Use of augmented reality in science education: A mixed-methods research with the multi-complementary approach

Author:

Anil ÖzgürORCID,Batdi VeliORCID

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Reference162 articles.

1. Ab Aziz, N., Ab Aziz, K., Avijit, P., Yusof, A. M., & Noor, N. S. M. (2012). Providing augmented reality based education for students with attention deficit hyperactive disorder via cloud computing: Its advantages. Advanced communication technology (ICACT), 2012 14th International Conference on Advanced Communication Technology (ICAAT) (pp. 577–581). IEEE. PyeongChang, South Korea. https://ieeexplore.ieee.org/xpl/conhome/6170041/proceeding

2. **Abdüsselam, M. S. (2014). Teachers’ and students’ views on using augmented reality environments in physics education: 11th grade magnetism topic example. Pegem Journal of Education & Instruction, 4(1), 59–74. https://doi.org/10.14527/pegegog.2014.004

3. Achcar, J., Fortulan, V., & Mazucheli, J. (2001). Meta-analysis: A Bayesian approach. Brazilian Journal of Probability and Statistics, 15(1), 33–47. https://www.jstor.org/stable/43600983

4. **Akçayır, M. (2016). The effect of augmented reality applications on university students’ laboratory skills, attitudes and task loads [Doctoral dissertation, Gazi University]. YÖK National Thesis Center. Available at https://tez.yok.gov.tr/UlusalTezMerkezi/

5. Åkerblad, L., Seppänen-Järvelä, R., & Haapakoski, K. (2021). Integrative strategies in mixed methods research. Journal of Mixed Methods Research, 15(2), 152–170. https://doi.org/10.1177/1558689820957125

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