An examination of the effectiveness of problem‐based learning method supported by augmented reality in science education.

Background: Augmented reality (AR) is a widely used technology in science education today. Problem‐based learning (PBL) is one of the teaching methods employed in science education for a long time. Studies where AR and PBL are used together are new and rare. PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL. Objectives: In the present study, the effect of PBL supported by AR on academic achievement, reflective thinking skills towards problem‐solving, decision‐making abilities, and the permanence levels of the 7th‐grade students were researched. Methods: The embedded design from mixed methods was used in the study, which had two experimental groups and one control group. For the Experiment‐1, Experiment‐2, and Control Groups, respectively, PBL supported by AR, PBL alone, and the current teaching method were used. The sample consists of 92 students from the seventh grade. Results and Conclusions: In terms of academic achievement, reflective thinking skills towards problem‐solving, and decision‐making abilities, the Experiment‐1 Group outperformed the Experiment‐2 and Control Groups, and the Experiment‐2 Group outperformed the Control Group. It has been discovered that PBL supported by AR is more effective than solely PBL and the currently used teaching method in terms of improving reflective thinking skills towards problem‐solving and decision‐making abilities, as well as the persistence of academic achievement in a science course. Lay Description: What is already known about this topic: AR provides an engaging learning experience in educational settingsAR engages students in lessons and prevents the distraction among students in lessons, increases interaction, contributes to social development and ensures learning through experience.PBL is a learning approach that allows students to investigate and question problem scenarios chosen from daily life, as well as work collaboratively and from various perspectives. What this paper adds: There are no studies that examine reflective thinking toward problem‐solving and decision‐making abilities in a PBL environment enriched by AR.There are not enough studies on these variables in the science education field, even though there are many studies in medicine and management fields, the contribution of this study to the literature will be significant.PBL and AR technology are used together in the study because it is believed that integrating AR technology with PBL increases the effectiveness of PBL and helps us achieve the above‐mentioned objectives. Implications for practice and/or policy: In order to maximize the usefulness of both the PBL method and AR technology, groups of 3–5 students should be formed, rather than a small number that limits interaction or a large number that forms a crowd and decreases class participation.Tablet quality, screen clarity, classroom lighting quantity, colored or black‐and‐white images, printed quality, and camera resolution, among other factors, have a negative impacton applications. As a result, for an efficient process, these conditions should be managed as much as feasible.In AR applications, PBL scenario presentation and the evaluation of activities carried out in the process can be also performed as interactive using the AR application. [ABSTRACT FROM AUTHOR]