Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي
Abstract
The article aimed to investigate the effect of using two patterns of augmented reality on the academic achievement of sixth-grade students in science and in developing their critical thinking skills. In order to achieve the objectives of the study, the quasi-experimental method was adopted. The study sample consists of two experimental groups: the first group consisted of (45) students who learned by augmented reality (projection pattern), and the second consisted of (45) students who learned augmented reality (GIS pattern). Two tests (multiple choice) were prepared, one to measure academic achievement in science (30 items) and the other test to measure critical thinking skills (25 items). The sample consisted of (90) female students who were deliberately chosen from the sixth-grade students in the educational harvest schools for the second semester of 2021/2022. The results of the study showed that there were statistically significant differences (0.05 = α) in academic achievement and in critical thinking, in favor of the students of the experimental group. The first woman to learn with augmented reality technology (projection mode). The study recommended working on merging two styles of augmented reality technology into a single teaching strategy to design interactive electronic lessons that combine all the characteristics of the two styles as a whole.
Recommended Citation
Almalaji, Tahani Yasin and Al-Hileh, Mohammad M.
(2023)
"The Effect of using two Patterns of Augmented Reality on Sixth Graders for Science Subject Achievement of Critical Thinking Abilities (a Comparative Study),"
Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي: Vol. 43:
Iss.
2, Article 2.
Available at:
https://digitalcommons.aaru.edu.jo/jaaru_rhe/vol43/iss2/2