The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example

Nagihan Kadıoğlu; Özge Özyalçın Oskay

doi:10.29333/pr/15940

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Nagihan Kadıoğlu ¹ ^* , Özge Özyalçın Oskay ¹

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¹ Hacettepe University, Faculty of Education, Department of Chemistry Education, Ankara, TÜRKİYE^* Corresponding Author

Abstract

The aim of this study was to determine the effect of Mobile AR (MAR) supported Flipped Learning Model (FLM) applications on the academic achievement of first year undergraduate students in General Chemistry Laboratory course and to investigate the students' views on MAR supported FLM. In the study carried out with a quasi-experimental design with pre-test-post-test control group, the course in the experimental group was conducted according to MAR-supported FLM, while the course in the control group was conducted conventionally as prescribed by the curriculum. The results of the independent sample t-test for the quantitative data of the study revealed that FLM implementations supported by MAR had a positive effect on student achievement. The interviews with the students were analyzed by content analysis and it was determined that the students evaluated the applications positively and found them useful. The findings of this study are preliminary for future studies in this field.

Keywords

augmented reality
chemistry education
electrochemistry
flipped learning model
general chemistry lab

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 10, Issue 2, April 2025, Article No: em0236

https://doi.org/10.29333/pr/15940

Publication date: 01 Apr 2025

Online publication date: 07 Feb 2025

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Article Downloads: 100

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How to cite this article

APA

Kadıoğlu, N., & Özyalçın Oskay, Ö. (2025). The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example. Pedagogical Research, 10(2), em0236. https://doi.org/10.29333/pr/15940

Vancouver

Kadıoğlu N, Özyalçın Oskay Ö. The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example. PEDAGOGICAL RES. 2025;10(2):em0236. https://doi.org/10.29333/pr/15940

AMA

Kadıoğlu N, Özyalçın Oskay Ö. The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example. PEDAGOGICAL RES. 2025;10(2), em0236. https://doi.org/10.29333/pr/15940

Chicago

Kadıoğlu, Nagihan, and Özge Özyalçın Oskay. "The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example". Pedagogical Research 2025 10 no. 2 (2025): em0236. https://doi.org/10.29333/pr/15940

Harvard

Kadıoğlu, N., and Özyalçın Oskay, Ö. (2025). The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example. Pedagogical Research, 10(2), em0236. https://doi.org/10.29333/pr/15940

MLA

Kadıoğlu, Nagihan et al. "The use of mobile augmented reality supported flipped learning model in general chemistry laboratory: Electrolysis experiment example". Pedagogical Research, vol. 10, no. 2, 2025, em0236. https://doi.org/10.29333/pr/15940