Available online at www.sciencedirect.

com

ScienceDirect
Procedia Computer Science 102 (2016) 267 272

12th International Conference on Application of Fuzzy Systems and Soft Computing, ICAFS
2016, 29-30 August 2016, Vienna, Austria

Computer hardware course application through augmented reality

and QR code ntegration: achievement levels and views of students
Erkan Bala*, Hseyin Bicena
a,*
Distance Learning Center,Ataturk Education Faculty, Near East University, P.O.BOX:99138, Nicosia, North Cyprus, Mersin 10 Turkey

Abstract

This study examined the effect of Augmented Reality and QR Code Integration on achievements and views of undergraduate
students taking computer course. Study group of the research included 50 voluntary students taking compulsory computer course
studying in the department of Guidance and Psychological Counseling at Near East University. Experimental research design was
used in the study. In the beginning of the term, students were seperated into two groups including experimental and control group
consisting of 25 students in each group. Pre-test was administered to the two groups in the first lecture and lecture was given with
traditional methods, computer features were defined and functions of computer features were explained to the 1st group. Three-
dimensional images of hardware features in the hardware chapter of computer course were explained through augmented reality
and QR technology in laboratory environment with computer, projection and voice systems to the 2nd group. Students examined
computer hardware with QR code cards and augmented reality technology during the lecture from their own mobile devices and
all lectures were given by this way until the end of the semester. At the end of the term, post-test was administered to the
experimental and control group and a questionnaire related with augmented reality and computer hardware course application
with QR code integration was also applied to the experimental group.
Results obtained from the study revealed that achievement level of experimental group is higher. In this context, results showed
that computer hardware course application with augmented reality and QR code integration has a positive effect on academic
achievements of students and students have positive views towards this course. Based on the results, it is expected that method
used in this study might contribute to the integration of technology into education and therefore technology and education could
support each other.
2016
2016TheTheAuthors.
Authors. Published
Published by by Elsevier
Elsevier B.V.B.V.
This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Organizing Committee of ICAFS 2016.
Peer-review under responsibility of the Organizing Committee of ICAFS 2016
Keywords: Augmented Reality; QR Code; Computer Hardware; Achievement; View.

*
Erkan Bal: +90-392-392-223-6464/378; fax: +0-000-000-0000 .
E-mail address: erkan.bal@neu.edu.tr

1877-0509 2016 The Authors. Published by Elsevier B.V. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Organizing Committee of ICAFS 2016
doi:10.1016/j.procs.2016.09.400
268 Erkan Bal and Hseyin Bicen / Procedia Computer Science 102 (2016) 267 272

1. Introduction

More novel and effective technological materials are being developed and used in the area of education based on
the increasing contributions of technology to education and instruction. Inclusion of these materials into education
process especially would raise individuals who can easily access information and use technology effectively. New
approaches and tools emerge based on the developments in education4. Computer was being used in education as a
supportive tool and then it has begun to be used as an effective tool with the emergence and improvement of
educational technology concept5. Learner and teachers might be more effective in technology-supported learning
compared to traditional learning2. Characteristics of the innovation are really crucial in the acceptance process of
innovations by individuals10,14. Aim of seeking alternatives for existing teaching methods is the ability to increase
the speed and effectiveness of learning process. In order to achieve this aim, in-class learning activities must provide
effective learning experiences for learners13. It is necessary to train teachers to follow and use these developments
and this awareness must be raised.
Augmented reality as an effective method raised by educational technologies is an environment provided users
through creating simulatenous real sensory area between real and virtual world11. It is emphasized that augmented
reality enables users to interact with events, objects and knowledge as in real world16. increases the interaction
presented by technological tools in education, enables learning with fun, provides opportunities for increasing
motivation and makes learning process more active and effective1.Augmented Reality and QR codes integration
which is another technological development leads students to interpret and learn easily in a short periof of time
through increasing visuality. Lecture topics could be taught to students more effectively through visual materials12.
Learning targeted with students own mobile devices during or after education might be presented to students in a
rapid and effective way and supported by multiple environment materials such as image, text, audio, 3B object, 2B
or 3B animation and video15. According to this, QR codes facilitate learning process through providing realistic and
detailed view of visual object or systems which complicate learning process since they might be used as identities
and keys of designed reality materials, they have interesting and attractive characteristics and they are practical6.
QR codes have contributed a lot to augmented reality applications and increased usage areas of QR codes by maling
them more vital. It is clear that there is a need for real learning experiences in technological learning process. It is
more effective when learning occurs with increasing sense in education. Therefore, it is aimed to increase the use of
augmented reality applications day by day8. Potentials of augmented reality for the area of education are frequently
studied in recent years7. According to the literature, it is also seen that number of new applications have increased in
recent years and it is expected that these will bring many important contributions to the area of education in the
future9.

2. Aim of the Study

Aim of this study is to determine the effect of Augmented Reality and QR Code Integration on achievements and
views of undergraduate students taking computer course.

3. Method

3.1. Research Model

Experimental design was used in this study. In line with this, undergraduate students seperated into two groups
were compared based on their achievement levels at the end of the term. Experimental plan of the study is provided
in Table 1.

3.2. Participants

50 voluntary first-year students studying in the department of Guidance and Psychological Counseling at Near
East University participated in this study. Study group included students registered for Computer 1 course. There are
50 students registered to the course.
 Erkan Bal and Hseyin Bicen / Procedia Computer Science 102 (2016) 267 272 269

Table 1. Experimental plan of the study

Groups Pre-tests Application methods Post-tests

Control group Achievement test Traditional learning Achievement test

Achievement Presentation with augmented

Experimental group Achievement test
test reality and 3r d materials
Questionnaire

3.3. Application

Students were separated into 2 groups including 25 students in each group. Students were informed about
Computer 1 course and it was explained that computer hardware is the main topic of the semester.
Course was given with traditional methods to the first group by defining computer hardware and their functions
during 12 weeks until the end of the semester. Course was given in laboratory environment to the second group, all
computer hardware were explained in detail with 3d images through computer, projection, audio systems and
augmented reality technology. Students examined computer hardware with QR code cards and augmented reality
technology during the lecture from their own mobile devices and all lectures were completed by this way until the
end of the semester. In the last week of the semester, exams (post-test) were administered to all students and a
questionnaire examining the views of students in the experimental group related with augmented reality and
computer hardware course with QR code integration application was applied.

3.4. Data Collection Tools

An exam with same questions was administered to all students as the data collection tool in the research. In order
to determine the achievement levels of students, a test with 15 questions was applied. The test included multiple-
choice questions with 5 options (A,B,C,D,E) and students were asked to answer to all questions. In addition, a
questionnaire examining the views of students in the experimental group related with augmented reality and
computer hardware course with QR code integration application was applied. Test results were evaluated by expert
people from the field instead of the researchers.

3.5. Data Analysis

Data obtained from the questionnaire and the exam test were analyzed with SPSS 20 statistics program based on
the views of experts from the area of statistics.

4. Results and Interpretation

In this section, results of the study are provided with tables and interpreted. T-test results based on gender of
experimental and control group including a total number of 50 students (24 female and 36 male) are given in Table 2
and results of pre-test and post-tests (achievement) are given in Table 3. Besides, a questionnaire was administered
to the experimental group. Results obtained from the questionnaire are provided in Table 4.

4.1. Results Based on Gender

According to pre-test t-test results of students, there is no significant difference (p=,878, p<.05). Mean of the pre-
test scores of female students is (X =,33,8) and mean of the pre-test scores of male students is (X=,34,3). The results
showed that mean of male students are higher than mean of female students. This result might be related with the
high interest of male students in technological devices and computer.
270 Erkan Bal and Hseyin Bicen / Procedia Computer Science 102 (2016) 267 272

Table 2. T-test Results Based on Gender

Test Gender N X Sd t p
Female 24 33,8 12,3
Pre-test ,155 ,878
Male 26 34,3 9,5

Female 19 74,8 11,0

Post-test ,136 ,180
Male 21 79 10,1

Post-test t-test results showed that there is no significant difference between male and female students (p=,180,
p<.05). Mean of the post-test scores of female students is (X=74,8) and mean of the post-test scores of male students
is (X=79,0). The results also showed that mean of male students are higher than mean of female students. On the
other hand, there is no significant difference between pre-test and post-test results among male and female students.

4.2. Results on the academic achievement scores of experimental and control group

Table 3. T-test results on pre-test and post-test academic achievement scores of experimental and control group

Tests Groups N X Ss t p

Experimental 25 31,4 12,5

Pre-test 1,72 0,91

Control 25 36,6 8,4

Experimental 25 81,8 9,2

Post- test 3,36 0,002

Control 25 72,2 11,0

As it can be seen from Table 3, there is no significant difference between pre-test results of experimental and
control group (p=0,91, p>0,05). Mean value of pre-test results of the experimental group is (X=31,4) and mean
value of pre-test results of the experimental group is (X=36,6). In other words, mean of control group is higher than
the mean value of experimental group.
Achievement test was administered at the end of the term in order to determine the achievement levels of the
students. According to post-test results, a significant difference was observed between the groups (p=0,002; p>0,05).
Mean of the control group in which lectures were given with traditional methods is (X=81,8) and mean of the
experimental group in which the lectures were given with 3d objects, augmented reality and QR code integration is
(X =72,2). When general pre-test and post-test results are considered, there is a difference between pre-test
(Xexperimental= 31,4; Xcontrol= 36,6) and post-test (Xexperimental= 81,8; Xcontrol= 72,2) results of the two groups. This result
might be related with the fact that standard and unchanging parts of a computer are taught in primary school.

4.3. Results on the views of the experimental group

Results on the views of Augmented Reality and QR code integration use are provided in Table 4 and they are
arranged from high to low values. Results revealed that general views of experimental group are positive. When
statistical results are examined, it is seen that students reported positive views by answering totally agree to
 Erkan Bal and Hseyin Bicen / Procedia Computer Science 102 (2016) 267 272 271

Augmented reality supported with QR code removes the concept of time and location statement (X=5,10,
SD=6,6). According to this result, it can be said that students believe that their education might be affected in a
beneficial way since it removes the concept of time and location.

Table 4. Results on the views of students from the experimental group on the use of Augmented Reality and QR code integration

NO Items X SD
Augmented reality supported with QR code removes the concept of time and
5,10 6,6
location.
Augmented reality supported with QR code motivates the students who get
4,10 ,99
bored during the lecture.
Access to augmented reality materials become shorter with QR code support. 4,00 1,3
It enables interpretation since it is visual. 3,95 1,2
It enables collaborative learning. 3,95 1,2
It enables game-based learning. 3,95 1,2
It is memorable. 3,90 1,3
It can convert all lectures into application. 3,85 ,81
It facilitates revision. 3,85 1,4
It is interesting. 3,85 1,2
It enables active participation in the lecture. 3,80 1,4
Access to augmented reality materials become easier with QR code support. 3,75 1,2
It is not boring. 3,75 1,1
It enables scenario-based learning. 3,70 1,1
It expedites learning. 3,60 1,2

When the statements in which students responded as agree are examined, it is seen that they responded as
agree to these statements; Augmented reality supported with QR code motivates the students who get bored
during the lecture (X=4,10, SD=,99), It enables interpretation since it is visual (X =3,95, SD=,1,2), It enables
collaborative learning (X =3,95,SD=,1,2), It positively affects exam success (X =3,95, SD=,1,2), It is
memorable (X =3,90,SD=,1,3), It can convert all lectures into application (X=3,85,SD=,81), It facilitates
revision (X=3,85,SD=1,4), It is interesting (X =3,85, SD=1,2), It enables active participation in the lecture
(X=3,80,SD=1,4), Access to augmented reality materials become easier with QR code support (X =3,75, SD=1,2),
It is not boring (X =3,75, SD=1,1), It enables game-based learning (X =3,70, SD=1,1) and It expedites
learning (X =3,60, SD=1,2).

5. Conclusion and Recommendations

Pre-test and post-test results of the present study showed that achievement in experimental group is higher
compared to achievement in control group. In this context, results revealed that augmented reality and QR code
integration in computer hardware course have a positive effect on the academic achievement of the students and
students have positive views towards the course.
Contributions of technology to education are widely known and results of the study support this notion.
Technology and education work in compatible with each other and contribute the development of each other. It is
expected that this study provides important implications since it is related with use of novel technologies in learning
process in an applied way. In addition, it is expected that increase in quality of lectures would increase academic
achievement of students and views towards the lecture positively. Therefore, it can be said that it is necessary to
evaluate the academic achievements of students and determine their views on this issue3. According to Uzunboylu
and Ozdamli12. perceptions and views of teachers and students must be primarily determined towards the issue of
technology integration.
272 Erkan Bal and Hseyin Bicen / Procedia Computer Science 102 (2016) 267 272

References

1. Alsumait A, Al-Musawi ZS. Creative and innovative e-learning using interactive storytelling. International Journal of Pervasive Computing
and Communications 2013; 9(3): 209-226.
2. Bicen H, Uzunboylu H. The use of social networking sites in education: a case study of facebook. Journal of Universal Computer Science
2013; 19(5): 658671.
3. Bicen H, Ozdamli F, Ertac D, Tavukcu T, Arap I, Terali M. Education Needs Of Teacher Candidates Towards Web Based Cooperative
Learning. World Conference on Educational Sciences (WCES-2010) Turkey. Procedia Social and Behavioral Sciences 2010; 2(2): 5876-
5880.
4. Dikmenli M, Bozkurt E, Altunsoy S. Virtual reality applications in Science instruction 2007.
http://bots.comu.edu.tr/turkce/poster.pdf#page=42].
5. Gulcu A, Solak M, Aydin S, Kocak O. Opinions of Branch Teachers Working in Primary Education Towards Technology Use in Education.
International Periodical For The Languages Literature And History Of Turkish Or Turkic 2013; 8(6): 195-213.
6. Hsiao KF, Rashvand HF. Integrating body language movements in augmented reality learning environment. Human-centric Computing and
Information Sciences 2013; 1(1): 1-10.
7. Kesim M, Ozarslan Y. Augmented reality in education: current technologies and the potential for education. Procedia-Social and Behavioral
Sciences 2011;47: 297-302.
8. Luckin R, Fraser DS. Limitless or pointless. An evaluation of augmented reality technology in the school and home. International Journal of
Technology Enhanced Learning 2011; 3(5): 510-524.
9. Martin S, Diaz G, Sancristobal E, Gil R, Castro M, Peire J. New technology trends in education: Seven years of forecasts and convergence.
Computers and Education 2011; 57(3): 1893-1906.
10. Moore GC, Benbasat I. Development of an instrument to measure the perceptions of adopting an information technology
innovation. Information systems research 1991; 2(3): 192-222.
11. Ozarslan Y. Enrichment of learner-content interaction with augmented reality. In 5th International Computer & Instructional Technologies
Symposium (ICITS 2011).
12. Ozdamli F, Uzunboylu H. Mlearning adequacy and perceptions of students and teachers in secondary schools. British Journal of
Educational Technology 2015; 46(1): 159-172.
13. Psycharis S. The Relationship Between Task Structure and Collaborative Group Interactions in a Synchronous Peer Interaction Collaborative
Learning Environment for a Course of Physics. Education and Information Technologies 2008; 13(2): 119128.
14. Rogers RM. Applied mathematics in integrated navigation systems vol.1; 2003.
15. Wang X., Kim MJ., Love PED., & Kang SC. Augmented reality in built environment: Classification and implications for future research.
Automation in Construction 2013; 32: 1-13.
16. Wojciechowski R, Cellary W. Evaluation of learners' attitude toward Learning in ARIES augmented reality environments. Computers &
Education 2013; 68: 570-585.