Akademik Veri Yönetim Sistemi
Sustainability (Switzerland), cilt.16, sa.23, 2024 (SCI-Expanded)
This study aimed to examine the comprehension performance difference between children who participated in an augmented reality-based environmental education activity and those who participated in an activity based on coloring pages. The study involved 94 participants, including 47 in the experimental group and 47 in the control group. The researcher-developed Life Cycle Test, consisting of 9 open-ended questions on the water cycle, plant life cycle, and food chain, was used for data collection. In the first phase, children in both groups were asked questions from the Life Cycle Test, and their responses were recorded. Both groups then participated in a coloring activity, with the control group receiving explanations from the teacher about their colored pages and being asked the test questions. In contrast, the experimental group received explanations about using augmented reality applications and 3D visuals before answering the test questions. The pre-test data showed no significant difference in Life Cycle Test scores between the two groups. However, post-test results revealed that the augmented reality intervention better supported children’s understanding than the explanations based on coloring pages. The study’s findings suggest that augmented reality applications can be a powerful tool for enhancing children’s understanding of environmental concepts in early childhood education.