The effectiveness of using augmented reality in teaching science on developing basic scientific processes and perceived self-efficacy among 9th-grade female students

Abstract

Augmented reality has been applied in several fields. Its application in many fields has been researched. However, research on the application of AR in the educational sector is rare, especially in Gulf countries. The present study addresses this gap.

The aim of this study was to investigate the effectiveness of using augmented reality AR) in teaching science on basic scientific processes and perceived self-efficacy among 9th-grade female students. The sample consisted of 62 9^th-grade female students in Arar, who were randomly divided into two equal groups: the control group, which received science education using traditional methods, and the experimental group, which received the same material using augmented reality.

To achieve the study objectives, two scales were used, one to measure basic scientific processes and the other to measure perceived self-efficacy. The validity and reliability of the two scales were confirmed. The results showed a significantly higher application of the basic scientific processes and self-efficacy by the experimental group (AR-using group) over the control group using traditional methods (p<.001). The findings support a large number of other related works.

These findings were used to recommend some steps to implement AR technology in the Saudi education sector and future research. Some limitations of this study have also been listed. They can be addressed by future research.