AR instruction has no significant effect on motherboard assembly theoretical-knowledge self-efficacy¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Posttest theoretical knowledge self-efficacy did not differ significantly between the AR group and the print-material group (U=214.50, p=.272). → Mustafa Sirakaya and Ebru Kilic Cakmak 2018

Evidence¶

Mustafa Sirakaya and Ebru Kilic Cakmak 2018¶

Mustafa Sirakaya and Ebru Kilic Cakmak. (2018). Effects of Augmented Reality on Student Achievement and Self-Efficacy in Vocational Education and Training. International Journal for Research in Vocational Education and Training (IJRVET). https://doi.org/10.13152/IJRVET.5.1.1

q3 · i? · causal · r2

Mann Whitney U-test on posttest theoretical-knowledge self-efficacy (16-item subscale) in the matched-pairs quasi-experiment; means were 61.78 (AR) and 59.22 (control), both described as high level. Equivalence was not tested.

"Also no significant differences were observed between experimental group students who took the courses with AR application and the control group students who used the assembly manual (U=214.50, p >.05)."

Discussion¶

Related Claims¶

• AR-based instruction increases computer hardware course achievement compared to print materials in vocational education — related
• AR instruction has no significant effect on motherboard assembly skills self-efficacy — related
• Intelligent AR tutoring produces significantly higher post-test performance than non-intelligent AR training for motherboard assembly — related