The Effect of Augmented Reality-Based GEMS Applications on Students’ Critical Thinking Skills in 7th Grade Mathematics Course

Abstract

The main purpose of this research is to determine the effect of augmented reality GEMS applications on students' critical thinking skills in 7th grade Mathematics course. Parallel mixed method, which converges from mixed research designs, was used in the research. The study group of the research consists of 7th grade students studying at a public school in the center of Siirt province. An augmented reality-based critical thinking observation form developed by the researcher was used as a data collection tool for the quantitative dimension, and a semi-structured interview form was used for the qualitative dimension. A computer package program was preferred in the analysis of quantitative data. In the analysis of qualitative data, the data was subjected to content analysis with the MAXQDA program. Additionally, direct quotations were made from the data through document analysis. In the quantitative results of the study, it was observed that there were increases in the participants' critical thinking skills post-test scores with the augmented reality GEMS applications. In the qualitative dimension, the participants had positive and negative views on the applications. According to the participants, AR-based GEMS applications are fun and provide a connection between the subjects. On the other hand, the participants stated that their attention was distracted by the applications and that they could not participate in the activities sufficiently due to the lack of tools and equipment. The most emphasized dimension in the participants' opinions regarding the contribution of applications to critical thinking skills is evaluation.