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Top1. Introduction
Augmented reality (AR) combines real-life objects, places, and people around us with simulated experiences produced by a variety of information and computer technologies (Ivanova & Ivanov, 2011). Augmented reality was first introduced in the 1990s for use in training air force and airline pilots. (Caudell & Mizell, 1992). The developments in the augmented reality technology in recent years affected the educational environment as well as all other developments in information and communication technologies. The interest in AR applications has increased considerably in order to create unique educational environments. Nevertheless, research on the effectiveness, usefulness, availability and challenges of AR is still in its infancy and needs to be further examined.
The fact that AR technologies can be used without the need for expensive equipment strengthens its applicability in educational environments. With AR applications, training materials can give different dimensions and interaction between individuals and materials can be enhanced. When used effectively, AR increases students' will and concentration in learning (Zhang, Sung, Hou, & Chang, 2014). At the same time, AR applications enable students to carry out the learning process on their own allowing the teacher to save the time that he or she would use to repeatedly explain the subject. Students welcome AR technology, so well-organized AR applications ensure that learning processes are carried out successfully (Martín-Gutiérrez et al., 2015).
In the study by Akçayır and Akçayır (2017), they systematically deconstructed the AR literature of social science citation index (SSCI) journals and reviewed 68 research articles. Therein, they analyze factors such as student level, AR technology type, publication year, advantages and difficulties of using AR in educational settings. According to findings obtained in their study, the biggest advantage of using AR applications in education is to support learning success. In addition, common technical problems and usability problems have emerged as difficulties in using AR in education (Akçayır & Akçayır, 2017). Wojciechowski & Cellary's (2013) study examined students' attitudes towards Augmented Reality Interactive Environment System (ARIES). According to the results, perceived usefulness and perceived pleasure have a similar effect on attitudes towards the use of image-based AR environments but the perceived pleasure is a much more important factor than the perceived usefulness. For this reason, the use of AR environments in teaching processes may provide additional motivation for young students (Wojciechowski & Cellary, 2013).