learning?
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ARICI ET AL. 1155

• What are their views on the advantages of AR technology in terms science lessons, and then their views about their experiences and the
of interest in the lesson? underlying reasons for these views were revealed. All views were ana-
• What are their views on the advantages of AR technology in terms lyzed from the perspective of teachers and students, in terms of per-
of attitude? ceived learning, interest, attitude, and experience variables. The details
• What are their views on the advantages of AR technology in terms of the research design for this purpose is summarized in Figure 1.
of their experiences?

2.2 | Participants
1.2 | According to science teachers
The research consisted of two different participant groups. While
• What are their views on the advantages of AR technology in terms these participant groups consisting of teachers and students were
of students' perceived learning? determined, two different sampling methods were employed. In the
• What are their views on the advantages of AR technology in terms first place, 40 participants, who were selected randomly voluntarily as
of students' interest in the lesson? 10 students from each grade among students of 5th, 6th, 7th, and 8th
• What are their views on the advantages of AR technology in terms grade students of the school where the researcher work, was chosen
of students' attitudes? with the convenience sampling method. The convenience sampling
• What are their views on the advantages of AR technology in terms method can be used in situations that are easy to reach and do not
of students' experiences? require much cost (McMillan & Schumacher, 2014). For that reason,
the researcher, while determining participants, chooses the students
of the school where he works. In addition, before the study was car-
2 | M E TH O DO LO GY ried out, the students had the experience of using AR applications,
and this study is not the first experience of using them.
2.1 | Research design The second group was science teachers, consisting of 10 persons,
who work in different schools in the same city. This group was
A case study, one of the qualitative research designs, was used in this formed, using the “snowball sampling” method, one of the purposive
study. Within the scope of the study, secondary school 5th, 6th, 7th, sampling methods. This approach is especially effective in determining
and 8th students and teachers were provided to use AR technology in individuals or situations that may be a rich source of information

F I G U R E 1 Details of the
research method
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1156 ARICI ET AL.

(Yıldırım & Şimşek, 2016). In the snowball sampling method, the consent of the students. After the interviews, recorded data were
researcher starts with a volunteer participant. After the data collection transcribed into texts with software and 150 pages of data were
process has been completed for this participant, this participant's obtained. After the transcription of data, texts were given to partici-
advice is taken as to whom can be interviewed on the subject in ques- pants and confirmed by them, as they may be wrong and incomplete.
tion (Creswell, 2013; Fraenkel et al., 2012). Accordingly, in the Thus, their reliability was ensured. The abbreviations were T1, T2… for
research, first, the science teachers, who had knowledge about AR teachers and S1, S2… for students.
applications and who were known to use AR applications in their les- Codes and themes formed in the content analysis were not pre-
sons, were interviewed and other participants with the same quality determined but formed subsequently with a holistic perspective
as the information obtained from the first participant were reached. according to elicited data and as set out by Strauss and Corbin (1990).
From these texts read by the researcher after the transcriptions of the
teacher and student interviews, the units of content analysis (Code
2.3 | Data collection tools and Theme) were determined from the concepts that repeat, point
out similar points, and were related to each other. The units created
In this study, a semistructured interview form for teachers and stu- after these inferences are presented by creating tables.
dents was developed. After the questions of the interview forms were
prepared by the researcher, the necessary arrangements were made
by taking the opinions of three experts. Pilot interviews were made 2.5 | Process
with the interview forms and then the form was finalized. The ques-
tions in the student interview form are as follows: In the research, an AR application named SPACE 4D was used in 12 h
of the lesson during 3 weeks within the scope of the 5th grade “Sun,
1. How do you evaluate the role of AR applications on your per- Earth and Moon” subject, the 6th grade “Solar System and Eclipses”
ceived learning? subject, and the 7th Grade “Solar System and Beyond” subject. After
2. How would you evaluate the role of AR applications on your inter- creating the groups of three or four students, AR applications were
est in the course? downloaded to tablets, and the studies were carried out in this way.
3. How would you evaluate the role of AR applications on your atti- One-on-one interviews were held with the students after the comple-
tude toward the lesson? tion of 12 h of the lesson. In addition, individual interviews were made
4. How would you evaluate the use of AR applications on different by reaching teachers who were known to have used AR applications
topics? at least once in their teaching. The interviews for both sample groups
5. How would you evaluate your experience of using AR were 30 min on average. All interviews were conducted by the
applications? researchers.

Teacher questions in the semistructured interview form used in the

study are as follows: 2.6 | The role of the researcher

1. How would you evaluate the role of AR applications in your stu- The researcher has a participant role in the study and this research
dents' perceived learning? was conducted in the school where the researcher was working. The
2. How would you evaluate the role of AR applications in your stu- researcher has a positive attitude toward AR applications.
dents' interest in the course?
3. How would you evaluate your attitude toward using AR applica-
tions in the course? 2.7 | Validity and reliability
4. How would you evaluate the role of AR applications on students'
attitudes toward the course? For the validity and reliability of the study, the precautions stated by
5. How would you evaluate your experience of using AR Merriam (2010) and Yin (2013) were taken. These precautions were
applications? taken are: for internal validity; peer examination, member checks,
researcher's biases, participatory or collaborative modes of research,
and for external validity; rich thick description, typicality or modal cat-
2.4 | Data analysis method egory, and also for reliability; audit trail, the investigator's position.

Content analysis, one of the qualitative data analysis methods, was

employed. With content analysis, themes and codes related to the 3 | FI ND I NG S
topic were determined, relations between these were revealed, and
an in-depth analysis of the topic was made (Creswell, 2013). In this Research findings are divided into two subcategories as student and
study, interviews were recorded with a tape recorder with the prior teachers' views.
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ARICI ET AL. 1157

3.1 | Students' views (f = 19). Additionally, thanks to AR technology, they pointed out that
they were more curious about topics (f = 14), they were very excited
The research findings obtained from students are presented by classi- (f = 13) while using this technology and, as a result, they were looking
fying them according to their perceived learning, interests, attitudes, forward to the next lesson (f = 8). The views of the participants indi-
and experiences. cating these situations are presented below:

• “I always confused with the eclipse of the Sun and the

3.1.1 | Perceived learning with AR technology Moon. When I tried AR application, this became more
enjoyable. I am looking forward the other lessons to use
Firstly, the answers to the question “How would you evaluate the role them.” (S7)
of AR applications on your perceived learning?” have been analyzed. • “AR applications are like tablet games and it helps me
Codes and themes have been formed within the scope of the data focus my attention on the lesson. Also, animating pictures
obtained and presented in Table 1. is interesting, you can touch the planets and you would
According to Table 1, students who use AR technology in their like to be there.” (S32)
lessons stated that this technology concretizes abstract knowledge
(f = 24) since they observe virtual objects concretely in the real envi-
ronment and makes the concepts clearer and more understandable. 3.1.3 | Attitude
Additionally, they pointed out that thanks to AR technology, it
becomes easier for them to understand the topic (f = 17), using this The answers to the question “How would you evaluate the role of AR
technology increases motivation toward the lesson (f = 12), and it applications on your attitude towards the lesson” have been analyzed.
enables them to envision (f = 10) unobservable objects by bringing Codes and themes have been formed within the scope of the data
them virtually into the classroom environment. The views of the par- obtained and presented in Table 3.
ticipants indicating these situations are presented below: According to Table 3, the students stated that lessons become
more efficient (f = 28) as this technology facilitated their learning and
• “The subjects became more concrete when we taught lessons they engaged in the lesson willingly (f = 22) as the classroom environ-
by using augmented reality applications. AR applications made ment was enjoyable. Additionally, they pointed out that they like their
complex topics in lessons clearer and more understandable. lessons (f = 20) thanks to AR technology, and this technology
This situation increased my motivation for the lesson (S19) prevented boredom in the lesson (f = 18), therefore they suggested
• “I could imagine the solar system and massiveness difference between them to their friends (f = 16). Lastly, they said that they were willing
the Sun and the Earth. I could not imagine this at all before. Thanks to to try this technology over and over again (f = 14) since it was enjoy-
AR, everything is settled now. Lessons became clearer and more able, that besides their greater engagement in lessons, this course was
understandable.” (S21) no more difficult for them, and this technology helped them overcome
their prejudices against the course (f = 7). The views of the partici-
pants indicating these situations are presented below:
3.1.2 | Interest
• “I already love science lesson very much; indeed, it is my
The answers to the question “How would you evaluate the role of AR most favourite course. I begin to love more this course
applications on your interest in the course?” have been analyzed. Codes with AR applications. It becomes very pleasant to engage
and themes have been formed within the scope of the data obtained in the lessons with AR applications.” (S35).
and presented in Table 2. • “I was afraid to fail in a science lesson. The subjects were
According to Table 2, the students stated that AR technology very difficult for me. In the lessons we took, I saw that it
makes lessons more enjoyable (f = 32) as it arouses the feeling of was not that difficult. I can put the planets in the right
playing games in lessons and appearing virtual objects on images that order. I love these apps. I wish we could continue like
appear to be an ordinary page or a picture attract their attention this.” (S25).

TABLE 1 The role of AR applications on perceived learning TABLE 2 The role of AR applications on interest in the course

Theme Codes f Theme Codes f

Perceived learning Concretizes abstract knowledge 24 Interest Being enjoyable 32
Being clear and understandable 19 Attracting attention 19
Making easier to understand 17 Enhancing curiosity 14
Increasing motivation 12 Getting excited to use 13
Envisioning unobservable objects 10 Looking forward to the next course 8
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1158 ARICI ET AL.

3.1.4 | Experience abstract concepts; and in the topics of “Mixtures” (f = 7) as it is easy

to understand with concrete examples. The views of the participants
Using AR in different topics and experience on application use indicating these situations are presented below:
The answers to the question as “How would you evaluate the use of AR
applications on different topics?” and “How would you evaluate your • “In my opinion, AR applications should be used on other
experience of using AR applications?” have been analyzed. Codes, sub- topics, as well. Because there are some concepts like the
categories, categories, and themes have been formed within the scope cell and divisions that I cannot envision in other subjects.
of the data obtained and presented in Table 4. Even if it were this topic, I would learn more easily.
According to Table 4, the students stated that AR technology can Recycling subject is already easy, I don't need for this
be used and positively affects learning in the subject of “Systems in topic for using AR.” (S7).
Our Body” (f = 21) as it is impossible to observe in the classroom • “Especially, I have difficulty in understanding atom
environment; in the subject of “Cell and Divisions (f =17) as it cannot models and elements as well as photosynthesis respira-
be observed due to lack of microscope; in the subject of “Force tion. I am confused about chemical reactions. These
Movement (f = 15) as it contains abstract concepts; in the subject of topics are possible (for use of AR applications). It should
“The Solar System (f =16) as it cannot be analyzed due to their mas- be “System” subject to use AR as no experiment has been
siveness; in the subject of “Photosynthesis-Respiration” (f =13) as it carried out. We cannot see the inside of our body; we
includes chemical events; and in the subject of “Atom” (f = 10) as it cannot analyze the structure of organs.” (S19).
contains abstract and unobservable structures for the classroom envi-
ronment. However, they pointed out that there is no need to use AR According to Table 4, the students stated that AR application
technology in the topics of “Heat-Temperature (f =9) as they think it is easy to use (f = 35) as it resembles games and they have charging
is easy; in the topics of ‘Recycling” (f =8) as it does not contain problem (f = 22) as applications are used for a long time. Addition-
ally, they pointed out that they wanted to use them longer (f = 19)
TABLE 3 The role of AR applications on attitudes toward the as they created an entertaining learning environment and that
course some applications would be more efficient if they had sound

Theme Codes f (f = 14). Some students also said that although they wanted to use
the application for a longer period, the time allocated to them was
Attitude Being efficient 28
too little and there should be fewer students in the groups (f = 9).
Engaging willingly 22
The views of the participants indicating these situations are pres-
Like/love lesson 20
ented below:
Preventing boredom in lesson 18
Suggesting using AR to their friends 16
• “The AR application is like a game that I play on the tab-
Willing to try again 14 let, it is easy to use. As we used it together with our
Overcoming prejudices 7 mates, everyone wanted to use the application. So, I

TABLE 4 Using AR in different topics and experience on application use

Theme Categories Subcategories Codes f

Experience Use in different topics Positive Systems in Our Body 21
Cell and Divisions 17
The Solar System 16
Force Movement 15
Photosynthesis-Respiration 13
The Structure of Atom 10
Negative Heat and Temperature 9
Recycling 8
Mixtures 7
Experience on AR Application Use Technical Perceiving easy to use 35
Experiencing charging problem 32
Suggesting the using sound in the application 14
Suggestion Suggesting the using sound in the application 19
Decreasing numbers of the students in the group 9
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ARICI ET AL. 1159

didn't use it for a long time. One more thing, as we dealt applications. The three-dimensional models in particular
with them during the course period, tablets became out help students to be better motivated to the lesson.” (T1).
of charge.” (S32)
• “There were four students in our group. We used it one by
one. It was easy to use. But, there were no lecturing of topics 3.2.2 | Interest
and audial warnings. We touched and saw what something
is. Also, the tablet was heated while using the applications. The answers to the question “How would you evaluate the role of AR
We can charge it at breaks and solve this problem.” (S28) applications in your students' interest in the course?” have been ana-
lyzed. Codes and themes have been formed within the scope of the
data obtained and presented in Table 6.
3.2 | Teachers' views According to Table 6, the teachers stated that this technology
attracted the attention of students (f = 10) only because of the animat-
The research findings obtained from teachers who use AR technology ing models on pages that they saw as a page or a picture; that students
are presented by classifying them according to their students' per- found this technology enjoyable (f = 7) as it was more interactive when
ceived learning, interests, attitudes, and experiences. compared with contents such as lecturing or video; and that it reduced
boredom (f = 7) as it prevented mundaneness in the lesson. Additionally,
they pointed out that thanks to this technology, the students were more
3.2.1 | Perceived learning curious about subjects (f = 6) and they used this technology excitedly in
the classroom environment (f = 5). The views of the participants indicat-
Firstly, the answers to the question “How would you evaluate the role ing these situations are presented below:
of AR applications in your students' perceived learning?” have been ana-
lyzed. Codes and themes have been formed within the scope of the • “Students more like engaging in the lesson using experi-
data obtained and presented in Table 5. ment, animation, game techniques rather than with bor-
According to Table 5, the teachers stated that visualization char- ing teaching methods. AR technologies are effective in
acteristic and 3D structure of AR technology is concretizing (f = 9) enabling them to concentrate on the lesson as they con-
and thus makes the subject more understandable. Additionally, they tain most of these techniques alone and enable students
pointed out that this technology prevents dangerous situations (f = 5) to listen to the lessons enjoyably.” (T2)
by demonstrating dangerous situations if observed in the classroom • “As long as we use the AR application, everyone focuses
environment, and that 3D models increase motivation toward the les- their attention on the lesson, there is no boredom. At the
son (f = 4) since the AR application content creates a sense of playing end of the lesson, my students wonder if we use them in
a game in students. Lastly, they also said that the application address other lessons. They always ask questions about the appli-
different senses (f = 3) due to their visual, auditory, and tactile proper- cation. We have a very enjoyable lesson with AR. I also
ties, thus ensuring permanence in learning. The views of the partici- have fun with them.” (T9)
pants indicating these situations are presented below:

• “As it concretes the abstract subject, it is quite successful 3.2.3 | Attitudes

in the student's perceived learning and it makes the sub-
jects more understandable. It ensures a more permanent Attitudes toward application
learning experience as it addresses to the different senses The answers to the question “How would you evaluate your attitude
of the students.” (T5). towards using AR applications in the course?” have been analyzed.
• “Since I use AR applications with tablets, the students are Codes and themes have been formed within the scope of the data
amazed by the three-dimensional characteristics of the obtained and presented in Table 7.

T A B L E 5 The role of AR applications on students' perceived

learning according to teachers TABLE 6 The role of AR applications on students' interest in the
Theme Codes f course

Perceived learning Concretizing abstract knowledge 9 Theme Codes f

Making more understandable 7 Interest Attracting attention 10
Preventing dangerous situations 5 Being enjoyable 7
Increasing motivation 4 Preventing boredom 7
Addressing to different senses 3 Enhancing curiosity 6
Ensuring permanence 2 Getting excited to use 5
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1160 ARICI ET AL.

According to Table 7, teachers stated that they wanted to use this we use these applications, they learn with fun. This has
technology in any subject (f = 5), there was a problem with supplying been a very useful experience for our students to develop
tools like tablet computers, and that could sometimes use it in their a positive attitude.” (T5)
lessons when they provided (f = 3). They also said that they used this • “Even students who do not usually attend lessons would
technology at least once in each grade (f = 2) despite the lack of AR like to take part in the lesson, they listen to my teaching
technology infrastructure. The views of the participants indicating willingly, and they suggested it to their friends. AR tech-
these situations are presented below: nologies cause most of my students to overcome their
prejudices and they think the course is useful. It makes
• “I sometimes use AR applications. I haven't used them in me happy that all of my students love what I teach, follow
some classes yet. However, I have used it especially for them and learn by having fun.” (T4)
th
the subject of systems of 6 grades when I had an oppor-
tunity. Since we don't have enough tablets for every stu-
dents or students group, we cannot use it continuously.” 3.2.4 | Experience
(T3).
• “I have used the AR applications at least once in every Using AR in different topics and experience on application use
classroom so that every student can see them. However, The answers to the question “How would you evaluate your experience
there are available applications for the limited number of of using AR applications on different topics?” and the answers to the
subjects. For example, there are some free versions of the question as “How would you evaluate your experience of using AR appli-
applications but I can only use them for appropriate sub- cations?” have been analyzed. Codes, subcategories, categories, and
jects in classes. And it can be only limited to a couple of themes have been formed within the scope of the data obtained and
subjects.” (T9). presented in Table 9.
According to Table 9, the teachers evaluated positively to use
Evaluation of students' attitudes toward the course of this technology in the topics of “Force Movement” (f = 10) as it
The answers to the question “How would you evaluate the role of AR contains abstract concepts and there was a low level of student
applications on students' attitudes towards the course?” have been ana- achievement, in the topics of “Systems in Our Body” (f = 6) as it
lyzed. Codes and themes have been formed within the scope of the contains structures which are impossible to observe in the class-
data obtained and presented in Table 8. room environment, in the topics of “Cell and Divisions” (f = 6) as it
According to Table 8, the teachers stated that students listened cannot be observed in the classroom environment due to lack of
to their teaching willingly (f = 10) as they adopted this technology, microscope, in the topics of “The Structure of Atom” (f = 5) as it is
they liked the lessons in which AR applications were used (f = 9), unobservable because of their very little structure, and in the
they learned by having fun during activities (f = 9), and therefore topics of “The Solar System” (f = 10) as it contains such massive
they were willing to engage in the lesson. Additionally, they pointed structures that it cannot be analyzed in the classroom environ-
out that AR technology prevented boredom in the lesson as it ment. However, they pointed out that the use of AR technology
attracted the attention of the students (f = 7) and it was useful as would not have an effect on academic achievement, that it would
students learned the subject more easily (f = 6). Lastly, they also be useful as it positively affected students' interest, attention, and
said that students talked about the AR applications with their fri- motivation in the topics of “Recycling” (f = 5), in which students'
ends from other schools and suggested them (f = 5) and they over- achievement is high and can be studied in the classroom environ-
come students' prejudices against the lesson (f = 4) thanks to AR ment and surrounding the school; “Shadow Phenomenon” (f = 5),
technology. The views of the participants indicating these situa- which can be learned easily with the help of a simple setup; “Heat-
tions are presented below:

• “There have been positive changes in my students' atti- T A B L E 8 The role of AR applications on students' attitudes
toward the course according to teachers
tudes. All students listen to my lesson willingly. They can
easily adapt the applications, they like lessons more when Theme Codes f
Attitude Listening willingly 10
Like/love the lesson 9
TABLE 7 Teachers' attitudes toward AR applications Learning with fun 9

Themes Codes f Willing to engage in lesson 8

Attitude toward the Willing to use AR in any subject 5 Preventing boredom in lesson 7
applications Using sometimes in their lesson 3 Finding useful 6

Using AR at least once in each 2 Suggesting to their friends 5

grade Overcoming prejudices 4
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ARICI ET AL. 1161

Temperature” (f = 3) as the course can be conducted, based on I buy one for myself and use it on my phone, but it isn't
experiment and observance; and “Light Absorption” (f = 2) as enough. If each student had a tablet, it would be better.”
experiment and observance can be carried out in the classroom (T6)
environment with very simple setups. The views of the participants • “Internet infrastructure is required. Also, if we have infor-
indicating these situations are presented below: mation about a software that we can develop free con-
tents, it may be useful for us.” (T3)
• “It should be in Force, Mass and Weight, The Solar Sys-
tem. No need for Recycling and Light Absorption, because
we have no problems with those topics.” (T10) 4 | DI SCU SSION AND CO NCLUSIO N
• “It can be in dangerous and hard to do situations in
teaching Force, Cell, Systems, and in demonstrating how In this study, the views of students and teachers who use AR tech-
some chemical event occurs. I think it is not appropriate nology in their science lessons about their perceived learning, inter-
for the topic of Heat-Temperature because there are lots est, attitude, and experience have been revealed within the
of example to it.” (T9). framework of qualitative research. In this context, 5th, 6th, 7th, and
8th grades students' views have been discussed first, and then
According to Table 9, the teachers stated that tablets are needed to teachers' views.
use the applications, students do not have mobile phones even if the
applications can be used on the phones, and that efficient study cannot
be carried out with only teachers' phones (f = 10). They pointed out that 4.1 | Students' views
the applications are easy to use as they have simple interfaces (f = 8).
They also said that there is limited AR content (f = 7) in every subject, 4.1.1 | Perceived learning
most applications are paid (p = 5), they require individual purchases for
existing content, and the purchased content does not work on different Considering the student views on perceived learning, they
tablets as important problems. Lastly, they emphasized that tablets have expressed that AR applications concretized the abstract concepts
charging problems when used for a long time (f = 4), some applications within the course. The fact that AR applications transform 2D
cause heating in the batteries in long-term use (f = 3), Internet infrastruc- graphics into 3D objects may have contributed positively to the
ture is required to download the applications, and there is no such infra- concretization of abstract concepts. Besides, the students stated
structure in many schools. The views of the participants indicating these that the lessons were more clear and understandable. The fact that
situations are presented below: they can see the invisible events in the classroom environment,
thanks to AR technology, may have provided students to under-
• “Usually, it is easy to use, in general, there are simple stand the subjects they have difficulty with more easily. Therefore,
structures but if I want to use these applications in my they may have thought that the lessons were more clear and under-
teaching, they are paid. We can't buy for each student. standable with AR technology.

TABLE 9 Using AR in different topics and teachers' experience on application use

Theme Categories Subcategories Codes f

Experience Use in Different Topics Positive Force Movement 10
Systems in Our Body 6
Cell 6
The Structure of Atom 5
The Solar System 3
Negative Recycling 5
Shadow Phenomenon 5
Heat Temperature 3
Light Absorption 2
Experiences on AR Applications Use Technical issues Tablet Insufficiency 10
Price problem 5
Charging problem 4
Battery heating 3
Necessary for Internet infrastructure 2
Applications Perceiving easy to use 8
Unable to find appropriate content 7
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1162 ARICI ET AL.

The students stated that AR technology increased their motiva- said that, thanks to the multisensory feature of the AR applications,
tion toward the lesson. There are many studies in the literature and the lesson is more interactive, help the students to like the science
these show that the use of AR affects motivation positively (Gopalan lesson more, as they stated, and prevents the boredom of the stu-
et al., 2015; Kaufmann et al., 2005; Stoyanova et al., 2015; Tarng dents while actively participating in the lesson.
et al., 2015; Wan et al., 2018). This may be because they use new The students said that they recommended AR applications to
technology in their lessons and that this technology has remarkable other students. This situation supports that students develop a posi-
features. Especially the transformation of the graphics into 3D models tive attitude toward AR applications. Besides, the fact that students
may have excited the students. It is stated in the literature that AR have developed a positive attitude may mean that they are willing
technology is seen as magic by students due to this feature to use again this technology in their future lessons. Finally, the
(Zak, 2014). However, this may also be due to the novelty effect statements of students that their bias about the science course is
(Bartolomeo, 1997; Bendicho et al., 2017; Jeno et al., 2019). This posi- overcome can be associated with the positive contribution of AR to
tive result may disappear after a while if the applications take longer. their academic achievement. Thus, it can be said that students' atti-
In light of these results, it is understood that the use of AR appli- tudes toward the course also improve positively. Similarly, in the
cations in science lessons facilitates the perceived learning of students study by Kamarainen et al. (2013), it is seen that AR applications
and positively affects their learning. Similarly, studies in literature sup- have positive effects on students and contribute to the develop-
port these results (Bursali & Yilmaz, 2020; Cai et al., 2017; C. H. Chen ment of students' positive attitudes toward the course. In addition,
et al., 2016; K. H. Cheng & Tsai, 2013; Chiang et al., 2014; Ferrer- similar results are found in other studies in the literature (Akçayır &
Torregrosa et al., 2015; Kaufmann & Schmalstieg, 2003; Ozdamli & Akçayır, 2017; Cai et al., 2017; Chang, Chung, et al., 2016; K. H.
Karagozlu, 2018; Wan et al., 2018; Yoon et al., 2018). Cheng, 2019; Erbas & Demirer, 2019; Hwang et al., 2016; Kucuk,
Yilmaz & Goktas, 2014; Stoyanova et al., 2015; Sugiura et al., 2019;
Tarng et al., 2015). The visual presentation of the codes related to
4.1.2 | Interest the perceived learning, interest, and attitude of students is pres-
ented in Figure 2.
According to the results, students stated that AR applications made
the lessons more enjoyable and are effective in attracting students'
attention. This result can be explained by the fact that the lessons 4.1.4 | Experience
become more interactive thanks to AR applications. Besides, it can be
said that the 3D content of AR applications plays an important role in Using AR in different topics and experience on application use
attracting attention (Hu et al., 2018; Javornik et al., 2019). In addition, According to the results, the students stated that the use of AR tech-
students stated that the AR applications increased their curiosity nology would be appropriate in different subjects. The topics of
about the course. It means that these applications are successful in “Systems in Our Body,” Cell and Divisions,” “The Solar System,”
attracting the attention of the students so that the students can focus “Force Movement,” “Photosynthesis-Aspiration,” and “The Struc-
their attention on the lesson. Apart from that, students said that they ture of Atom” can be taught with AR technology. These topics were
used AR applications excitedly. This result shows that AR applications suggested because they contain abstract concepts, contain elements
may increase students' motivation toward the lesson. The students that are too small to be seen with the eye or too big to be seen, or
expressed that they are looking forward to the future lessons in which include experiments that cannot be done in the classroom environ-
AR applications will be used. This situation reveals that AR applica- ment. It is stated in the literature that AR can be used for these situ-
tions have a positive effect on students' views. As a result, it can be ations in parallel with the findings (Bower et al., 2014; Kishino &
said that AR applications affect positively students' interest in the Milgram, 1994). Finally, it can be stated that these topics are more
course in parallel with the literature (Bressler & Bodzin, 2013). difficult to learn as they contain abstract concepts and can contrib-
ute to the concretization of these subjects when using AR technol-
ogy (K. H. Cheng, 2019; Erbas & Demirer, 2019; Ewais &
4.1.3 | Attitude Troyer, 2019; Gilbert, 2004).
Considering the student views on experience on application use,
Considering the student views on attitude, it is seen that more effi- it is can be said that AR applications are easy to use. This is due to the
cient learning environments are created in lessons where AR applica- n
general ease of use of AR applications (Aydin, 2019; Gazco
tions are used. From the statements of the students, it can be et al., 2018; Gopalan et al., 2015; Martin-Gonzalez et al., 2016). On
concluded that AR applications meet expectations by positively the other hand, AR applications cause charging problems in tablet
affecting the students' experience. They also emphasized that they computers. The students mainly focus on the problem of running out
were more willing to participate in lessons in which AR applications of batteries quickly and heating the tablets. As Akçayır and
were used. The willingness of students to attend the lesson can be Akçayır (2017) stated, long-term use of applications, too much energy
explained by their positive attitude toward AR applications. It can be consumption from tablet screens and low battery power can be
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ARICI ET AL. 1163

FIGURE 2 The features of AR technology for students' perceived learning, for students' interest and for students' attitude

shown as the cause of these problems. According to the research 4.2 | Teachers' views
results, the more students adopt the applications, the longer they
want to use them. Moreover, the natural consequence of this arises 4.2.1 | Perceived learning
that the tablets need to be charged. Besides, AR applications that con-
tain 3D graphics and animations can cause a lot of energy consump- According to the results, the teachers stated that AR applications con-
tion and charging problems due to the nature of the visuals. Another cretized abstract concepts. 3D visuals in AR applications may have pro-
result obtained from the study is that the students have trouble with vided particularly concretization. Another situation that teachers draw
the lack of sound. This is because there is no sound in the AR applica- attention to is that AR applications make the subject more understand-
tion used in the study and only having 3D visuals. Although the able. The AR application's feature of transforming 2D drawings into 3D
implementations were carried out with groups of two students within objects and attracting students' attention can make the subject more
the scope of the study, the students stated that they could not spend understandable by allowing students to focus on the lesson. In addition,
enough time with AR applications during group work. Since it is in parallel with the literature, teachers have suggested that AR applica-
known that the participants used AR applications in the previous les- tions can be used to demonstrate dangerous situations. R. T.
sons, this can be explained by their positive attitude toward AR appli- Azuma (1997) stated this issue as one of the most basic features of AR.
cations and their individual desire to be exposed to AR applications Another result obtained from the teachers is that AR applications
for a longer period. The visual presentation of the codes revealed in make lessons more enjoyable. This may be related to the fact that AR
the study is presented in Figure 3. technology has an attractive feature like a game. In addition, the
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1164 ARICI ET AL.

FIGURE 3 Students' suggestions on using AR in different topics and application use

teachers stated that AR applications address more than one sense (such characteristics of AR. In conclusion, many experimental studies in
as seeing, touch, hearing). Thanks to this feature, it can be concluded the literature revealed that AR applications have a positive effect on
that AR applications create a permanent learning experience, and learning (Arici et al., 2019; Cai et al., 2017; K. H. Cheng &
teachers also stated this. In the literature, the permanence provided by Tsai, 2013; Chiang et al., 2014; Wan et al., 2018; Yoon et al., 2018).
AR has been explained by the emotional flow of the students and their Although there is a limited number of qualitative studies on
creation of a more efficient learning experience (Salar et al., 2020). teachers' opinions are taken (Arici et al., 2019), in a qualitative study
In the light of findings, it can be said that AR applications have a (Ozdamli & Karagozlu, 2018), it is stated that AR applications have a
positive effect on learning due to the above-mentioned positive effect on learning.
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ARICI ET AL. 1165

4.2.2 | Interest flow and immersion while using AR. It is stated in the literature that
AR provides these experiences (Cheng et al., 2015; Georgiou &
Teachers stated that AR applications had a significant effect on Kyza, 2017; Moro et al., 2017; Salar et al., 2020). These experiences
attracting students' attention. It can be explained by the fact that AR may keep students interested in the lesson, and thus creating a posi-
applications make sense of immersion (Brown & Cairns, 2004; tive learning environment and helping them achieve better success in
Georgiou & Kyza, 2017; Qin et al., 2009). According to the teachers, the course. This success can help students overcome their prejudices
students find AR applications enjoyable, and they prevent boredom in against the course. Thus, students' attitudes may have been positively
the lesson. Another result of the research is that AR applications are affected. K. H. Cheng and Tsai (2013) and Kamarainen et al. (2013)
effective in increasing curiosity. The effect of creating 3D objects stated that AR technology improves students' attitudes toward the
from 2D visuals can explain this. Finally, the teachers pointed out that course positively. Other studies in the literature show the same result
the students used the applications excitedly. This result shows that (Akçayır & Akçayır, 2017; Cai et al., 2017; Chang, Hsu, et al., 2016;
AR applications increase students' motivation in the lesson. This find- Erbas & Demirer, 2019; Hwang et al., 2016; Kuçuk, Yilmaz & Goktas,
ing may be due to the interactive feature of AR applications. Finally, 2014; Stoyanova et al., 2015; Tarng et al., 2015). The visual presenta-
the teachers drew attention to the exciting use of the applications by tion of the codes related to perceived learning, interest, attitude, and
the students. This result shows that AR applications increase students' students' attitude is presented in Figure 4.
motivation in the lesson (Gopalan et al., 2015; Salmi et al., 2017;
Stoyanova et al., 2015; Tarng et al., 2015; Wan et al., 2018).
4.2.4 | Experience

4.2.3 | Attitude Using AR in different topics and experience on application use

Teachers stated that AR applications would get positive results if they
Teachers' attitudes toward AR applications were used in teaching the subject of Force Movement, Systems in
Teachers stated that they wanted to use AR applications in any sub- Our Body, Cell and Atom Structure, the Solar System, Recycling, since
ject. This situation shows that they have positive attitudes toward the they include abstract concepts, contain such small structures that they
applications. Teachers who used the applications before stated that cannot be demonstrated in the classroom environment and contain
they could not use them frequently, but used them at least once for too big structures to demonstrate in the classroom environment. The
each classroom. It can be said that the use of AR applications is limited positive opinions that they suggest that AR applications should be
depending on the availability of free applications and the compatibility used in the above-mentioned issues can be interpreted as these topics
of the application content with the subject scope. The current applica- generally contain abstract concepts and AR technology will have a
tions are not free, paid applications can be used with a password, and positive effect on concretizing these concepts. (K. H. Cheng, 2019;
they are allowed to be used with only a limited number of devices, Erbas & Demirer, 2019; Ewais & Troyer, 2019; Gilbert, 2004; Kim
indicating that access to applications is limited. Therefore, it can be et al., 2008; Kotranza et al., 2009; Zhou et al., 2008).
said that although teachers have positive attitudes toward AR applica- According to the results, one of the problems encountered in the
tions, they cannot use them adequately (Ibili et al., 2019). use of AR applications is the insufficient number of tablets/phones
belonging to students. This situation means that AR applications can-
Students' attitudes toward the course according to teachers not be used sufficiently, as a sufficient number of tablets/
Teachers say that AR applications enabled students to listen to the smartphones cannot be provided to students even in group work.
lectures willingly. In literature, it is known that AR applications According to the teachers, AR applications are generally easy to use.
increase students' motivation (Chiang et al., 2014). This result may be When the studies in the literature are examined, most of these studies
due to the increased motivation of the students. Moreover, teachers reveal that these applications are easy to use (Aydin, 2019; Gopalan
expressed that students love lessons more and learn with fun. Since et al., 2015).
the AR applications have a positive effect on learning (C.-P. Chen & Another result expressed by the teachers is that there is no AR
Wang, 2015), this result may have occurred. Students who were more application suitable for the curriculum. When the literature is exam-
successful in the course began to like the lesson more and have a ined, it is seen that there are many such applications, but these appli-
learning experience, thanks to the interactive feature of the AR appli- cations are suitable for different educational levels. It can be said that
cations. Another result is that students are willing to participate in the there are almost no applications suitable for the secondary school
lesson. The fact that students are willing to participate in the lesson level and science lesson curriculum. Moreover, teachers emphasized
can be explained by the fact that AR applications appeal to many that current AR applications have been paid and therefore difficult to
senses and create a more active learning environment. obtain. Tablets/smartphones are out of charge due to long-term use
According to the teachers, AR applications prevented the student during the use of applications. This is because these devices using AR
from getting bored in the lessons. Besides, the students found the AR apps have insufficient batteries. Another result of the study is that
applications useful and recommended them to their friends. Finally, tablet batteries easily get hot during the use of apps. This may be due
teachers believe that these applications help to overcome the bias to the poor quality of the tablets used or too much energy consump-
against the lesson. This may be related to the students' experiences of tion by applications.
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1166 ARICI ET AL.

F I G U R E 4 Teachers' views on students' perceived learning with AR technology, students' interest, their attitudes and their views for
students' attitudes toward the course

Finally, according to the teachers, AR applications cannot be used 5 | SUGGESTIONS

since they need to be downloaded and require an internet connection.
This situation reveals as the schools do not have sufficient internet In light of the results of the research, the following recommendations
infrastructure yet. Timur and Özdemir (2018) stated that teachers are made for students, science teachers, other researchers, and curric-
could not use applications at the desired level due to similar technical ulum developers.
deficiencies. In addition, Akçayır and Akçayır (2017) showed that
technical deficiencies cause problems in the use of AR applications. • Since AR technology is an effective technology in concretizing
The visual presentation of the codes revealed in the study is pres- abstract concepts and showing concepts that are impossible or
ented in Figure 5. inappropriate to show in the classroom, more efficient learning
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ARICI ET AL. 1167

FIGURE 5 Teachers' suggestions on using AR in different topics and application use

environments can be created by using this technology in providing more effective results with students' learning
lessons experiences.
• AR applications have a positive effect on students' learning as they • It has been revealed that the AR applications attract the attention and
enable students to actively participate in the lessons. For this rea- interest of students to the science lesson. In this regard, this technol-
son, AR applications can be used in a science lesson in terms of ogy can be used in science lessons to motivate students to the lesson.
 25781863, 2021, 5, Downloaded from [Link] Wiley Online Library on [03/11/2022]. See the Terms and Conditions ([Link] on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License
1168 ARICI ET AL.

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ARICI ET AL. 1171

AUTHOR BIOGRAPHI ES
Mehmet Yilmaz is an Associate Professor at
the Department of Science Teaching at
Faruk Arici is a science teacher in Republic of
K.K. Education Faculty, Ataturk University, in
Turkey Ministry of National Education. He
Turkey. He received his PhD degree in 2012
has completed his PhD degree in the Depart-
from the Department of Nanoscience and
ment of Science Teaching. His research inter-
Nanoengineering at Ataturk University in
est is augmented reality in science education,
Erzurum, Turkey. He has been involved in
problem based learning, technology use in
many national-international projects, has many published articles
science education.
in prestigious international journals. His current research fields
Rabia M. Yilmaz is currently an Associate are development and applications of novel materials for hetero-
Professor at the Department Software Engi- junctions, Schottky diodes and supercapacitors, fabrication of
neering. She has completed her PhD degree novel low loss microwave ceramics, interactive simulations, and
in the Department of Computer Education technology use in science education.
from Ataturk University in Turkey. She has
worked as a chair and a researcher in large-
scale scientific research projects to date and
supervised five MSc and one PhD students so far. Her 25 studies How to cite this article: Arici, F., Yilmaz, R. M., & Yilmaz, M.
have been published in high impact factor journals covered by (2021). Affordances of augmented reality technology for
SSCI, and is continuing her research on computer-based instruc- science education: Views of secondary school students and
tion, augmented reality in education (PhD thesis subject), 3D vir- science teachers. Human Behavior and Emerging Technologies,
tual worlds, instructional design, and research methods. 3(5), 1153–1171. [Link]