AN ANALYSIS OF AUGMENTED REALITY STUDIES CONDUCTED IN PRIMARY EDUCATION

Abstract

In recent years it is observed that studies related to the use of augmented reality technology in education have increased significantly. The aim of this research is to determine how the distribution of the theses and articles on the use of augmented reality technology in primary school level between 2012 and 2022, according to the predetermined criteria. For this purpose, 11 theses and 3 articles were included in the research as a result of the scanning conducted in YÖK National Thesis Center, TR Dizin, and DergiPark. The selected studies were analysed according to the categories of publication year, publication type, grade level, subject, number of participants, research method used, data collection tool, obtained findings, and results, through the "Thesis/Article Review Form" prepared in Excel program. It was observed that the largest number of studies were conducted in 2022 and 2019, and the most studies were included as master's theses. It was found that the most work was done with 4th graders and that research on the Türkçe course was in the majority when the grade level was examined. It has been determined that studies with participant counts ranging from 1 to 30 are more prevalent in terms of the number of participants. It was also observed that quantitative and mixed methods were preferred more than qualitative studies. Moreover, it was found that the academic achievement was the most examined effect of augmented reality technology, and pretest-posttest was the most used scale. However, it was concluded that there were very few studies on augmented reality technology in primary school level, not enough emphasis on mathematics topics, and almost no work was done with students in the concrete operational stage in the early years of primary school. Various suggestions were made for future studies considering these results.

Keywords

• augmented reality
• primary school
• content analysis
• document review