Skip to main content

Advertisement

SpringerLink
Log in

The effect of augmented reality on the astronomy achievement and interest level of gifted students

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

The purpose of the current study was to determine the effect of teaching astronomy through augmented reality (AR) on the achievement and interest level of gifted students and their opinions about AR applications. The current study was conducted in line with the explanatory sequential mixed-methods design. The study group of the current research was comprised of 51 gifted students (26 in the control group and 25 in the experimental group) attending a Science and Arts Centre (BİLSEM). In the application process, the astronomy teaching activities supported with AR were used in the experimental group while the astronomy teaching activities suggested in the official science curriculum of the middle school 7th grade were used. The data of the study were collected by using an Astronomy Achievement Test and the Scale of Interest in Astronomy as a pretest and posttest and an AR Interview form administered only to the experimental group students at the end of the application. The statistical analyses of the quantitative data revealed that before the experimental application, the experimental and control groups were equal in terms of astronomy achievement and interest in astronomy. After the completion of the application, however, significant differences were found for both the experimental and control groups in favor of the posttest. Moreover, significant differences were also found in the posttest in favor of the experimental group in terms of both astronomy achievement and interest in astronomy. In other words, AR-supported astronomy teaching activities positively affected the experimental group students’ astronomy achievement and interest in astronomy. Furthermore, the experimental group students expressed many positive opinions about the AR applications within the categories of technical features and cognitive and affective features. The experimental group students wanted the use of AR applications in the teaching of other science subjects and other courses.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Arvanitis, T. N., Petrou, A., Knight, J. F., Savas, S., Sotiriou, S., Gargalakos, M., & Gialouri, E. (2007). Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities. Personal and Ubiquitous Computing, 13(3), 243–250. https://doi.org/10.1007/s00779-007-0187-7.

    Article  Google Scholar 

  • Atalay, E. (2019). The effect of using augmented reality upon the students learning process in biology instruction. Master Thesis. Edirne: Trakya University Institute of Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Ayverdi, L. (2018). The use of technology, engineering and mathematics in science education of gifted students: FETEMM approach. Doctoral Thesis. Balıkesir: Balıkesir University, Institute of Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.

    Article  Google Scholar 

  • Baltaci, A. (2013). The teaching by using the methods of learning science and issue of astronomy multi writing activities. Master Thesis. İstanbul: İstanbul University, Institute of Educational Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Barab, S. A., Hay, K. E., Barnett, M., & Keating, T. (2000). Virtual solar system project: Building understanding through model building. Journal of Research in Science Teaching, 37(7), 719–756.

    Article  Google Scholar 

  • Basci, E. (2019). The effect of technology-enriched astronomy course on students’ conceptual understanding, interests and attitudes. Master Thesis. Aksaray University, Institute of Science, Aksaray. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Bowen, P., Rose, R., & Pilkington, A. (2017). Mixed methods-theory and practice. Sequential, explanatory approach. International Journal of Quantitative and Qualitative Research Methods, 5(2), 10–27 http://www.eajournals.org/wp-content/uploads/Mixed-Methods-Theory-and-Practice.-Sequential-Explanatory-Approach.pdf.

    Google Scholar 

  • Bujak, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers and Education, 68, 536–544. https://doi.org/10.1016/j.compedu.2013.02.017.

    Article  Google Scholar 

  • Bulus Kirikkaya, E., & Senturk, M. (2018). The impact of using augmented reality technology in the solar system and beyond unit on the academic achievement of the students. Kastamonu Education Journal, 26(1), 181–189. https://doi.org/10.24106/kefdergi.375861.

    Article  Google Scholar 

  • Burt, S. M. (2014). Mathematically precocious and female: Self-efficacy and STEM course choices among high achieving middle grade students. In Doctoral Thesis. Nashville: Trevecca Nazarene UniversitySchool of Education.

    Google Scholar 

  • Buyuk, U., Eren, A. A., Ertugrul Akyol, B., & Tanik Onal, N. (2019). A new approach in astronomy teaching: Augmented reality. In Ed. Buyuk, U. Science education research: New approaches and technological applications. Iksad Publishing.

  • Cai, S., Wang, X., & Chiang, F. K. (2014). A case study of augmented reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31–40. https://doi.org/10.1016/j.chb.2014.04.018.

    Article  Google Scholar 

  • Çankaya, B. (2019). The effect of the augmented reality applications on the success, attitude and motivation of secondary education students. Master Thesis. Ankara: Gazi University Graduate School of Educational Sciences.

    Google Scholar 

  • Çekbaş, Y. (2017). The evaluation of the effect of an astronomy course based on argumentation on pre-service science teachers’ nature of science, pseudo-science and epistemological beliefs. Doctoral Thesis. Pamukkale: Pamukkale University, Institute of Educational Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Celikten, O., İpekcioglu, S., Ertepinar, H., & Geban, Ö. (2012). The effect of the conceptual change orianted instruction through cooperative learning on 4th grade students understanding earth and sky concepts. Science Education International, 23, 84–96.

    Google Scholar 

  • Ceylan, E., & Berberoglu, G. (2007). Factors related with students’ science achievement: A modeling study. Education and Science, 32(144), 36–48.

    Google Scholar 

  • Chalufour, I., & Worth, K. (2003). Discovering nature with young children: Part of the young scientist series. Redleaf Press.

  • Chiang, T. H., Yang, S. J., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology and Society, 17(4), 352–365.

    Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hilsdale: Lawrence Earlbaum Associates.

    MATH  Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.

  • Colangelo, N., Assouline, S. G., & Gross, M. U. M. (2005). A nation deceived: How schools hold back America’s brightest students. Lowa City, Berlin: Blank Center for Talent Development.

  • Colombo, P. D., Aroca, S. C., & Silva, C. C. (2010). Daytime school guided visits to an astronomical observatory in Brazil. Astronomy Education Review, 9(1), 1–7.

    Article  Google Scholar 

  • Corrigan, D., Buntting, C., Gunstone, R., & Jones, A. (2013). Assessment: Where to next? In D. Corrigan, C. Gunstone, & A. Jones (Eds.), Valuing assessment in science education: Pedagogy, curriculum, policy (pp. 359–364). Netherlands: Springer.

    Chapter  Google Scholar 

  • Costa, M C., Patricio, J M., Carranca, J A., & Farropo, B. (2018). Augmented reality technologies to promote STEM learning. Paper presented at 13th Iberian conference on information systems and technologies, Spain.

  • Cotabish, A., Robinson, A., Dailey, D., & Hughes, G. (2013). The effects of a STEM intervention on elementary students’ science knowledge and skills. School Science and Mathematics, 113(5), 215–226.

    Article  Google Scholar 

  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson/Merrill Education.

  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Cross, T. L., & Coleman, L. J. (2014). School-based conception of giftedness. Journal for the Education of the Gifted, 37(1), 94–103.

    Article  Google Scholar 

  • Cumaoglu, Z. T., & Ozdemir Simşek, P. (2020). Science teacher opinions towards the improvement of science courses scores for international examinations. Hacettepe University Journal of Education, 35(4), 949–970. https://doi.org/10.16986/huje.2019053058.

    Article  Google Scholar 

  • De Corte, E. (2013). Giftedness considered from the perspective of research on learning and instruction. High Ability Studies, 24, 3–19. https://doi.org/10.1080/13598139.2013.780967.

    Article  Google Scholar 

  • de Sá, J. P. M. (2007). Applied statistics using SPSS, Statistica, MatLab and R. Springer Science & Business Media.

  • Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.

    Article  Google Scholar 

  • Demir, N. (2020). Effects of 5E learning model in teaching astronomy topics on academic successes and attitudes of seventh class students. Institute of Educational Sciences. Kayseri: Doctoral Thesis, Erciyes University https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Demircali, S. (2016). Effects of model-based science education on students’ academic achievement, scientific process skills and mental model devolopments: The sample of 7th grade unit of “The solar system and beyond: The puzzle of space”. Doctoral Thesis, Gazi University Graduate School of Educational Sciences, Ankara. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp

  • Demirel, T. (2017). The effect of augmented reality activities supported by argumentation approach on academic achievement, critical thinking skills, motivation towards science and technology course and argumentation skills. Doctoral Thesis. Adana: Çukurova University Social Sciences Institute https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Denis Celiker, H. (2012). Science and technology course in the unit of 'solar system and beyond: Space puzzle’ the effect of project-based learning applications on student achievements, creative thinking and their attitudes towards science and technology. Doctoral Thesis. İzmir: Dokuz Eylül University, Institute of Education Sciences https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Denny, M. L. Q. (2011). Underachieving gifted African American males: Using action inquiry to investigate the cycle of underachievement. Doctoral dissertation. In Columbia University: Teachers College.

  • Dias, A. (2009). Technology enhanced learning and augmented reality: An application on multimedia interactive books. International Business & Economics Review, 1(1), 69–79.

    Google Scholar 

  • Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics (STEM) careers through summer partnerships. Gifted Education International, 28(1), 96–106. https://doi.org/10.1177/0261429411427647.

    Article  Google Scholar 

  • Dove, J. (2002). Does the man in the moon ever sleep? An analysis of student answers about simple astronomical events: A case study. International Journal of Science Education, 24(8), 823–834.

    Article  Google Scholar 

  • Edwards, R. (2015). Knowledge infrastructures and the inscrutability of openness in education. Learning, Media and Technology, 40(3), 251–264. https://doi.org/10.1080/17439884.2015.1006131.

    Article  Google Scholar 

  • Erbas, Ç., & Demirer, V. (2015). Virtual and augmented reality applications in education. Ankara: Pegem Publishing.

    Google Scholar 

  • Ertas Kiliç, H., & Keles, O. (2017). Development of the scale of interest in astronomy: Validity and reliability studies. Journal of Theory and Practice in Education, 13(1), 35–54.

    Google Scholar 

  • Eysink, T. H., Gersen, L., & Gijlers, H. (2015). Inquiry learning for gifted children. High Ability Studies, 26(1), 63–74. https://doi.org/10.1080/13598139.2015.1038379.

    Article  Google Scholar 

  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (eight edition). McGraw-Hill.

  • Frede, V. (2008). The seasons explained by refutational modeling activities. Astronomy Education Review, 7(1), 44–56.

    Article  Google Scholar 

  • Frede, V., Nobes, G., Frappart, S., Panagiotaki, G., Troadec, B., & Martin, A. (2011). The acquisition of scientific knowledge: The influence of methods of questioning and analysis on the interpretation of children’s conceptions of the earth. Infant and Child Development, 20(6), 432–448.

    Article  Google Scholar 

  • Galperin, D., & Raviolo, A. (2019). Reference frames and astronomy teaching: The development of a topocentric approach to the lunar phases. Science Education International, 30(1), 28–37.

    Article  Google Scholar 

  • Goktas, Y. (2009). Incorporating blogs and the seven principles of good practice into preservice ICTs courses a case study. New Educational Review, 3(19), 29–44.

    Google Scholar 

  • Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2.

    Article  Google Scholar 

  • Heller, K. A. (2005). Education and counseling of the gifted and talented in Germany. International Journal for the Advancement of Counselling, 27(2), 191–210.

    Article  Google Scholar 

  • IAG Executive Committee, (2002). A gifted education resource guide for Indiana parents and educators. 2nd Edition, February 2002. ( http://www.iag-online.org).

  • Ibáñez, M. B., Di-Serio, Á., Villarán-Molina, D., & Delgado-Kloos, C. (2014). Experimenting with electromagnetism using augmented reality: Impact on flow student experience and educational effectiveness. Computers & Education, 71, 1–13. https://doi.org/10.1016/j.compedu.2013.09.004.

    Article  Google Scholar 

  • Ibili, E. (2013). Development, implementation and assessment of the effect augmented reality on geometry teaching materials for geometry classes. Graduate School of Educational Sciences. Ankara: Doctoral Thesis, Gazi University https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Ihrig, L. M., Lane, E. L., Mahatmya, D., & Assouline, S. G. (2018). STEM excellence and leadership program: Increasing the level of STEM challenge and engagement for high-achieving students in economically disadvantaged rural communities. Journal for the Education of the Gifted, 41(1), 24–42. https://doi.org/10.1177/0162353217745158.

    Article  Google Scholar 

  • Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3–20. https://doi.org/10.1177/1525822X05282260.

    Article  Google Scholar 

  • Johnson, D. T., Boyce, L. N., & Van Tassel-Baska, J. (1995). Science curriculum review: Evaluating materials for high ability learners. Gifted Child Quarterly, 39(1), 36–44.

  • Kanlı, E. (2008). The effect of problem based learning in science & technology instruction on gifted and normal students' achievement, creative thinking and motivation levels. Master Thesis. İstanbul: İstanbul University, Institute of Social Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Kanli, E., & Emir, S. (2013). The effect of problem based learning on gifted and normal students’ achievement and creativity levels. Necatibey Faculty of Education Electronic Journal of Science and Mathematics, 7(2), 18–45.

    Google Scholar 

  • Karal, H., Abdüsselam, M., & S. (2015). Augmented reality. In B. Akkoyunlu, A. İşman, & F. Odabaşı (Eds.), Educational Technology Readings 2015 (p. 149–176). Ayrıntı Press.

  • Karal, H., & Bahcekapili, T. (2011). Educational technology leaders as mentors. In 5th International Computer & Instructional Technologies Symposium. Fırat: University.

    Google Scholar 

  • Kilic, A. (2015). The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices involving the topics of basic astronomy. Doctoral Thesis. Elazığ: Elazığ University, Institute of Educational Science. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Kim, G. S., & Choi, S. Y. (2012). The effect of creative problem solving ability and scientific attitude through the science based STEAM program in the elementary gifted students. Elementary Science Education, 31(2), 216–226. https://doi.org/10.15267/keses.2012.31.2.216.

    Article  Google Scholar 

  • Kim, M. K., Roh, I. S., & Cho, M. K. (2016). Creativity of gifted students in an integrated math-science instruction. Thinking Skills and Creativity, 19(2016), 38–48. https://doi.org/10.1016/j.tsc.2015.07.004.

    Article  Google Scholar 

  • Kim, M., Cross, J., & Cross, T. (2017). Program development for disadvantaged high-ability students. Gifted Child Today, 20(2), 87–95. https://doi.org/10.1177/1076217517690190.

    Article  Google Scholar 

  • Koksal, M. S., Gögsu, D., & Akkaya, G. (2017). What should be taught? How should be taught? And how learnıng should be evaluated?: A study of stakeholdez ideas about education of gifted students in Turkey. International Journal of Turkish Education Sciences, 2017(9), 190–203.

  • Kreijns, K., Acker, F. V., Vermeulen, M., & Buuren, H. V. (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29, 217–225. https://doi.org/10.1016/j.chb.2012.08.008.

    Article  Google Scholar 

  • Kucuk, S. (2015). Effects of learning anatomy via mobile augmented reality on medical students’ academic achievement, cognitive load, and views toward implementation. Doctoral Thesis. Erzurum: Atatürk University Institute of Educational Sciences. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

  • Kuhn, S., & T. (1996). The structure of scientific revolutions (3rd ed.). University of Chicago Press.

  • Lai, Y. S., & Hsu, J. M. (2011). Development trend analysis of augmented reality system in educational applications. 2011 International Conference on Electrical and Control Engineering, 6527–6531. https://doi.org/10.1109/ICECENG.2011.6056941.

  • Majid, N. A., & Husain, N. K. (2014). Mobile learning application based on augmented reality for science subject: ISAINS. ARPN Journal of Engineering and Applied Sciences, 9(9), 1455–1460.

    Google Scholar 

  • Maker, C., & Nielson, A. B. (1996). Curriculum development and teaching strategies for gifted learners. PRO-ED, 8700 Shoal Creek Blvd., Austin, TX 78757-6897.

  • Matcha, W., & Rambli, D. R. A. (2013). Exploratory study on collaborative İnteraction through the use of augmented reality in science learning. Procedia Computer Science, 25, 144–153. https://doi.org/10.1016/j.procs.2013.11.018.

    Article  Google Scholar 

  • McAfee, O. D., & Leong, D. J. (1997). Assessing and guiding young children’s development and learning (p. 02194). 160 Gould St., Needham Heights, MA: Allyn & Bacon, A Viacom Company.

  • Morris, J., Slater, E., Fitzgerald, M. T., Lummis, G. W., & van Etten, E. (2019). Using local rural knowledge to enhance STEM learning for gifted and talented students in Australia. Research in Science Education, 1, 19. https://doi.org/10.1007/s11165-019-9823-2.

  • Ng, S. F., Azlan, M. A. K., Kamal, A. N. A., & Manion, A. (2020). A quasi-experiment on using guided mobile learning interventions in ESL classrooms: Time use and academic performance. Education and Information Technologies, 25, 4699–4719. https://doi.org/10.1007/s10639-020-10191-7.

    Article  Google Scholar 

  • Okulu, H. Z. (2019). Development and evaluation of astronomy activities in the scope of STEM education. Doctoral Thesis, Muğla Sıtkı Koçman University, Institute of Educational Sciences. Muğla. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp

  • Ozçelik, A., & Akgunduz, D. (2018). Evaluation of gifted/talented students’ out-of-school STEM education. Trakya University Journal of Education Faculty, 8(2), 334–351. https://doi.org/10.24315/trkefd.331579.

    Article  Google Scholar 

  • Pallant, J. (2015). SPSS survival manual. NY: McGraw Hill.

    Google Scholar 

  • Palmer, J. C. (2007). The efficacy of planetarium experiences to teach specific science concepts doctoral dissertation: Texas: A&M University.

    Google Scholar 

  • Peder Alagoz, Z. B. (2020). The effects of the mobile augmented reality applications on secondary school 7th grade students’ anxiety towards science and academic achievements. Master Thesis. Ankara: Gazi University, Graduate School of Educational Sciences. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Pérez-López, D., & Contero, M. (2013). Delivering educational multimedia contents through an augmented reality application: A case study on its impact on knowledge acquisition and retention. Turkish Online Journal of Educational Technology-TOJET, 12(4), 19–28.

    Google Scholar 

  • Plummer, J. (2008). Students’ development of astronomy concepts across time. Astronomy Education Review, 7(1), 139–148.

    Article  Google Scholar 

  • Plummer, J. D. (2009). Early elementary students’ development of astronomy concepts in the planetarium. Journal of Research in Science Teaching, 46(2), 192–209.

    Article  Google Scholar 

  • Rambli, D. R. A., Matcha, W., & Sulaiman, S. (2013). Fun learning with ar alphabet book for preschool children. Procedia Computer Science, 25, 211–219. https://doi.org/10.1016/j.procs.2013.11.026.

    Article  Google Scholar 

  • Razali, N. M., & Wah, Y. B. (2011). Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and Anderson-darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.

    Google Scholar 

  • Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development for all students. Theory Into Practice, 44(2), 80–89.

    Article  Google Scholar 

  • Robinson, A., Dailey, D., Hughes, G., & Cotabish, A. (2014). The effects of a science focused STEM intervention on gifted elementary students’ science knowledgand skills. Journal of Advanced Academics, 25(3), 189–213. https://doi.org/10.1177/1932202X14533799.

    Article  Google Scholar 

  • Sahin, F., & Levent, F. (2015). Examining the methods and strategies which classroom teachers use in the education of gifted students. The Online Journal of New Horizons in Education, 5(3), 73–82.

    Google Scholar 

  • Sahin, D., Yilmaz, R., & M. (2020). The effect of augmented reality technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144. https://doi.org/10.1016/j.compedu.2019.103710.

  • Sak, U. (2010). Gifted children: Characteristics, diagnoses and training. Ankara: Maya Publishing.

    Google Scholar 

  • Sandri, M., Bardelli, S., de Blasi, A., Nicastro, L., Ricciardi, S., & Zucca, E. (2018). Learning astrophysics using STEM educational approach: Coding and hands-on activities at INAF OAS Bologna. Paper presented at New Perspectives in Science Education, Italy.

  • Schrier, K. (2006). Using augmented reality games to teach 21st century skills. In Acm Sıggraph 2006 educators program on - SIGGRAPH ‘06.

    Google Scholar 

  • Senel Coruhlu, T. (2013). Determining the effectiveness of guided materials based on enriched 5E instructional model related to solar system and beyond: Space puzzle unit. Doctoral Thesis. Trabzon: Karadeniz Teknik University https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching earth-sun relationships to undergraduate geography students. The First IEEE International Workshop: Augmented Reality Toolkit.

    Book  Google Scholar 

  • Shelton, B E., & Stevens R. (2004). Using coordination classes to interpret conceptual change in astronomical thinking. 6th International Conference For The Learning Sciences.

  • Siegle, D. (2019). Seeing is believing using virtual and augmented reality to enhance student learning. Gifted Child Today, 42(1), 46–52. https://doi.org/10.1177/1076217518804854.

    Article  Google Scholar 

  • Sirakaya, M. (2015). Effects of augmented reality applications on students’ achievement, misconceptions and course engagement. Doctoral Thesis. Ankara: Gazi University Graduate School of Educational Sciences https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Small, K. J., & Plummer, J. D. (2014). A longitudinal study of early elementary students’ understanding of lunar phenomena after planetarium and classroom instruction. The Planetarian, 43(4), 18–21.

    Google Scholar 

  • Smutny, J., & Von Fremd, S. E. (2004). Differentiating for the young child. Thousand Oaks: Corwin Press.

    Google Scholar 

  • Soares, L. (2016). Sciencing: Creative, scientific learning in the constructivist classroom. In M. K. Demetrikopoulos & J. L. Pecore. Interplay of creativity and giftedness in science, pp. 127–151. Springer.

  • Somyurek, S. (2014). Gaining the attention of generation z in learning process: Augmented reality. Educatıonal Technology Theory and Practice, 4(1), 63–80.

    Google Scholar 

  • Stapleton, C., & Hughes, C. E. (2006). Believing is seeing: Cultivating radical media innovations. IEEE Computer Graphics and Applications, 26(1), 88–93. https://doi.org/10.1109/MCG.2006.12.

    Article  Google Scholar 

  • Sullivan, F. R. (2008). Robotics and science literacy: Thinking skills, science process skills and systems understanding. Journal of Research in ScienceTeaching, 45(3), 373–394.

    Google Scholar 

  • Sumadio, D. D., & Rambli, D. R. A. (2010). Preliminary evaluation on user acceptance of the augmented reality use for education . Second International Conference on Computer Engineering and Applications.

    Book  Google Scholar 

  • Sungur Alhan, S. (2017). The development of technological pedagogical content knowledge in subjects related to astronomy of pre-service science teachers. Doctoral Thesis. Erzurum: Atatürk University, Institute of Educational Science https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Tanik Onal, N. (2017). Science education for gifted children: Students, parents and teachers view. Doctoral Thesis, Erciyes University, Institute of Education Science, Kayseri. https://tez.yok.gov.tr/UlusalTezMerkezi/.

  • Tanik Onal, N. (2021). Environmental education for gifted students. International Journal of Geography and Geography Education (IGGE), 43, 122–135.

    Google Scholar 

  • Taylor, I., Barker, M., & Jones, A. (2003). Promoting mental model building in astronomy education. International Journal of Science Education, 25(10), 1205–1225. https://doi.org/10.1080/0950069022000017270a.

    Article  Google Scholar 

  • Tian, K., Endo, M., Urata, M., Mouri, K., & Yasuda, T. (2014). Multi-viewpoint smartphone ar-based learning system for astronomical observation. International Journal of Computer Theory and Engineering, 6(5), 396–400.

    Article  Google Scholar 

  • Tomi, A. B., & Rambli, D. R. A. (2013). An interactive mobile augmented reality magical playbook: Learning number with the thirsty crow. Procedia Computer Science, 25, 123–130.

    Article  Google Scholar 

  • Tomlinson, C. A. (1996). Good teaching for one and all: Does gifted education have an instructional identity? Journal for the Education of the Gifted, 20, 155–174.

    Article  Google Scholar 

  • Trna, J. (2014). IBSE and gifted students. Science Education International, 25(1), 19–28.

    Google Scholar 

  • Trumper, R. (2006). Teaching future teachers basic astronomy concepts-seasonal changes-at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879–906. https://doi.org/10.1002/tea.20138.

    Article  Google Scholar 

  • Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633–658.

    Article  Google Scholar 

  • Trundle, K. C., Atwood, R. K., Christopher, J. E., & Saçkes, M. (2010). The effect of guided inquiry-based instruction on middle school students’ understanding of lunar concepts. Research in Science Education, 40(3), 451–478.

    Article  Google Scholar 

  • Turk, C. (2010). Teaching basic primary astronomy concepts. Master Thesis. Samsun: Ondokuz Mayıs University, Institute of Science. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp.

    Google Scholar 

  • Turk, C., Alemdar, M., & Kalkan, H. (2012). Determination of elementary school students' comprehension level of seasons. Journal of Educatıonal and Instructional Studies in The World, 2(1), 62–67.

    Google Scholar 

  • Tyler-Wood, T. L. (2000). An effective mathematics and science curriculum option for secondary gifted education. Rooper Review, 22(4), 266–269.

    Article  Google Scholar 

  • Valanides, N., Gritsi, F., Kampeza, M., & Ve Ravanis, K. (2000). Changing pre-school children’s conceptions of the day/night cycle. International Journal of Early Years Education, 8(1), 27–39.

    Article  Google Scholar 

  • Van Krevelen, D. W. F., & Poelman, R. (2010). A survey of augmented reality technologies, applications and limitations. International Journal of Virtual Reality, 9(2), 1–20.

    Article  Google Scholar 

  • Van Tassel-Baska, J. (1998). A critique of the talent searches. Journal of Secondary Gifted Education, 9(3), 139–144.

    Article  Google Scholar 

  • VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51(4), 342–358.

    Article  Google Scholar 

  • VanTassel-Baska, J., & Stambaugh, T. (2006). Comprehensive curriculum for gifted learners. Boston, MA: Pearson Education.

    Google Scholar 

  • Vygotsky, L., Hanfmann, E., & Vakar, G. (2012). Thought and language. London: MIT.

    Google Scholar 

  • Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221–234. https://doi.org/10.1016/j.compedu.2014.10.017.

    Article  Google Scholar 

  • Willis, A. J. (2017). Women’s choice in college stem majors: Impact of ability Tilton women students’ educational choice. Doctoral Thesis. Mankato, Minnesota: Minnesota State University.

  • Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers & Education, 68, 570–585. https://doi.org/10.1016/j.compedu.2013.02.014.

    Article  Google Scholar 

  • Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers and Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024.

    Article  Google Scholar 

  • Yilmaz, B. (2019). The effect of QR code based games wıth astronomy concepts toward attıtudes of the 7th grade students’ to scıence and technologhy. Master Thesis. Aksaray University Graduate School of Natural and Applied Sciences.

  • Yilmaz, R. M., Kucuk, S., & Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824–841. https://doi.org/10.1111/bjet.12452.

    Article  Google Scholar 

  • Yin, R. K. (2003). Case study research: Design and methods. Thousand Oaks: Sage.

    Google Scholar 

  • Yu, K. C., & Sahami, K. (2007). Visuospatial astronomy education in immersive digital planetariums. Communicating Astronomy with the Public, 242–245.

  • Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4(1), 119–140. https://doi.org/10.18785/jetde.0401.10.

    Article  Google Scholar 

  • Zhang, J., Sung, Y. T., Hou, H. T., & Chang, K. E. (2014). The development and evaluation of an augmented reality-based armillary sphere for astronomical observation instruction. Computers & Education, 73, 178–188. https://doi.org/10.1016/j.compedu.2014.01.003.

    Article  Google Scholar 

  • Zhu, W., Owen, C. B., Li, H., & Lee, J. H. (2004). Personalized in-store e-commerce with the promopad: An augmented reality shopping assistant. Electronic Journal for E-commerce Tools and Applications, 1(3), 1–19.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Nigde Omer Halisdemir University, Nigde, Turkey

    Nagihan Tanik Önal & Nezih Önal

Authors
  1. Nagihan Tanik Önal
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nezih Önal
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nagihan Tanik Önal.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Önal, N.T., Önal, N. The effect of augmented reality on the astronomy achievement and interest level of gifted students. Educ Inf Technol 26, 4573–4599 (2021). https://doi.org/10.1007/s10639-021-10474-7

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10474-7

Keywords

Search

Navigation