The Effect of Augmented Reality on Self-Efficacy and Educational Motivation of Students in Qods City, Tehran Province
Subject Areas : Educational management
Alireza
Badele
1
(Assistant Professor of Educational Technology, Golestan Farhangian University,Iran)
Maryan
Uojaghi
2
(Department of Educational Technology, Azad University, Central Tehran Branch, Tehran, Iran)
Abdolrahim
Jahed
3
(Artist, Education of Aliabad Katoul County, Golestan, Iran)
Keywords: Self-efficacy, Students, Academic motivation, Augmented Reality,
Abstract :
The purpose of this study was to investigate the effect of augmented reality education on self-efficacy and academic motivation of students in Qods city. The research methodology was quasi-experimental with pre-test and post-test design with control group. The statistical population consisted of all primary students in Qods city. The sample size was selected using multistage cluster sampling from schools of Qods city, and Kowsar girls' primary school was selected, which has 423 students. From the first to the sixth grade of Kosar primary school, the third grade, with 60 students, was selected because of their first familiarity with the classification of animals and vertebrates. Of these students, students with a very good grade, ages 9 to 10 years, and a very good (descriptive) discipline score were selected, which generally 42 students were selected as the sample. The instruments used for this study were Valerand's motivation questionnaire (2013) and the efficacy of Sher et al. (1982) which had 28 and 17 items, respectively. The validity of the questionnaires was reviewed and confirmed by various researches, and the reliability of the questionnaires was 0.73 and 0.76 respectively.. Kolmogorov–Smirnov test and analysis of variance and multivariate covariance analysis (Manova) were used to analyze the data. The results of this study showed that the augmented reality learning method has a positive effect on self-efficacy, internal motivation for knowing, internal motivation for doing work, internal motivation for stimulation, replication adjustment, confrontation and externality adjustment, and negatively affect students' self-efficacy. (p <0.05).
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