Reliability and validity study of an augmented reality supported mathematics education attitude scale

Abstract

Augmented reality provides an interactive learning medium for students to investigate abstract mathematical concepts in the real environment as well as contributes remarkable results in understanding concepts and supports enjoyment in the learning environment. Due to providing unique and novel opportunities in the learning environment and the sparseness of related studies about determining students' attitudes regarding AR-based mathematics; in this study, an attitude scale was developed. Its validity and reliability studies were conducted. Six hundred and thirteen middle school students participated in the study. Students' experiences and opinions regarding AR-supported mathematics education were investigated and an item pool for the scale was formed through content analysis of these opinions. To ensure construct validity, exploratory factor analysis was conducted. To determine the representative power of the factors formed, confirmatory factor analysis was performed. It is seen that the scale developed according to the results of the study is a valid and reliable measurement tool.