The impact of mobile augmented reality in geography education: achievements,cognitive loads and views of university students

Augmented reality (AR) technology is commonly used in education. AR offers a combination of the virtual and real world; thus, it can help students in learning abstract and complex subjects. The purpose of the current study was to determine the impact of mobile AR technology on achievement, cognitive load levels and views of 95 first-year university students (40 in the experimental group and 55 in the control group) enrolled in a geography course in the social sciences education department of the education faculty of a university in Turkey. A sequential explanatory design, a mixed method type of research, was used. The data were collected using an achievement test, a cognitive load scale, and a semi-structured interview form. The results of the study showed that AR increases students’ achievement and decreases their cognitive load levels, and the students’ views about AR technology were positive. Consequently, it can be stated that mobile AR technology is a useful tool for teaching geography, especially geomorphology topics.     

A test for geographers: the geography of educational achievement in Toronto and Hamilton, 1997

The recent introduction of standardised achievement tests in several provinces has created an opportunity for Canadian geographers to contribute to public and theoretical debates. Geographers are well‐equipped to comprehend and analyse the effects that neighbourhoods have upon pupil achievement. Independent of family background and school funding, such effects may be stronger in education than in other fields, such as voting behaviour and health research, but they have been ignored in recent public debates. They should be considered if informed judgements are to be made about whether specific teachers, schools, and boards are doing an adequate job. Analysis of the Ontario Grade 3 test results for 1997 in public schools in the City of Toronto and in Hamilton‐Wentworth indicate that social class had a greater effect on pupil achievement than language background. Differences in the determinants of achievement between these two urban centres may be attributable to local variations in occupational structure and residential patterns. L'introduction récente en éducation des tests de compêtences standardisés, dans plusieurs provinces, offre aux géographes canadiens l'occasion de contribuer aux débats publics et théoriques. Les géographes sont bien placés pour comprendre et analyser les effets de quartier sur le rendement scolaire des élèves. Indépendamment du milieu socioculturel et du financement scolaire, ces effets ont peut être plus d'impact en éducation que dans les domaines tels que le comportement électoral et la recherche dans le milieu de la santé, cependant, ils demeurent à l'écart des débats publics. Ces éléments doivent être considérés si l'on prétend juger en connaissance de cause l'efficacité et le rendement des écoles, le corps enseignant et les conseils scolaires. L'analyse des résultats d'examens de l'Ontario en 1997, pour les élèves des écoles publiques de la troisième année des villes de Toronto et Hamilton‐Wentworth, démontre que la réussite scolaire est plus liée au niveau socio‐économique qu'à l'origine linguistique. La divergence des facteurs de réussites des deux centres urbains est peut‐être attribuable aux variations des structures d'occupation locales et résidentielles.