Investigating the Role of Augmented Reality in Supporting Collaborative Learning in Science Education: A Case Study
Kuanbayeva B. Shazhdekeyeva N. Zhusupkaliyeva G. Mukhtarkyzy K. Abildinova G.
30 January 2024International Federation of Engineering Education Societies (IFEES)
International Journal of Engineering Pedagogy
2024#14Issue 1149 - 161 pp.
This study investigates the application of augmented reality (AR) technology to facilitate collaborative learning in science education. The study involved 30 secondary school students in Kazakhstan, who were divided into an experimental group and a control group. The experimental group utilized an AR platform to facilitate collaborative learning during their science lessons, while the control group received traditional teaching methods. The study aimed to investigate the impact of AR on students’ learning outcomes, communication and collaboration skills, and overall satisfaction with science education. The research design involved pre-and post-tests, as well as a survey of students’ perceptions of the AR experience. The results indicated that the experimental group demonstrated statistically significant improvement in their science test scores compared to the control group. Furthermore, the students in the experimental group reported a high level of engagement and satisfaction with the AR platform, along with enhanced communication and collaboration skills. The study suggests that AR technology has the potential to improve collaborative learning in science education and provides new opportunities for engaging students and enhancing their learning outcomes. The findings have significant implications for educators interested in integrating AR technology into their teaching practices as well as for researchers exploring the use of AR in education. Further research is necessary to investigate the long-term effects of AR on learning outcomes and to determine the most effective methods for incorporating AR technology into science education.
augmented reality (AR) , collaborative learning , education , educational process , Kazakhstan , questionnaire , science , virtual laboratory
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Faculty of Physics, Mathematics and Information Technology, Department of Physics and Technical Disciplines, Kh. Dosmukhamedov Atyrau University, Atyrau, Kazakhstan
Department of Computer Science, Faculty of Information Technologies, L.N. Gumilyov Eurasian National University, Astana, Kazakhstan
Faculty of Physics
Department of Computer Science
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