Effects of Interactive Augmented Reality Application on Primary School Students' Misconceptions and Attitudes in Mathematics Education
DOI:
https://doi.org/10.46328/ijte.5271Keywords:
Attitude, Misconception in mathematics education, Primary school, Augmented realityAbstract
This study examines the effect of interactive augmented reality applications on correcting misconceptions in mathematics and enhancing attitudes towards the subject among 4th-grade students. The participant group consists of 4th-grade students attending a public school in the Etimesgut district of Ankara during the 2022-2023 academic year. The study involved 56 students, with 27 in the experimental group and 29 in the control group. The research employed a quasi-experimental design with a pre-test and post-test control group format. Quantitative data were collected using the "Attitude Towards Mathematics Scale" and the "Misconception Test on Measurement," developed by the researcher. Qualitative data from semi-structured interviews with 10 students in the experimental group supported the quantitative findings. All data were analyzed using the SPSS 23.0 software. A two-way ANOVA test was applied to analyze quantitative data in mixed designs, while content analysis was used for qualitative data. According to the quantitative results, interactive augmented reality applications were found to be effective in reducing misconceptions related to measurement and in improving students' attitudes towards mathematics in the experimental group. The qualitative findings supported these results, revealing that augmented reality applications are beneficial in correcting misconceptions and fostering positive attitudes towards the subject.
References
Abdusselam, M. S., & Karal, H. (2020). The effect of using augmented reality and sensing technology to teach magnetism in high school physics. Technology, Pedagogy and Education, 29(4), 407-424. https://doi.org/10.1080/1475939X.2020.1766550
Ajzen, I. (2005). Attitudes, personality and behaviour. Open University Press.
Akkuş, İ., & Özhan, U. (2017). Matematik ve geometri eğitiminde artırılmış gerçeklik uygulamaları [Augmented reality applications in mathematics and geometry education]. Inonu University Journal of the Graduate School of Education/İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 4(8), 19-33. https://doi.org/10.29129/inujgse.358421
Akkuş, İ., Güzel, Y., & Özhan, U. (2021). Eğitimde artırılmış gerçeklik konulu uluslararası yayınların içerik analizi: 2011-2019 dönemi [Content analysis of international publications on augmented reality in education: 2011-2019 period]. SDU International Journal of Educational Studies, 8(1), 36-50. https://doi.org/10.33710/sduijes.774044
Aktaş-Arnas, Y. (2016). Okul öncesi dönemde matematik eğitimi [Mathematics teaching in pre-school period]. Vize.
Alizkan, U., Wibowo, F. C., Sanjaya, L., Kurniawan, B. R., & Prahani, B. K. (2021). Trends of augmented reality in science learning: A review of the literature. Journal of Physics: Conference Series, 2019, Article 012060. https://doi.org/10.1088/1742-6596/2019/1/012060
Allen, M. (2010). Misconceptions in primary science. Open University Press.
Apriza, B., Suprapto, I., & Mahendra, Y. (2024). The influence of augmented reality-based learning media on the understanding of mathematical concepts in elementary school children. West Science Interdisciplinary Studies, 2(3), 502-508. https://doi.org/10.58812/wsis.v2i03.694.
Axmadjonova, Y. T., & Axmadjonova, U. T. (2023). The importance and possibilities of distance education in the educational process. In Proceedings of the MMIT Conference (pp. 112–113). https://doi.org/10.61587/mmit.uz.vi.58
Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual Environments, 6(4), 355-385. https://doi.org/10.1162/pres.1997.6.4.355
Baran, B., Yecan, E., Kaptan, B., & Paşayiğit, O. (2020). Using augmented reality to teach fifth grade students about electrical circuits. Education and Information Technologies, 25(2), 1371-1385. https://doi.org/10.1007/s10639-019-10001-9
Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences]. Pegem Academy.
Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2019). Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes. Interactive Learning Environments, 28(5), 560-573. https://doi.org/10.1080/10494820.2019.1696839
Canbaz, B., & Yalçın, N. (2024). The effect of mathematics teaching with mobile augmented reality technology on secondary school students’ attitudes and academic achievements. Participatory Educational Research, 11(4), 59-76. https://doi.org/10.17275/per.24.49.11.4
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Academic Press.
Creswell, J. W. (2003). Research design: qualitative, quantitative and mixed methods approaches. Sage Publications.
Criollo-C, S., Guerrero-Arias, A., Guaña-Moya, J., Samala, A. D., & Luján-Mora, S. (2024). Towards sustainable education with the use of mobile augmented reality in early childhood and primary education: A systematic mapping. Sustainability, 16(3), Article 1192. https://doi.org/10.3390/su16031192
Çiloğlu, T., Yılmaz, Ö., Yılmaz, A., & Karaoğlan-Yılmaz, F. (2021). Eğitimde artırılmış gerçeklik konulu makalelerin incelenmesi [Examination of articles about augmented reality in education]. Journal of Ahmet Keleşoğlu Education Faculty/Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 3(2), 147-158. https://bit.ly/3SVvSXw
Dede, Y., & Argün, Z. (2004). Matematiksel düşüncenin başlangıç noktası: matematiksel kavramlar [Starting point of mathematical thinking: The role of mathematical concepts]. Kuram ve Uygulamada Eğitim Yönetimi, 39, 338-355. https://bit.ly/43SYJSK
Demitriadou, E., & Lanitis, A. (2019). Evaluation of virtual reality and augmented reality for teaching the lesson of geometric solids to primary school children. In EDULEARN19 Proceedings (pp. 3339-3343). IATED. https://doi.org/10.21125/edulearn.2019.0895
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector, M. D. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 735-745). Springer. https://doi.org/10.1007/978-1-4614-3185-5_59
Durak, A., & Karaoğlan-Yılmaz, F. G. (2019). Artırılmış gerçekliğin eğitsel uygulamaları üzerine ortaokul öğrencilerinin görüşleri [Opinions of middle school students on educational applications of augmented reality], Bolu Abant Izzet Baysal University Journal of Faculty of Education/Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 468-481. bit.ly/436Y4MV
Ersen, Z. B., & Alp, Y. (2024). A systematic review of augmented reality in mathematics education in the last decade. Malaysian Online Journal of Educational Technology, 12(1), 15-31. https://doi.org/10.52380/mojet.2024.12.1.476
Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378-382. https://doi.org/10.1037/h0031619
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education. The McGraw-Hill Companies.
Furht, B. (Ed.). (2011). Handbook of augmented reality. Springer.
Gün, E., & Atasoy, B. (2017). The effect of augmented reality applications on primary school students' spatial abilities and academic achievement. Education and Science Journal, 42(191), 31-51. https://dx.doi.org/10.15390/EB.2017.7140
Hacıömeroğlu, G. (2017). Matematiğe yönelik tutum ölçeği kısa formunun geçerlik ve güvenirlik çalışması [Reliability and validity study of the attitude towards mathematics instruments short form]. Journal of Computer and Education Research, 5(9), 84-99. https://doi.org/10.18009/jcer.37546
Hwang, W. Y., & Hu, S. S. (2013). Analysis of peer learning behaviors using multiple representations in virtual reality and their impacts on geometry problem solving. Computers and Education, 62, 308-319. https://doi.org/10.1016/j.compedu.2012.10.005
Ivanova, M., & Ivanov, G. (2011). Enhancement of learning and teaching in computer graphics through marker augmented reality technology. International Journal on New Computer Architectures and Their Applications, 1(1), 176-184. https://bit.ly/3FXto8h
Jaber, O., Bagossi, S., Fried, M. N., & Swidan, O. (2024). Conceptualizing functional relationships in an augmented reality environment: connecting real and virtual worlds. ZDM–Mathematics Education, 56, 605-623. https://doi.org/10.1007/s11858-024-01594-8
Jannah, G. F., Robicha, N., Syarifah, K. I., & Rasilah, R. (2025). Introduction to basic mathematical concepts through learning media. Journal of Mathematics Instruction, Social Research and Opinion, 4(1), 43-56. https://doi.org/10.58421/misro.v4i1.290
Kabaca, T. (2016). Matematik eğitiminde teknoloji kullanımına dair teorik yaklaşımlar [Theoretical approaches to the use of technology in mathematics education]. In E. Bilgölbali, S. Arslan & İ. Ö. Zembat (Eds.), Matematik eğitiminde teoriler (pp. 819-838). Pegem.
Katai, Z., & Toth, L. (2010). Technologically and artistically enhanced multi-sensory computer-programming education. Teaching and teacher education, 26(2), 244-251. https://doi.org/10.1016/j.tate.2009.04.012
Kelpšiene, M., & Aydoğdu, F. 2021). Uses of augmented reality in preschool education. International Technology and Education Journal, 5(1), 11-20. https://bit.ly/3TnkUu2
Kennedy, A. A., Thacker, I., Nye, B. D., Sinatra, G. M., Swartout, W., & Lindsey, E. (2021). Promoting interest, positive emotions, and knowledge using augmented reality in a museum setting. International Journal of Science Education, Part B, 11(3), 242-258. https://doi.org/10.1080/21548455.2021.1946619
Kıngır, S. (2019). Kavram öğretimi [Concept teaching]. In C. Aydoğdu & S. Kıngır (Eds.), Fen öğretimi [Science education] (pp. 53-72). Nobel Academic Publishing.
Koklu, O., & Topcu, A. (2012). Effect of Cabri-assisted instruction on secondary school students’ misconceptions about graphs of quadratic functions. International Journal of Mathematical Education in Science and Technology, 43(8), 999-1011. https://doi.org/10.1080/0020739X.2012.678892
Kretschmann, R., & Wrobel, D. (2015). Attitudes and perceptions toward physical education: a study in secondary school students. Anchor Academic Publishing.
Lee, K. (2012). Augmented reality in education and training. Tech Trends, 56(2), 13-21. https://doi.org/10.1007/s11528-012-0559-3
Lim, S. Y. & Chapman, O. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82, 145-164. https://doi.org/10.1007/s10649-012-9414-x
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education: A review of the literature. Technology, Pedagogy and Education, 29(2), 231-249. https://doi.org/10.1080/1475939X.2020.1737210
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Sage.
Ministry of National Education. (2018). Matematik dersi öğretim programı: İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar [Mathematics curriculum (primary and middle school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades]. http://bit.ly/4keaeJl
Murphy, P., & Alexander, P. (2004). Persuasion as a dynamic, multidimensional process: An investigation of individual and intraindividual differences. American Educational Research Journal, 41(2), 337-363. https://doi.org/10.3102/00028312041002337
Nadzeri, M. B., Musa, M., & Ismail, I. M. (2024). The effects of augmented reality geometry learning applications on spatial visualization ability for lower primary school pupils. International Journal of Interactive Mobile Technologies, 18(16). 104-118. https://doi.org/10.3991/ijim.v18i16.47079
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts and core ideas. National Academies Press.
O'Brien, H. L., & Toms, E. G. (2005). Engagement as process in human‐computer interactions. Proceedings of the Association for Information Science and Technology, 42(1), https://doi.org/10.1002/meet.14504201233
Özdemir, D., & Özçakır, B. (2019). Kesirlerin öğretiminde artırılmış gerçeklik etkinliklerinin 5.sınıf öğrencilerinin matematik başarılarına ve tutumlarına etkisinin incelenmesi [An analysis of the effects of augmented reality activities in teaching fractions on 5th grade students’ math achievement and attitudes]. Adıyaman University Journal of Educational Sciences/Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 9(1), 21-41. https://doi.org/10.17984/adyuebd.495731
Pahmi, S., Hendriyanto, A., Sahara, S., Muhaimin, L. H., Kuncoro, K. S., & Usodo, B. (2023). Assessing the influence of augmented reality in mathematics education: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 22(5), 1-25. https://doi.org/10.26803/ijlter.22.5.1
Ramirez, C., Schau, C., & Emmioğlu, E. (2012). The importance of attitudes in statistics education. Statistics Education Research Journal, 11(2), 57-71. https://doi.org/10.52041/serj.v11i2.329
Rao, A. R. (2018). An oscillatory neural network model that demonstrates the benefits of multisensory learning. Cognitive Neurodynamics 12, 481–499. https://doi.org/10.1007/s11571-018-9489-x
Shelton, B. E., & Hedley, N. R. (2002). Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students. In The First IEEE International Workshop on Augmented Reality Toolkit (pp. 8–21). IEEE. https://doi.org/10.1109/ART.2002.1106948
Somyürek, S. (2014). Öğretim sürecinde Z kuşağının dikkatini çekme: Artırılmış gerçeklik [Gaining the attenion of generation Z in learning process: Augmented reality]. Educational Technology: Theory and Practice/Eğitim Teknolojisi: Kuram ve Uygulama, 4(1), 63-80. https://doi.org/10.17943/etku.88319
Sünger, İ., Çankaya, S., & Durak, G. (2022). Artırılmış gerçeklik: Lisansüstü tezlerin içerik analizi [Augmented reality: A content analysis on master’s thesis and dissertations]. International Journal of Computers in Education, 5(1), 31-48. https://doi.org/10.5281/zenodo.7504724
Tarım, K., & Dinç Artut, A. (2016). Tutum ve maatematik başarısı [Attitude and mathematics achievement]. In E. Bingölbali, S. Arslan & İ. Ö. Zembat (Eds.) Matematik eğitiminde teoriler (pp. 767-784). Pegem.
Taylor, S. E., Peplau, L. A., & Sears, D. O. (2007). Social psychology. İmge.
Tekedere, H., & Göke, H. (2016). Examining the effectiveness of augmented reality applications in education: A meta-analysis. International Journal of Environmental and Science Education, 11(16), 9469-9481. http://bit.ly/46g2Utd
Toumasis, C. (1995). Concept worksheet: An important tool for learning. The Mathematics Teacher, 88(2), 98-100. https://doi.org/10.5951/MT.88.2.0098
Türel, Y. K., & Bayer, H. (2021). Türkiye’de lisansüstü tezlerde artırılmış gerçeklik kullanımı üzerine araştırma eğilimleri [Research on trends in the use of augmented reality graduate theses in Turkey]. Turkish Journal of Educational Studies, 8(2). 195-214. https://doi.org/10.33907/turkjes.818899
Usta, E., Korucu, A. T., & Yavuzarslan, İ. F. (2016). Eğitimde artırılmış gerçeklik teknolojilerinin kullanımı: 2007-2016 döneminde Türkiye’de yapılan araştırmaların içerik analizi [Using augmented reality in education: A content analysis of the studies in 2007-2016 period]. Jounal of Subject Teaching Research/Alan Eğitimi Araştırmaları Dergisi, 2(2), 84-95. https://dergipark.org.tr/tr/pub/aleg/issue/24315/257672
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2019). Elementary and middle school mathematics: Teaching Developmentally. Pearson.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2024. Ilkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim). Elementary and middle school mathematics: Teaching Developmentally] (10th ed., S. Durmuş, Trans.) Nobel. (Original work published 2019)
Wojciechowski, R., & Cellary, W. (2013). Evaluation of learners’ attitude toward learning in ARIES augmented reality environments. Computers and Education, 68, 570-585. https://doi.org/10.1016/j.compedu.2015.08.002
Wu, H. Y., Duh, H. B. L., Li, N., Lin, T. J., & Tsai, C. C. (2014). An investigation of university students’ collaborative inquiry learning behaviors in an augmented reality simulation and a traditional simulation. Journal of Science Education and Technology, 23(5), 682-691. http://dx.doi.org/10.1007/s10956-014-9494-8
Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Journal of Educational Technology & Society, 20(1), 156-168. http://bit.ly/4nyxCnM
Downloads
Published
Issue
Section
License
Copyright (c) 2026 International Journal of Technology in Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Technology in Education (IJTE), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
