Langley Assignment
Langley Assignment
Langley Assignment
Abstract
Augmented reality is an instructional technology that increases the academic performance in
students by increasing retention, motivation, and active learning. Initially, augmented reality was
used in many fields like the military and science realms to provide people the opportunity to
experience situations before they actually perform a task. Due to its wide reception, augmented
reality has begun to transform the face of K-12 education. This research proposes a quantitative
study to investigate the effect of augmented reality in a fourth grade history class. A quasi-
experimental design best addresses my research question because there will not be a
randomization of the participants. Comparative pretests and posttest will be used to show the
effectiveness of the augmented reality intervention. Seven articles are included in this proposal
with studies that were completed in Turkey, China, and the United States. It was consistently
found that the integration of augmented reality into the classroom environment presented many
Introduction
A technological revolution in the 21st century has reshaped the way people think, interact,
and thrive. The students in in the digital age are growing more disinterested in traditional
schooling practices. There is a widening gap between the motivation of students and instructional
practices. To offset the aforementioned problems, the use of augmented reality has been used in
the classroom (Fakhrudin, 2018). Augmented reality is an extension of virtual reality used to
create learning environments that enable experiential learning (Wojciechowski, & Cellary,
2013). It differs from virtual reality because virtual reality immerses one into a fictional world,
whereas augmented reality uses computer-generated content based on a real location or situation.
Generally speaking, all of the research results in favorable outcomes for students after
being exposed to augmented reality in many different subject matters (Perez-Lopez & Contero,
2013). Students receiving augmented reality (AR) lessons scored higher on assessments than
peers who had traditional teaching (Castellanos & Perez, 2017; Perez-Lopez & Contero, 2013).
Students also perceived augmented reality lessons as more engaging (Perez-Lopez & Contero,
2013; Wojciechowski & Cellary, 2013). Though the benefits of using augmented reality to
encourage student retention was an overwhelming theme, researchers were unable to determine
whether it was student motivation (Solak & Cakir, 2016), perceived usefulness on the part of the
student (Wojciechowski & Cellary, 2013), or inviting imaging (Perez-Lopez & Contero, 2013)
The purpose of this research will be to examine the implementation of augmented reality
in a turnaround fourth grade classroom. The following questions guide this study:
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Review of literature- Augmented reality
1. How does augmented reality effect fourth grade students understanding of the American
Revolution?
2. Does the use of augmented reality improve students’ retention of target vocabulary?
Literature review
Implementation of augmented reality (AR) into the realm of education has benefitted
students in a variety of core subject matters. Such benefits are that AR provides students with
opportunities to interact with materials that may be too costly or could cause harm. Augmented
reality provides students opportunities for authentic learning by using programs such as ARIES
to carry out chemical experiments (Wojciechowski & Cellary, 2013). Perez-Lopez and Contero
(2013) designed AR activities for 5th grade students to manipulate the human circulation and
digestive systems. Students in the augmented reality group performed better than their peers
because “true learning requires hand on experience, (Perez-Lopez & Contero, 2013, p.
technology by providing the benefits in science classes in both primary, and in high school
courses.
Like other researchers, Solak and Cakir (2016) found many benefits associated with
augmented reality implementation in school. Students in Turkey were able to achieve more
academically when presented with three dimensional pictures and sounds were used for target
vocabulary (Solak & Cakir, 2016). However, they did write that future implications were to
make a syllabus to ensure fidelity and validity of results. Similarly, Wu et al. (2013) state, “The
use of augmented reality technology in education is a new topic in comparison to other modern
technologies (p. 42).” They suggested that teachers consider augmented reality as a concept and
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Review of literature- Augmented reality
not a technology by proposing three categories of instruction that could help students learn:
roles, tasks, and location of the teacher (Wu et al., 2013). This study showed the universal
acceptance of augmented reality and gave a charge to future researchers. In response, Cheng
(2017) wrote a framework for child-parent shared reading based on the differing perceptions of
augmented reality.
Cheng (2017) studied the perceptions of 90 pairs of parents as they shared a reading with their
child. Some parents loved the augmented reality experience because the three dimensional
graphics aided understanding, while others complimented the story with dialogue to create
learning experiences. Based on Cuban (2003), "Teachers' beliefs and attitudes about how
students learn, what they should know, and what forms of teaching are best, all get factored into
augmented reality (Cheng, 2017; Wojciechowski & Cellary, 2013). According to the technology
acceptance model (TAM), perceived usefulness and perceived enjoyment have similar effects on
Though the benefits of augmented reality are prevalent in the aforementioned research, some
gaps still exist in the research. The benefits are evident, though the qualitative studies still have
2018). It is also imperative to determine if students are motivated because of augmented reality
being a novelty in the classroom and if the excitement will dissipate when a new technology
There is also little research in low income neighborhoods or those schools with consistently
failing scores. Research including students from all backgrounds and socioeconomic statuses will
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Review of literature- Augmented reality
worldwide.
Methods
studied. A turnaround school is one that has been categorized as a chronically failing school
based on end of the year test scores (Turnaround Schools, 2015). The participants in this study
will be students in two fourth grade classrooms starting the unit on the American Revolution.
There will be 50 students with 25 students in each homeroom class. All of the participants will
be fourth grade students who range in age from 8 to 10 years old. The students in both group A
and group B will take a 20 question pretest. Ten of the questions will be selected response
questions, and ten of the questions will have students matching targeted vocabulary character
traits to the important person in history. For example, if given the option, students should pair
Paul Revere with courage. During the 4 week unit, students in group A will receive instruction
using augmented reality in the form of virtual field trips and 3D introduction of important
vocabulary words accompanied by sound (Solak & Cakir, 2016). Group B will receive
traditional instruction from their teacher. At the end of the 4 week unit, a post test will be given
A quantitative method and quasi-experimental design will be used for this study. Quasi-
experimental research resembles experimental research, but the groups are not randomized.
Quasi- experimental design is a single subject design that uses nonequivalent groups. This design
was selected because it “determines the cause and effect relationship between variables and
identify the reactions of the participants against variables as a result of implementation under
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Review of literature- Augmented reality
certain conditions (Solak & Cakir, 2016, p. 1070).” The dependent variables in this study will be
the initial pretest and the posttest that students complete. The independent variable is the
intervention administered which is augmented reality lessons for group A. In this study, the
posttest will have the same questions as the pretest for more accurate data.
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References
Castellanos, A., & Perez, C. (2017). New Challenge in Education: Enhancing Students’
http://www.doabooks.org/doab?func=fulltext&uiLanguage=en&rid=21899 on July 1,
2018.
http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t
Cuban, L. (2003). Oversold and underused: Computers in the classroom. Cambridge, MA:
http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t
Perez-Lopes, D., & Contero, M. (2013). Delivering Educational Multimedia Contents Through
2018.
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Solak, E., & Cakir, R. (2016). Investigating the Role of Augmented Reality Technology in the
Language Classroom. Online Submission, 18 pg. 1067-1085. Retrieved July 23, 2018,
from
http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t
rue&db=edo&AN=120988220&site=eds-live&scope=site
Turnaround Schools. (2015, June 26). Retrieved July 22, 2018, from
https://www.edweek.org/ew/collections/turnaround-schools/index.html.
Wojciechowski, R., & Cellary, W. (2013). Evaluation of Learners’ Attitude Toward Learning in
Retrieved from
https://articles.westga.edu:2111/science/article/pii/S0360131515001347?via%3Dihub on
July 3, 2018.
Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current Status Opportunities and Challenges of
Augmented Reality in Education. Computers & Education, 62, 41-50. Retrieved from