Running head: Review of literature- Augmented reality 1

The Effects of Augmented Reality in the Elementary Classroom:

A review of literature
Whitney R. Langley
University of West Georgia
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Review of literature- Augmented reality

Abstract
Augmented reality is an instructional technology that increases the academic performance in

students by increasing retention, motivation, and active learning. Initially, augmented reality was

used in many fields like the military and science realms to provide people the opportunity to

experience situations before they actually perform a task. Due to its wide reception, augmented

reality has begun to transform the face of K-12 education. This research proposes a quantitative

study to investigate the effect of augmented reality in a fourth grade history class. A quasi-

experimental design best addresses my research question because there will not be a

randomization of the participants. Comparative pretests and posttest will be used to show the

effectiveness of the augmented reality intervention. Seven articles are included in this proposal

with studies that were completed in Turkey, China, and the United States. It was consistently

found that the integration of augmented reality into the classroom environment presented many

benefits for student retention of information.

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Review of literature- Augmented reality

Introduction
A technological revolution in the 21st century has reshaped the way people think, interact,

and thrive. The students in in the digital age are growing more disinterested in traditional

schooling practices. There is a widening gap between the motivation of students and instructional

practices. To offset the aforementioned problems, the use of augmented reality has been used in

the classroom (Fakhrudin, 2018). Augmented reality is an extension of virtual reality used to

create learning environments that enable experiential learning (Wojciechowski, & Cellary,

2013). It differs from virtual reality because virtual reality immerses one into a fictional world,

whereas augmented reality uses computer-generated content based on a real location or situation.

Statement of the Problem

Generally speaking, all of the research results in favorable outcomes for students after

being exposed to augmented reality in many different subject matters (Perez-Lopez & Contero,

2013). Students receiving augmented reality (AR) lessons scored higher on assessments than

peers who had traditional teaching (Castellanos & Perez, 2017; Perez-Lopez & Contero, 2013).

Students also perceived augmented reality lessons as more engaging (Perez-Lopez & Contero,

2013; Wojciechowski & Cellary, 2013). Though the benefits of using augmented reality to

encourage student retention was an overwhelming theme, researchers were unable to determine

whether it was student motivation (Solak & Cakir, 2016), perceived usefulness on the part of the

student (Wojciechowski & Cellary, 2013), or inviting imaging (Perez-Lopez & Contero, 2013)

that attributed to the academic growth.

Purpose and Research Questions

The purpose of this research will be to examine the implementation of augmented reality

in a turnaround fourth grade classroom. The following questions guide this study:
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Review of literature- Augmented reality

1. How does augmented reality effect fourth grade students understanding of the American

Revolution?

2. Does the use of augmented reality improve students’ retention of target vocabulary?

Literature review
Implementation of augmented reality (AR) into the realm of education has benefitted

students in a variety of core subject matters. Such benefits are that AR provides students with

opportunities to interact with materials that may be too costly or could cause harm. Augmented

reality provides students opportunities for authentic learning by using programs such as ARIES

to carry out chemical experiments (Wojciechowski & Cellary, 2013). Perez-Lopez and Contero

(2013) designed AR activities for 5th grade students to manipulate the human circulation and

digestive systems. Students in the augmented reality group performed better than their peers

because “true learning requires hand on experience, (Perez-Lopez & Contero, 2013, p.

23).”Similarly, students in Fakhrudin’s (2018) study improved greatly compared to other

students in elementary science courses. These studies furthered research in augmented

technology by providing the benefits in science classes in both primary, and in high school

courses.

Like other researchers, Solak and Cakir (2016) found many benefits associated with

augmented reality implementation in school. Students in Turkey were able to achieve more

academically when presented with three dimensional pictures and sounds were used for target

vocabulary (Solak & Cakir, 2016). However, they did write that future implications were to

make a syllabus to ensure fidelity and validity of results. Similarly, Wu et al. (2013) state, “The

use of augmented reality technology in education is a new topic in comparison to other modern

technologies (p. 42).” They suggested that teachers consider augmented reality as a concept and
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Review of literature- Augmented reality

not a technology by proposing three categories of instruction that could help students learn:

roles, tasks, and location of the teacher (Wu et al., 2013). This study showed the universal

acceptance of augmented reality and gave a charge to future researchers. In response, Cheng

(2017) wrote a framework for child-parent shared reading based on the differing perceptions of

augmented reality.

In an effort to transition augmented reality from the classroom to an informal setting,

Cheng (2017) studied the perceptions of 90 pairs of parents as they shared a reading with their

child. Some parents loved the augmented reality experience because the three dimensional

graphics aided understanding, while others complimented the story with dialogue to create

learning experiences. Based on Cuban (2003), "Teachers' beliefs and attitudes about how

students learn, what they should know, and what forms of teaching are best, all get factored into

teacher decision making." Perception is a reoccurring theme in the previous research of

augmented reality (Cheng, 2017; Wojciechowski & Cellary, 2013). According to the technology

acceptance model (TAM), perceived usefulness and perceived enjoyment have similar effects on

attitudes towards using augmented reality (Wojciechowski & Cellary, 2013).

Though the benefits of augmented reality are prevalent in the aforementioned research, some

gaps still exist in the research. The benefits are evident, though the qualitative studies still have

future implications to research the perceptions of students to determine causality (Fakhrudin,

2018). It is also imperative to determine if students are motivated because of augmented reality

being a novelty in the classroom and if the excitement will dissipate when a new technology

emerges (Wojciechowski & Cellary, 2013).

There is also little research in low income neighborhoods or those schools with consistently

failing scores. Research including students from all backgrounds and socioeconomic statuses will
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contribute to the claims of effectiveness of incorporating augmented reality into classrooms

worldwide.

Methods

In this study, the effectiveness of augmented reality in a turnaround school will be

studied. A turnaround school is one that has been categorized as a chronically failing school

based on end of the year test scores (Turnaround Schools, 2015). The participants in this study

will be students in two fourth grade classrooms starting the unit on the American Revolution.

There will be 50 students with 25 students in each homeroom class. All of the participants will

be fourth grade students who range in age from 8 to 10 years old. The students in both group A

and group B will take a 20 question pretest. Ten of the questions will be selected response

questions, and ten of the questions will have students matching targeted vocabulary character

traits to the important person in history. For example, if given the option, students should pair

Paul Revere with courage. During the 4 week unit, students in group A will receive instruction

using augmented reality in the form of virtual field trips and 3D introduction of important

vocabulary words accompanied by sound (Solak & Cakir, 2016). Group B will receive

traditional instruction from their teacher. At the end of the 4 week unit, a post test will be given

and analyzed with ANOVA.

A quantitative method and quasi-experimental design will be used for this study. Quasi-

experimental research resembles experimental research, but the groups are not randomized.

Quasi- experimental design is a single subject design that uses nonequivalent groups. This design

was selected because it “determines the cause and effect relationship between variables and

identify the reactions of the participants against variables as a result of implementation under
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certain conditions (Solak & Cakir, 2016, p. 1070).” The dependent variables in this study will be

the initial pretest and the posttest that students complete. The independent variable is the

intervention administered which is augmented reality lessons for group A. In this study, the

posttest will have the same questions as the pretest for more accurate data.
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References

Castellanos, A., & Perez, C. (2017). New Challenge in Education: Enhancing Students’

Knowledge Through Augmented Reality. Augmented Reality. Retrieved from

http://www.doabooks.org/doab?func=fulltext&uiLanguage=en&rid=21899 on July 1,

2018.

Cheng, K. (2017). Exploring Parents’ Conceptions of Augmented Reality Learning and

Approaches to Learning by Augmented Reality with Their Children. Journal of

Computing Research, 55 (6), 820-843. Retrieved from

http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t

rue&db=cph&AN=125251199&site=eds-live&scope=site on July 3, 2018.

Cuban, L. (2003). Oversold and underused: Computers in the classroom. Cambridge, MA:

Harvard University Press.

Fakhrudin,A. (2018). The Implementation of Augmented Reality Technology in Teaching

Natural Sciences to Improve elementary Students’ Learning Achievement. Al- Ta’lim, 25

(1), 13-21. Retrieved from

http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t

rue&db=edb&AN=129961704&site=eds-live&scope=site on July 1, 2018.

Perez-Lopes, D., & Contero, M. (2013). Delivering Educational Multimedia Contents Through

an Augmented Reality Application. The Turkish Online Journal of Educational

Technology, 12 (4), 19-29. Retrieved from https://eric.ed.gov/?id=EJ1018026 on July 3,

2018.
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Solak, E., & Cakir, R. (2016). Investigating the Role of Augmented Reality Technology in the

Language Classroom. Online Submission, 18 pg. 1067-1085. Retrieved July 23, 2018,

from

http://articles.westga.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=t

rue&db=edo&AN=120988220&site=eds-live&scope=site

Turnaround Schools. (2015, June 26). Retrieved July 22, 2018, from

https://www.edweek.org/ew/collections/turnaround-schools/index.html.

Wojciechowski, R., & Cellary, W. (2013). Evaluation of Learners’ Attitude Toward Learning in

ARIES Augmented Reality Environments. Computers & Education, 68, 570-585.

Retrieved from

https://articles.westga.edu:2111/science/article/pii/S0360131515001347?via%3Dihub on

July 3, 2018.

Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current Status Opportunities and Challenges of

Augmented Reality in Education. Computers & Education, 62, 41-50. Retrieved from

https://doi.org/10.1016/j.compedu.2012.10.024. July 23, 2018.