Akademik Veri Yönetim Sistemi
Sustainability (Switzerland), cilt.17, sa.13, 2025 (SCI-Expanded)
This study aims to compare the levels of environmental awareness within the context of environmental issues and sustainable development between two groups of students—those who read AR-supported texts and those who read paper-based texts. The participants consisted of 147 secondary school students aged between 11 and 12. In the pre-test phase, both the experimental and control groups read the texts in a paper-based format, after which two different scales were administered as pre-tests. In the post-test phase, the control group continued with the paper-based reading activity, while the experimental group read the augmented reality-supported texts using tablets. The same scales were re-administered as post-tests to both groups. Data collected during the research process were analyzed using paired samples t-tests and independent-samples t-tests. The pre-test results did not indicate a statistically significant difference between the experimental and control groups. However, the post-test results revealed that the augmented reality intervention more effectively supported students’ attitudes toward environmental issues and their environmental awareness within the context of sustainable development, compared to traditional text reading. These findings suggest that AR-supported texts have significant potential in fostering positive student attitudes toward environmental issues and enhancing environmental awareness in the context of sustainable development. In future studies, examining AR-supported applications in comparison with other digital tools and across various age groups may yield more comprehensive results regarding environmental awareness and education for sustainable development.