Phenomenology of augmented reality-based training methods in Biology lesson

Document Type : Original Article

Authors

1 PhD in Curriculum Planning, Department of Educational Sciences and Psychology, Faculty of Humanities, Arak University, Arak, Iran

2 Faculty member, Assistant Professor, Department of Educational Sciences ,Arak Branch,Islamic Azad University,Arak,Iran

3 Faculty Member, Associate Professor, Faculty of Humanities, Department of Educational Sciences and Psychology, Arak University, Arak, Iran

Abstract

The aim of this study was to investigate the lived experience of 10th grade female high school students in Arak augmented reality method in biology course in the academic year 2019-2020. The method of the present study was qualitative and the phenomenological method was used to achieve understanding, description and explanation. The participants of the study were 10th grade female students in Arak who were trained in biology by augmented reality method and the interview continued until the theoretical saturation was reached. The data collection tool in this study was interview. Dickelman method was used to analyze the analysis of phenomenological data. After thematic extraction and their classification, the findings included 4 main themes and 14 sub-themes. MAXQDA 10 software was used for data analysis. Findings showed that students' cognitive dimension in augmented reality teaching method is able to visualize and imagine the relationships of organs after learning, increase perception in learning and increase memory, in the dimension of interaction and interpersonal relationships, have an active role in learning and Participation and cooperation with classmates and the facilitator role of the teacher, in terms of the characteristics of the teaching method of saving time, the possibility of manipulating the subject of education and in the emotional dimension of interest in the lesson and high satisfaction and motivation and positive attitude to the lesson. Therefore, it can be said that considering the positive role of virtual reality in four areas of cognition, interaction and interpersonal relationships, teaching methods and most importantly the emotional area, we should try to remove barriers to the use of technology and train teachers to use it. Be given from such technologies.

Keywords

References

  •  ابراهیم آبادی، ح (1387). مقایسه دو روش تدریس آموزش از طریق وب و آموزش به روش سنتی بر یادگیری و انگیزش پیشرفت تحصیلی دانش آموزان سال دوم دبیرستان مفید شهر تهران. رساله دکتری. دانشکده روانشناسی و علوم تربیتی. دانشگاه علامه طباطبایی تهران.
  • چناری، م (1386). مقایسه هوسرل، هایدگر و گادامر با محک روش شناسی، پژوهش های فلسفی – کلامی.(34)2: 138-113.
  • حاجیان‌نیا، س؛ احمدی، غ؛ تبعیدیان، س ع (1396). تأثیر کتاب و فیلم زیست‌شناسی بر پیشرفت تحصیلی دانش‌آموزان دوره متوسطه. پژوهش در برنامه ریزی درسی. (12)1: 40-27.
  • سامری، م (1397). ارائه مدل تدریس اثربخش اساتید دانشگاه بر پایه تحلیل شبکه عصبی مصنوعی. فصلنامه علمی آموزش و ارزشیابی. (44)11: 79-102.
  • سرکارآرانی، م (1384 ). شکاف دیجیتالی. تهران: انتشارات مدرسه.
  • شعبانی، ح (1394). مهارت های آموزشی و پرورشی (جلد اول) روش‌ها و فنون تدریس. تهران: سمت.
  • فرج اللهی، م؛ ظریف صنایعی، ن (1388). آموزش مبتنی بر فناوری اطلاعات و ارتباطات در آموزش عالی.دوماهنامه علمی-پژوهشی راهبــردهای آموزش در علوم پزشکی. (4)2: 171-167.
  • مستور، ه؛ علی آبادی، خ؛ مقدسین، م (1391). بررسی تاثیر آزمایشگاه مجازی و واقعی بر یادگیری و یادداری در درس فیزیک و آزمایشگاه. روانشناسی تربیتی.(25)8: 89-111.
  • نمازی، م(1396). نقش فناوری اطلاعات و ارتباطات در آموزش و فراگیری دروس حوزوی. فصلنامه ره آورد نور. 26: 33-24.
  • واعظی، ا (1380). درآمدی بر هرمنوتیک. تهران: پژوهشکده فرهنگ و اندیشه معاصر.
  • ویسی کهره، س؛ کردنوقابی، ر؛ فرهادی، م (1394). تأثیر آموزش زیست شناسی به روش تفکر استقرایی بر سطوح یادگیری درس زیست شناسی دانش‌آمو‌زان پسر پایه دوم متوسطه. پژوهش در برنامه ریزی درسی.12(71) : 73ـ33.
  • Adams, C. M., Wilson, T. D. (2011). Virtual cerebral ventricular system: An MR‐based three‐dimensional computer model. Anatomical sciences education, 4(6), 340-347.
  • Azuma, R.T. )1997(. A survey of augmented reality. Presence: Teleoperators & Virtual Environments. 6(4): 355-385.
  • Calleia, A. M., Howard, S. J (2014). Assessing what students know: Effects of assessment type on spelling performance and relations to working memory. Student Engagement Education Matters. 4: 14–24.
  • De Jong, T. (2010). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional science. 38(2):105-134.
  • Dede, C. (2009). Immersive interfaces for engagement and learning. Science. 323)5910(:66-69.
  • Deveci Topal, A., Ocak, M.A. (2014). The effect of the anatomy course prepared in the blended learning environment on students’ academic achievement. Educational Technology Theory and Practice. 4:48–62.
  • Devlin, M., Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research and Development, 29(2): 111-124.
  • Edwards, P. (1967). The encyclopedia of philosophy. New York: Macmillan Reference USA.
  • Ganguly, P. K. (2010). Teaching and Learning of Anatomy in the 21st Century: Direction and the Strategies. The Open Medical Education Journal. 3(1): 5-10.
  • Gultekin, M., Anian, H., Kiliç, Z (2010). Teachers and students’ views on the teaching and learning process of the social studies course. Procedia-Social and Behavioral Sciences. 2(2): 2744-2749.
  • Hodges, H. A (2013). Philosophy of Wilhelm Dilthey. Routledge.
  • Jamali, S. S., Shiratuddin, M. F., Wong, K. W. (2015). Educational tools: A review of interfaces of mobile-augmented reality (MAR) applications. In Innovations and advances in computing, informatics, systems sciences, networking and engineering. Part of the Lecture Notes in Electrical Engineeringbook series. 313: 569-573.
  • Johnson, E. O., Charchanti, A. V., Troupis, T. G (2012). Modernization of an anatomy class: From conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anatomical sciences education.5(6): 354-366.
  • Kalyuga S. (2009). Managing cognitive load in adaptive ICT-Based learning. Journal of Systemics. Cybernetics and Informatics. 7(5):16-21.
  • Kirner, T. G., Reis, F. M. V., Kirner, C. (2012, June). Development of an interactive book with augmented reality for teaching and learning geometric shapes. In 7th Iberian Conference on Information Systems and Technologies 1-6.
  • Kuçuk, S., Yylmaz, R. M., & Goktap, Y (2014). Augmented reality for learning English: Achievement, attitude and cognitive load levels of students. Education and Science. 39(176): 383-392.
  • McKeown, P. P., Heylings, D. J. A., Stevenson, M., McKelvey, K. J., Nixon, J. R., R McCluskey, D. (2003). The impact of curricular change on medical students' knowledge of anatomy. Medical Education. 37(11): 954-961.
  • Paas, F., van Gog, T., Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives. Educational Psychology 22(2): 115-121.
  • Schnotz, W., Fries, S., Horz, H. (2009). Motivational aspects of cognitive load theory. Contemporary motivation research: From global to local perspectives. Hogrefe and Huber publishers. 69-96.
  • Seo, , Kim, N., Kim, G. (2006) Designing interactions for augmented reality based educational contents. In: International conference on edutainment, Hangzhou, China. 1188–1197.
  • Serrat, O. (2017). Building a learning organization. In Knowledge solutions (57-67). Springer, Singapore.
  • Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation. 55: 37-76.
  • Krevelen, R.V., Poelman, R. (2010). A survey of augmented reality technologies, applications and limitations. International Journal of Virtual Reality. 9(2): 1.
  • weller, J. (2011). Cognitive load theory. Psychology of learning and motivation. 55: 37-76.
  • Wojciechowski, R., Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education. 68: 570-585.
  • 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 and Education. 62: 41-49.
Research in Biology Education
Volume 2, Issue 2 - Serial Number 6
September 2020
Pages 3-18

Files

Share

How to cite

Statistics