Date
7-2020
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
David Nelson
Keywords
Augmented Reality, Geometry, Mathematics, Mixed-reality
Disciplines
Education | Science and Mathematics Education
Recommended Citation
Maffei, Justin Thomas, "The Effect of Augmented Reality on Learning in the Mathematics Classroom" (2020). Doctoral Dissertations and Projects. 2612.
https://digitalcommons.liberty.edu/doctoral/2612
Abstract
This study examined the impact of two treatments, augmented reality or concrete materials, on the Geometry knowledge of high school students. Participating classes were chosen from two secondary schools between two rural Virginia school districts. The sampling method selected for the study employed a convenience sample. There were 87 total participants in the study. The importance of this study emerged from a lack of research relating the use of augmented reality in the classroom to its effect on student learning. The purpose of this quantitative pretest-posttest, non-equivalent control group quasi-experimental study was to evaluate the difference in achievement scores, as measured by scores on the Three-Dimensional Figures Reporting Category of the Virginia Standards of Learning test, based on type of instructional delivery. Data analysis was completed using Quade’s Rank Analysis of Covariance to control for pretest scores. The study also evaluated the perceived learning for high school Geometry students, as measured by the CAP Perceived Learning Scale (Rovai, Wighting, Baker, & Grooms, 2009), based on the type of instruction. Data analysis on CAP Perceived Learning scores was completed using the Mann-Whitney U test.
