Augmented reality technology in science education for students with specific learning difficulties: its effect on students' learning and views. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Turan, Zeynep; Atila, Gülşah
• Is Part Of: Research in science & technological education. Volume 39:Issue 4(2021)
• Page Start: 506
• Page End: 524
• Publication Date: 2021-10-02
• Subjects: Learning difficulty -- learning disability -- special education -- science education -- augmented reality; Science -- Study and teaching -- Periodicals; Science -- Study and teaching -- Research -- Periodicals; Enseignement technique -- Périodiques; Sciences -- Étude et enseignement -- Périodiques; 507
• DOI: 10.1080/02635143.2021.1901682
• Languages: English
• ISSNs: 0263-5143

Abstract

ABSTRACT: Background : It is a challenging task to teach students who get diagnosed with a specific learning difficulty. Given that they can easily get distracted, they need more support than students without any disability. Accordingly, the use of any instructional technology that could attract their attention might have a positive impact on their learning process. Therefore, it is important to investigate the effects of augmented reality technology which combines real and virtual elements that might attract students' attention and interest in the learning process of students diagnosed with specific learning difficulties to offer them an effective educational environment. Purpose: The purpose of this study is to determine the effects of augmented reality technology on the learning of science concepts by students with a specific learning difficulty. Methods: A multiple-probe design was implemented for all of the participants. The sample of the study consisted of four sixth-grade students who were diagnosed with specific learning difficulties by general hospitals. One of these students was included in the pilot study and the other three in the main study. Results: The general results of the study showed that augmented reality technology was effective in supporting the learning of students with a specific learning difficulty and these students were willing to use augmented reality technology, finding it attractive. Conclusion: Further studies should investigate the impacts of augmented reality technology on students' emotional processes. Additionally, the design processes of augmented reality-supported instructional materials can be examined.