Universal Journal of Educational Research Vol. 7(9), pp. 1926 - 1932
DOI: 10.13189/ujer.2019.070911
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The Effect of Marker-Based Augmented Reality (MBAR) Applications on Academic Achievement and Permanence

Demet Somuncuoğlu Özerbaş *
Department of Computer and Instructional Technologies, Gazi Education Faculty, Gazi University, Turkey


The aim of this study is to determine the effect of learning objects developed in marker-based augmented reality environment on academic achievement and permanence of learning. In the study, experimental design with pre-test and post-test control group has been used. The study has been carried out in the spring term of 2016-2017 academic year with 45 students studying in the 7th grade of a state secondary school in Sincan district of Ankara. At the beginning of the study, "Academic achievement scale" has been applied to the experimental and control group students. The subject has been discussed by using augmented reality applications for the experimental group, the traditional method (narration, presentation on a model or board and question and answer) for the control group. At the end of the experiment, the same scale has been carried out as post-test and permanence test four weeks after the end date of experimental procedure to each group. According to the result of study, it has been seen that augmented reality application is effective in terms of the academic achievement of students and permanence of their learning.

Augmented Reality, Marker-Based Augmented Reality, Instructional Materials, Light, Mirrors, Science Education

Cite this paper
Demet Somuncuoğlu Özerbaş . "The Effect of Marker-Based Augmented Reality (MBAR) Applications on Academic Achievement and Permanence." Universal Journal of Educational Research 7.9 (2019) 1926 - 1932. doi: 10.13189/ujer.2019.070911.