Effects of Interactive Augmented Reality Application on Primary School Students' Misconceptions and Attitudes in Mathematics Education

This study examines the effect of interactive augmented reality applications on correcting misconceptions in mathematics and enhancing attitudes towards the subject among 4th-grade students. The participant group consists of 4th-grade students attending a public school in the Etimesgut district of Ankara during the 2022-2023 academic year. The study involved 56 students, with 27 in the experimental group and 29 in the control group. The research employed a quasi-experimental design with a pre-test and post-test control group format. Quantitative data were collected using the "Attitude Towards Mathematics Scale" and the "Misconception Test on Measurement," developed by the researcher. Qualitative data from semi-structured interviews with 10 students in the experimental group supported the quantitative findings. All data were analyzed using the SPSS 23.0 software. A two-way ANOVA test was applied to analyze quantitative data in mixed designs, while content analysis was used for qualitative data. According to the quantitative results, interactive augmented reality applications were found to be effective in reducing misconceptions related to measurement and in improving students' attitudes towards mathematics in the experimental group. The qualitative findings supported these results, revealing that augmented reality applications are beneficial in correcting misconceptions and fostering positive attitudes towards the subject.