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Running head: RESEARCH PROSPECTUS: AUGMENTED REALITY
Research Prospectus: Augmented Reality Integration in Algebra I
Misty Antonioli, Corinne Blake, & Kelly Sparks
Liberty University
EDUC 639
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RESEARCH PROSPECTUS: AUGMENTED REALITY
Abstract
This mix methods experimental study aims to examine the effects of augmented reality (AR) on
a tablet device, and how it will increase students’ level of performance to “School of
Distinction,” obtaining at least proficiency on the Algebra I end of course (EOC) assessment, and
school designation in terms of performance. Pre- and post-tests will be administered to calculate
the increase in growth. The qualitative aspect will conclude how AR increases students’
engagement, through teacher and student surveys. Algebra I students from three different school
districts located in the rural northwestern part of North Carolina will participate in the three
month research process.
Keywords: Algebra I, augmented reality (AR), mixed methods, tablet
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RESEARCH PROSPECTUS: AUGMENTED REALITY
Background and Brief Review of the Literature
Current research into the applications of augmented reality (AR) technology in the
classroom has focused mainly on middle school science, but the versatility of the technology
opens its potential to implementation in many K-12 classrooms. AR technology allows
educators to enhance the learning experience of students using computers, tablets, or
smartphones while overlaying images, texts, video, and audio components onto existing images
or space. It has the ability to span over a variety of curricula and age levels despite the
educational research focus on the critical time period of middle school in terms of interest and
confidence building potential (Bressler & Bodzin, 2013).
This study stems from the lack of literature available for uses of AR in other content
areas besides middle school science. In addition, this study will be focusing on the school
districts of Halifax County North Carolina where the data shows a need for an increase in
Algebra I scores. Although the data shows that over the past few years there has been an
increase in the amount of students that tested at or above grade level for the Algebra I EOC
scores for the ABC (accountability, basics, control) tests in North Carolina (see Appendix for
student proficiency data), there is still a lack of understanding for many students. Currently all
schools that will be used for sampling are considered a “School of Progress” meaning that 60-
80% of their students are at grade level (Public Schools of North Carolina, n.d.). This research
will determine if the use of AR will increase the number of students that are proficient and
increase the school’s level of performance to “School of Distinction” (80%-90%), “School of
Excellence” (at least 90%), or an “Honor School of Excellence” (at least 90% with all other
Annual Measurable Objectives met).
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AR has been proven to increase the understanding of students in the field of science.
Previous research has also shown that the implementation of AR in the classroom will increase
the engagement of the student (Dunleavy, Dede & Mitchell, 2009). Studies show that students
participating in a student-centered learning dynamic have an increase in both content
understanding and engagement (Enyedy, Danish, Delacruz, & Kumar, 2012; Kamarien et al.,
2013). Qualitative research by Billinghurst and Dunser (2012) showed that both elementary and
high school students that used augmented books had an enhanced learning experiences and
increased engagement. Collaborative gaming using AR technology has also been found to
encourage high levels of engagement in student participants (Dunleavy et al., 2009). Teachers
and students agree that collaboration increases when AR technologies are used (Annetta, Burton,
Frazier, Cheng, & Chmiel, 2012; Billinghurst & Dunser, 2012; Bressler & Bodzin, 2013;
DeLucia, Francese, Passero, & Tortoza., 2012; Dunleavy et al., 2009; Kamarainen et al., 2013;
Morrison et al., 2011). In addition, researchers have shown that students have an increased
desire to share experiences and increased social learning after using AR in the classroom (Serio,
Ibanez, & Carlos, 2013).
With educational movements focusing more on student-centered environments, it is
important to study the tools that will properly enable the shift from a teacher-centered classroom.
AR educational technologies encourage the engagement of students in relevant problems to
organize, synthesize, and analyze content, which fosters constructivist principles (DeLucia et al.,
2012). Collins and Halverston (2009) stressed the importance of educators rethinking the ways in
which they teach to accommodate just-in-time learning theories in which students learn what
they need to know now. Links to AR and engagement can also be made with the self-
determination theory that defines learning through motivation (Rigby & Przyblyski, 2009).
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Further research is needed on how to effectively implement both theory and technology in
instructional design that is beneficial to the students.
Despite the focus of current research heavily weighted in the sciences, mention can be
found on the benefits of using AR with math. Billinghurst and Dunser (2012) refer to the
application of AR to provide engaging educational experiences to teach math and how studies,
“have found that this activity enhances student motivation, involvement, and engagement,” (p.
60). Dunleavy et al. (2009) incorporated design components to target other content areas such
as math in their AR gaming study. Further research is needed on what effects AR can have in
math-centered learning environment in comparison to studies done with science content.
Since AR is versatile, it has also been used for many applications outside of the
classroom. Van Krevelen and Poelman (2010) have determined that AR can be used for
designing equipment, assembling vehicles, maintenance, military combat training, and even
medical applications. Home use applications such as those that allow homebuyers to view how
their furniture will fit prior to moving in, astronomy applications that show the user what
constellations and stars are in their own backyard, as well as translation programs that will
change the wording from one language to another are becoming increasingly popular.
Problem Statement
With the induction of the No Child Left Behind Act (NCLB) in 2001 many schools are
being held accountable for the proficiency levels of their students. Core subject areas such as
Language Arts, Math and Science are all being focused on with scrutiny. The goal is for 100%
of the students attending public schools to perform to their grade level on state issued tests. This
goal is still far from being reached even with the increase in proficiency levels in Halifax
County. According to the North Carolina Department of Public Instruction (NCDPI) most recent
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data for the 2010-2011 school year, all three districts participating in the study did not met
adequate yearly progress (AYP) (NCDPI, n.d.). Northwest High and Southeast High each met
7/13 target goals (53.8%), Roanoke Rapids Graded School District met 11/17 targets (64.7%),
and Weldon STEM High scored 4/5 targets (80%). A random sampling of students from various
schools in Halifax County will be tested in order to determine if technology, specifically AR,
will increase the understanding and the engagement of students in the subject area of Algebra I.
Significance of the Study
The purpose of this study is to address the lack of research on the use of AR in the
content area of math while determining if AR has the same effectiveness through understanding
and engagement as it does in the field of science. This study will allow mathematics teachers to
consider the use of AR in their classrooms as well as determine if it is a useful tool to increase
test scores for individual students and the school. The knowledge gained from this study will
give teachers a better idea of if AR is a worthwhile technology to begin implementing in their
21st century classroom. Professional development is a key component to the teaching
profession, and what training is disbursed can also be determined by the results of this study.
For instance, if results show a significant advantage to using AR in the classroom, teachers will
need proper training on the implementation of this technology. In addition, the results of this
study can guide the school districts in budget making decisions when determining what types of
technology or even textbooks to invest in purchasing. This will in turn affect all of the
stakeholders involved within the school community.
Research Questions
This research will determine if the use of AR will increase the number of students that are
proficient and increase the school’s level of performance to “School of Distinction.” The
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research questions for this study are (a) Do students show an increase in understanding and
Algebra I content knowledge when using AR technology?, (b) Is there an increase in obtaining at
least proficiency on the Algebra I EOC for students who use AR?, and (c) Is there an increase in
a school’s designation in terms of their level of performance when AR is use in Algebra I
instruction?
Research Hypotheses in Null Form
The following are the null hypotheses:
H1: Algebra I students who use AR technology during instructional time will show no
increase in their EOC scores as compared to students who are exposed to traditional instructional
methods (Enyedy et al., 2012; Kamarinen et al., 2013).
H2: The traditional instructional class will have no statistically significant difference in
Algebra I proficiency on EOC tests when compared to classes using AR technology (Billinghurst
& Dunser, 2012).
Identification of Variables
The independent variable for the quantitative study will be the use of AR on a tablet.
Dependent variables that are being measured will be used to calculate the level of student
understanding in both the pre- and post-test. The analysis of these variables will determine if
their is an increase in the (a) students’ level of performance to “School of Distinction,” (b)
students obtaining at least proficiency on the Algebra I EOC assessment, and (c) school
designation in terms of performance. Measurement will be obtained from the results gained
from the pre- to post-test. Pre- and post-tests will mirror the ABC tests given for the EOC by
using the released test provided by the state and will be graded by each individual teacher
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(NCDPI, 2012). However, the questions and grading procedures will remain constant. The
questions for the pre- and post-test will be given to both the experimental and control groups.
In order to determine if there is an increase in engagement when students are using AR
in their studies, each student will complete a survey at the end of the three-month period.
Sample questions included on the survey are (a) “did using AR increase your want to learn
beyond what was required,” (b) “were you more motivated to complete work using AR,” (c)“did
you feel like you were engaged in the material when using AR,” and (d) “do you feel that
complicated questions were easier to answer because you used AR” (Billinghurst & Dunser,
2012). Teachers will also complete a survey, however, this survey will be unique to them. The
teacher will create a list of their students and rate their students’ engagement. A 5-point Likert
scale will be utilized on both surveys. The research will be validated using the following
definitions
● The AR source used are trigger images from the book Augmented Reality Used in Math
Class: How to Connect Technology and the Common Core by Courtney Pepe along with
the technology application LAYAR. LAYAR is an AR platform that enables individuals
to scan print and view layers of information such as videos, photos, and sound (LAYAR,
n.d.).
● Level of understanding is defined for each student as the increase of problems correct as
a percentage between the pre- and post-tests. For the school the level of understanding
will be considered the average increase in the number of questions correct between the
pre- and post-exam in the form of percentages. The same test will be used for both the
pre- and post-tests. In addition, all classes participating will receive the same test. This
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is used to ensure the validity of the experiment as standardization promotes fairness and
improves generalization (Kane, 2013).
● Level of engagement is defined as the perception of the teachers and students of time on
task this will be compared by the observer to the student’s previous classroom
performance. The 5-point Likert scales used on the surveys to measure the perception of
engagement are effective in providing statistically reliable measures (Adelson &
McCoach, 2010).
Methodology
Research Design
A mixed method experimental research design will be used for this study to determine if
AR technology positively impacts student content knowledge, engagement, overall student
proficiency, and student performance. The mixed method research design was chosen to bridge
the gap between the understanding and the engagement levels of the students. It will provide
both rational and innate views to the research in the attempt to provide clarity to the subject
matter. For the quantitative aspect of this study, the design will include a multi-group, random
selection, pre-test/post-test format. There are three school districts with four high schools
between them. Each of the high schools will have classes randomly selected for both a control
class and an experimental class. The students will be given a pre-test on the Algebra I concepts
that will be covered during a three month span. The control group will be taught as usual with
the traditional book, paper, and pencil method while the experimental class will have access to
technology tablets to be used for implementing AR trigger images into the lessons. At the
completion of the three months, all students will be given a post-test to determine their level of
knowledge gained. The average percent increase of those students in the experimental group
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will be analyzed against the average percent increase of those in the control group for each
school. Finally, a cross examination between the four schools’ results will be compared in order
to see if any trends occur.
In the qualitative aspect of this study, the students and teachers will be surveyed in order
to determine the level of engagement in AR activities. The answers to these surveys will help to
determine if students that use AR can be considered more engaged in the learning process than
those who do not use AR. These researchers believe that the use of AR in Algebra I courses will
significantly increase both the engagement and understanding of students. In the event that the
researchers determine AR to be truly effective, then additional implementation of AR will be
performed and further research will be applied with the results of the EOC tests given for that
school year.
Participants/ Sampling
A multi-stage sampling was performed for this research. In the first stage, the Halifax
County was identified due to the close location to one of the researchers. In the second stage, at
least one school from each school district in the county was chosen. The third stage determined
what mathematics course will be focused on and Algebra I classes were chosen. This will be
considered the sampling frame for this study. These three stages of selection are considered
purposive as each was chosen for a specified reason. Each school sampled will use one
controlled Algebra I class with no AR usage and one class with AR. Students are placed within
the Algebra I classes due to a computerized programming system based on the other classes
students need to take. Students are placed in Algebra I either due to their stage of progress or the
need for graduation credit. Which classes that will be chosen for the control and variable will be
done at random.
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Setting
This study will take place in four schools: Roanoke Rapids High School, Weldon STEM
High School, Northwest High School, and Southeast High School in Halifax County. All four
schools are located in rural northeastern North Carolina. The implementation of AR will be
performed in traditional standard level Algebra I classrooms during the Fall 2014 semester. AR
instruction will incorporate the use of tablet devices during daily classroom activities on the
campus.
With the AR technology, students will be able to use the tablet to scan trigger images that
have been created within an Algebra I textbook. The app LAYAR will be used to read the
trigger images. Students will then access quick screencasts that will provide them instructions of
what tasks they are to complete for the day. Topics covered within the first month of instruction
will include (a) comparing and ordering real numbers, (b) solving and writing multi-step linear
equations, (c) graphing, solving, and writing compound inequalities, as well as (d) analyzing data
for the existence of a pattern and represent it both algebraically and graphically. The second
month students will learn about (a) relations and functions, (b) domain and range, (c) constant
rates of change, and they will (d) identify and write linear equations given a graph, two points, or
the slope and a point on the line. To complete this research study in three months, the last set of
topics students will be exposed to are (a) solving systems of linear equations using graphing,
substitution, and the elimination method and (b) write, solve, and graph systems of linear
inequalities.
Instrumentation
Student participants will complete ABC EOC pre- and post-tests to assess student
knowledge. The tests will be created by researchers using key questions from the Algebra I EOC
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released exam that are aligned with the curriculum goals that will be covered over the three
month period. The released exam is a representation of the potential types of questions provided
to schools to help prepare students for future assessments by familiarizing them with test taking
strategies since the test form had been given to a cohort of students during pilot testing (Public
Schools of North Carolina, 2012). The same pre-test will be given as a post-test to assess
increases in student content knowledge. Since the questions are directly from the state
department of education, they are precisely correlated with potential EOC questions. Therefore,
their use in measuring student content knowledge is reliable. Statistical analysis of the data will
support the validity of the measure.
Students will rate each question on the survey at the end of the research period that
utilizes a 5-point Likert scale (i.e. 1 = not at all, 2 = not really, 3 = undecided, 4 = somewhat, 5 =
very much). While the content of the teacher survey is different, it will also employ a 5-point
Likert scale (i.e. 1 = not engaged, 2 = not very engaged, 3 = neutral, 4 = somewhat engaged, 5 =
very engaged) before the integration of AR, and then again after they have used AR for the
complete study. The Likert scale was developed by the researchers according to the qualitative
data desired and followed a suggested 5-point measure according to research presented by
Adelson and McCoach (2010) for statistical analysis and validity measure. Reliability of the
data will depend on the willingness of the participants to answer the questions at the time of the
survey.
Observational protocols will be used during implementation of the research to ensure that
the technology is being used appropriately by the students. NetSupport School classroom
management system will be used with AR groups to allow teachers and researchers the ability to
monitor and interact with students while they are using their device (NetSupport, 2012). This
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will ensure that engagement and understanding measures are directly related to student use of the
AR technology.
Proficiency measures will be determined by results on the Algebra I EOC at the end of
the semester. EOC and other multiple choice state assessments are created by NCDPI using a
test development process that includes item writing, review, field testing, and standards based on
pilot testing. The process is research based and proven to provide reliable data to show student
proficiency (NCDPI, 2003).
Procedures/ Data Collection
Before the study can take place, teachers will be ask to provide some personal
information as to limit threats to the validity of the study, which are discussed at length in the
assumptions and limitations section. This information should be submitted at least two weeks
before the start of the study as the researchers will need this information to prepare for any
unforeseen threats, have time to arrange adequate resources prepared for students and teachers
alike, and equip all teachers participating in the study with the proper training on implementing
the AR resource into multiple lessons. Next, letters to the students and their parents will need to
be written and mailed out. The letter will explain the details of the study as mentioned
previously, as well as request parental permission for their child to participate in the study.
After the initial details are completed for the study to take place, the following
instrumentation tools will be needed to conduct the study. An approved ABC type pre- and post-
test must be made on the Algebra I topics that will be taught throughout the study. A survey will
need to be made to address how students felt using AR throughout their three months of
experiences. Teachers will need to provide a list of students in each class in order to gauge the
students’ engagement levels both prior and after the use of AR.
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The pre-test, post-test, student survey, initial teacher survey of students AR engagement
levels, and final teacher survey of students AR engagement levels will be collected from all the
participating schools by one of the researchers. The researcher will collect all materials at the
end of each week it was administered. This will continue throughout the three-month testing
period. The results will be processed by the researcher that picked up the materials, where the
results will be analyzed, shared to a secure location, and sent to the other researchers to confirm
results. Through processing the results, the researchers will be able to conclude the percentage
gain of engagement and understanding for students using AR. The results will be ultimately
shared for peer review and publication.
Data Analysis
The type of data analysis being used during this study is causal. This method has been
chosen by the researchers in order to ensure that only one variable is being manipulated to see
the effects it makes on the other aspects of the experiment. Due to the fact that there are multiple
dependent variables, student proficiency and school designation, with only one independent
variable, use of AR, in the study, a multiple analysis of variance (MANOVA) was chosen with a
p value= .05. Qualitative data that centers on student engagement will be analyzed using
grounded theory in which the researchers will take into account the survey responses from both
the students and the teachers to find a theoretical link between the use of AR and engagement
(Schutt, 2011).
Throughout the study, the researchers will be trying to find the link between the use of
AR and the changes it could possibly have on student understanding and engagement in Algebra
I courses. Both quantitative (test scores) and qualitative data (surveys) will have been collected
and analyzed. The claims made in H1 and H2 will be analyzed independently using Pearson r or
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correlation analysis. This will determine if there is a relationship between the variables as well
as the direction and strength (Çetinkaya, 2013).
Assumptions and Limitations
It will be assumed that all students in the district have taken pre-algebra or an equivalent
course, and are prepared to take Algebra I. Another assumption is that the teachers are equally
qualified to teach Algebra I as well as have similar enough teaching styles that the difference in
teachers will not cause a significant margin of error. While survey questions will follow a Likert
scale, it is expected that there will be variation in the perception of engagement by both the
teachers and the students due to the different individual interpretations of observational data
(Kawulich, 2005). In other words, the measurement of engagement is relative to the observer,
which is also assumed.
Since up to eight different teachers will be participating in the study, one potential threat
to validity would be the highest degree level (i.e. bachelors, masters, doctorate) the educator has
completed. Teachers who have completed higher levels of education or even have multiple years
of service could be an additional threat to the validity of the study. Another consideration should
also be taken into account is the teachers confidence level using technology within their
classroom. One other factor that is a threat would be the number of students enrolled in each
class. To minimize these threats the researchers will have interested teachers fill out a short
survey before the study, asking them (a) what is highest educational degree you have received,
(b) how do feel about using technology within your classrooms, (c) how long have you been
teaching, and (d) what is your average Algebra I class size. The researchers will use this
information to create a group of teachers that will minimize all potential threats to the study.
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Appendix
This graph shows the score report for four schools in Halifax County in regards to the percentage of students that are considered proficient in Algebra I according to the EOC tests given.
Figure A1. Percentage of proficient student in Algebra I over a five year span from 2007-2012.
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