[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599883-105":59,"doc-detail-599883-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-effect-of-augmented-reality-use-on-achievement-misconception-and-course-engagement","The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement","","Augmented reality combines real-world and virtual objects with simultaneous interaction. This study investigates how augmented reality use influences students’ achievement, misconception levels, and course engagement. A matched quasi-experimental design with pretest and posttest control groups was implemented over a 7-week period with 118 seventh-grade students across six classes. The experimental group used augmented reality learning materials, while the control group used traditional materials. Results show improved achievement and reduced misconceptions, with no effect on course engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-augmented-reality-use-on-achievement-misconception-and-course-engagement/599883/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-augmented-reality-use-on-achievement-misconception-and-course-engagement/599883.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of this study on augmented reality?","Question",{"text":112,"@type":113},"To determine the effect of augmented reality use on students’ achievement, misconceptions, and course engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experiment designed and who participated?",{"text":117,"@type":113},"A matched quasi-experimental design with pretest and posttest control groups was used with 118 seventh-grade students from six classes.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about achievement, misconceptions, and engagement?",{"text":121,"@type":113},"Augmented reality increased students’ achievement and eliminated their misconceptions, but it did not affect course engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599883,1792116670,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Effect of Augmented Reality Use on Achievement,  \nMisconception and Course Engagement *  \nMustafa Sirakaya  \nAhi Evran University, Turkey  \nEbru Kilic Cakmak  \nGazi University, Turkey  \nSubmitted: 05.03.2018 Accepted: 12.06.2018 Published: 16.07.2018  \nAbstract  \nAugmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.  \nKeywords: Augmented reality; Achievement; Misconception; Course engagement;  \nSecondary school students; Astronomy education  \nIntroduction  \nThe use of technology is recognized as an important part of education. It is recommended as a solution in enabling effective learning at schools (Seferoglu, 2009) . Studies showed that the use of technology in education increases the achievement levels of students, offers a meaningful learning tool by attracting students' attention to course content, and makes the learning process active and effective (Sumadio & Rambli, 2010) . The rapid development of technology has resulted in materials used for educational purposes to be updated and renewed constantly. Interactive boards, simulation software, and virtual reality environments are now being used, in addition to chalkboards and experiments in laboratories.  \nVirtual reality is defined as a three-dimensional (3D) technology that provides interaction simultaneously with movements made by the user while in a virtual environment. The virtual  \n* This article was produced from the first author’s doctoral thesis titled ”Effects of augmented reality applications on students' achievement, misconceptions and course engagement” at Gazi University, Ankara, Turkey.  \nenvironment is a setting created by the computer technology that is perceived as real by the users during the experience (Hartma & Bertoline, 2005) . Although virtual reality and virtual environments offer rich learning experiences, they also have some disadvantages. First of all, their complete virtuality poses an obstacle for learners to form a natural and physical interaction. In their study, Matcha and Rambli (2013) stated that the use of technology in education decreases the communication and interaction between and among students. They also stated that the use of tools that enable students to physically interact with each other can solve the above-mentioned problem. Moreover, the complete lack of reality in virtual environments is also a serious shortfall. It is thought that this may have negative effects on the cognitive development of individuals (Piaget, 1976; Vygotsky, Hanfmann & Vakar, 2012) . These disadvantages led researchers to discover new tools which can be utilized in educational environments. One of these recent tools is augmented reality (AR) .  \nAugmented Reality and Its Use in Education  \nAugmented reality (AR) is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction (Azuma, 1997) . As understood from this definition, AR can be considered as a developed form or deriv","cbCaiv5a6RdzWJmu","https://ap.wps.com/l/cbCaiv5a6RdzWJmu","pdf",819395,18,"English","# Abstract\n# Keywords\n# Introduction\n# Augmented Reality and Its Use in Education","[{\"question\":\"What was the purpose of this study on augmented reality?\",\"answer\":\"To determine the effect of augmented reality use on students’ achievement, misconceptions, and course engagement.\"},{\"question\":\"How was the experiment designed and who participated?\",\"answer\":\"A matched quasi-experimental design with pretest and posttest control groups was used with 118 seventh-grade students from six classes.\"},{\"question\":\"What were the main findings about achievement, misconceptions, and engagement?\",\"answer\":\"Augmented reality increased students’ achievement and eliminated their misconceptions, but it did not affect course engagement.\"}]","The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement | PDF",1792089617,45]