أثر تدريس العلوم بتقنية الواقع المعزز في تنمية الدافعية للتعلم و التحصيل الدراسي لدى طلاب الصف الثاني بالمرحلة المتوسطة بمحافظة عفيف

Abstract EN

The current study aimed to reveal the effect of employing Augmented Reality Technique in teaching science to develop motivation to learn and academic achievement among second-grade students of intermediate school in Afif Governorate in Saudi Arabia.

The study followed the quasi-experimental approach.

The sample consisted of (118) students.

They were classified into two groups, based on their science marks during the first semester exam, where the study took place during the second semester.

One of them was a control group consisted of (59) students who studied in the normal method and the other was an experimental group consisted of (59) students, who studied using augmented reality Technique.

The two tools of the study were: a Motivation to learn scale, that was applied to the experimental group before and after teaching, and an achievement test that was applied to each of the control group and the experimental group after teaching.

Through statistical processing, the study has reached the following results: There are statistically significant differences at the level of significance (α = 0.05) between the mean of the experimental group marks in the pre- and post-application on the total mark of motivation scale, on its six dimensions in favor of the post application, and Cohen's Coefficient “d” calculation shows that using Augmented reality in science teaching has a great impact on the development of each dimension of the motivation to learn and the overall scale.

There are statistically significant differences at the level of significance (α = 0.05) between the mean marks of the control group and the experimental group in the post-application of the three levels, as well as the total mark of the achievement test, in favor of the experimental group, and Cohen's Coefficient “d” calculation shows that that employing augmented reality technique in science education has a great impact on developing the level of analysis and the test as a whole and has a moderate effect on developing levels of remembering, and understanding.

According to these results, the study concluded with a number of recommendations, including: using (AR) technology in teaching, especially science teaching, and training of teachers in the Saudi Arabia on the skills of producing and employing (AR) technology in teaching.