Augmenting Microscopes with Smartphones: Relationships Among Academic Emotions and Learning Outcomes in 7th Grade Cell Observation Classes

Observation serves as a cornerstone of scientific inquiry, particularly in science education. However, microscopy classes, essential for fostering observational skills, often face limited equipment access and technical difficulties. Such challenges can influence students’ academic emotions, which play a crucial role in learning. In response to these issues, this study investigates the integration of smartphones with microscopes using lens adapters as a cost-effective solution to enhance students’ learning experiences. Employing a quasi-experimental mixed-methods explanatory design, the research examines the impact of smartphone integration in microscopy classes on academic emotions and their connection to learning outcomes. The findings indicate that smartphone use can reduce negative academic emotions, alleviating challenges associated with traditional microscopy classes. Moreover, the study identifies a correlation between negative academic emotions and learning outcomes, revealing potential factors that may influence this relationship. These findings enrich theoretical understanding of academic emotions and offer practical insights for educators seeking to foster engaging and effective learning environments in microscopy classes.