This study aimed to investigate the effectiveness of using a mobile Augmented Reality (AR) application in the geography unit for tenth grade students on their achievements and attitude. The unit is part of the Omani’s social studies curriculum and entitled, “Environmental Problems and Hazards”. To meet this purpose, a quasi-experimental study design was conducted. The instruments designed, validated and used to collect data were pre-post achievement tests and attitudinal scale. The participants were 64 male students, divided into two experimental and control groups. The field application period took four weeks in which the control group studied the unit using the normal teaching method, while the mobile AR application and the HP Reveal groups were supported with a website that supports their features. Findings show that there was a statistically significant difference between the pre and post-field applications in terms of students’ achievement and attitudes. Nevertheless, there was no impact observed when the control and experimental groups’ achievement were compared. The researcher suggested conducting further investigations to examine the value of integrating AR in the educational system considering various factors and variables.

中文翻译：

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在阿曼10年级学生的成就和态度上，在地理课程中使用增强现实的效果

这项研究旨在调查十年级学生在地理部门使用移动增强现实（AR）应用程序的效果和态度。该单元是阿曼社会研究课程的一部分，标题为“环境问题与危害”。为了达到这个目的，进行了准实验研究设计。设计，验证和用于收集数据的工具是事前成就测试和态度量表。参与者为64名男学生，分为实验组和对照组。现场申请期为四个星期，对照组使用正常的教学方法研究了该单元，而移动AR应用程序和HP Reveal小组得到了一个支持其功能的网站的支持。研究结果表明，在田间申请之前和之后，就学生的成就和态度而言，统计学上存在显着差异。但是，将对照组和实验组的成绩进行比较时没有观察到影响。研究人员建议进行进一步的调查，以考虑将AR纳入教育系统的价值，并考虑各种因素和变量。