Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Augmented reality: effect on conceptual change of scientific

In recent years, Augmented Reality (AR) has received increasing emphasis and researchers gradually promote it Over the worlds. With the unique abilities to generate virtual objects over the real-world environment, it can enhance user perception. Although AR recognised for their enormous positive impacts, there are still a ton of matters waiting to be discovered. Research studies on AR toward conceptual change, specifically in scientific concept, are particularly limited. Therefore, this research aims to investigate the effect of integrating AR on conceptual change in scientific concepts. Thirty-four primary school students participated in the study. A pre-test and post-test were used to assess participants’ understanding of the scientific concepts before and after learning through AR. The findings demonstrated that 82% among them had misconceptions about the scientific concepts before learning through AR. However, most of them (around 88%) able to correct their misconceptions and shifted to have a scientific conceptual understanding after learning through AR. These findings indicate that AR was effective to be integrated into education to facilitate conceptual change

A systematic literature review of integrating augmented reality technology in science learning

Abstrak: Penelitian ini bertujuan untuk mengungkap tren penelitian selama sepuluh tahun terakhir pada penggunaan teknologi augmented reality (AR) dalam pembelajaran IPA. Review pada studi ini mengikuti pedoman PRISMA. Ditemukan 154 artikel pada tahap identifikasi, kemudian dilakukan screening berdasarkan kriteria inklusi dan eksklusi sehingga menjadi 50 artikel untuk direview. Hasil review menunjukkan bahwa pembelajaran/prestasi akademik, motivasi, dan sikap merupakan variabel yang paling banyak diteliti dalam artikel, Di mana prestasi akademik sangat dipengaruhi oleh motivasi dan sikap, sehingga sering dipertimbangkan dalam penelitian. Aplikasi mobile dan buku bergambar AR merupakan jenis AR yang sering diimplementasikan karena mudah digunakan dan dapat dikembangkan dengan cepat dan praktis. Kecenderungan metodologi adalah desain kuantitatif. Alat pengumpulan data yang sering digunakan adalah tes kognitif. Metode pengambilan sampel yang paling sering digunakan adalah convenience sampling, dan populasi sampel yang sering diidentifikasi adalah siswa sekolah menengah. Rekomendasi penelitian yang sering diberikan oleh peneliti adalah melakukan identifikasi pengaruh penggunaan AR terhadap kemampuan afektif siswa dan mengidentifikasi persepsi guru. Hasil penelitian ini akan menjadi sebuah referensi bagi para peneliti yang tertarik untuk mengimplementasikan AR dalam pembelajaran.Abstract: TThis study aimed to explore research trends over the past decade regarding the use of augmented reality (AR) technology in science learning. The study followed the PRISMA guidelines. A total of 154 articles were found at the identification stage and then screened based on inclusion and exclusion criteria so that 50 articles were to be reviewed. The review results show that learning achievement, motivation, and attitudes are the variables most researched in the article. Learning achievement is strongly influenced by motivation and attitude, so it is often considered in research. Mobile applications and AR picture books are often implemented because they are easy to use, fast, and have practical development. The methodological trend is a quantitative design. Data collection tools that are often used are cognitive tests. The frequently used sampling method is convenience sampling, and the sample population often identified is high school students. Researchers often give research recommendations to identify the effect of using AR on students' affective abilities and teacher perceptions. The results of this study will be a reference for researchers interested in implementing AR in education

RANCANG BANGUN PANDUAN EKSPERIMEN DIGITAL BERBASIS AUGMENTED REALITY PADA MATERI HUKUM KEPLER

Penelitian ini bertujuan untuk menyusun panduan eksperimen digital berbasis Augmented Reality pada materi Hukum Kepler. Penelitian dilatarbelakangi oleh kurangnya kegiatan pembelajaran yang membantu peserta didik untuk menganalisis gerak planet menurut Hukum Kepler sehingga peserta didik mengalami kesulitan untuk memahaminya. Pengembangan panduan eksperimen digital juga dimaksudkan untuk membantu peserta didik mencapai Kompetensi Dasar (KD 3.8) pada kurikulum 2013. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan model 4D yang kemudian dimodifikasi menjadi 3D, yang terdiri dari tahap Define, Design dan Develop. Untuk mengukur kualitas panduan eksperimen digital berbasis AR dilakukan respon akademi untuk komponen materi dan media. Panduan eksperimen dikembangkan berdasarkan aspek-aspek inkuiri, sehingga dilakukan juga penilaian untuk kesesuaian komponen panduan eksperimen digital dengan aspek inkuiri. Hasil respon akademik diolah dan dianalisis menggunakan Many Faceted Rasch Model. Kemudian, dilakukan uji terbatas produk kepada 7 peserta didik kelas XI di salah satu SMA di Kota Bandung menggunakan angket tanggapan peserta didik dan soal uji rumpang. Hasil penelitian menunjukan bahwa buku panduan eksperimen digital berbasis AR yang dikembangkan memenuhi kriteria media, materi dan aspek inkuiri dengan hasil respon akademik terkualifikasi “layak” digunakan dalam tahap penyebaran (Disseminate). Di samping itu, peserta didik memberikan tanggapan yang positif terhadap produk yang dikembangkan. Panduan eksperimen berbasis AR ini memiliki tingkat keterbacaan yang tinggi sebesar 69,75% yang masih masuk ke dalam kategori dapat digunakan secara mandiri. This study aims to compile a digital experiment guide based on Augmented Reality in Kepler's Law material. Research is motivated by the lack of learning activities that help students to analyze planetary motion according to Kepler's Law so that students have difficulty understanding it. The development of digital experimental guides is also intended to help students achieve Basic Competence (KD 3.8) in the 2013 curriculum. The research method used is Research and Development (R&D) with a 4D model which is then modified into 3D, which consists of the Define, Design and Develop stages. . To measure the quality of the AR-based digital experiment guide, an academic response was carried out for the material and media components. The experimental guide was developed based on the aspects of inquiry, so that an assessment was also carried out for the suitability of the digital experiment guide component with the inquiry aspect. The results of academic responses were processed and analyzed using the Many Faceted Rasch Model. Then, a limited product test was carried out to 7 students of class XI in a high school in Bandung using a questionnaire for students' responses and test questions. The results showed that the AR-based digital experiment guidebook developed met the criteria of media, material and aspects of inquiry with the results of an academic response that was qualified "feasible" to use in the dissemination stage (Disseminate). In addition, students gave positive responses to the products developed. This AR-based experimental guide has a high readability rate of 69.75% which still falls into the category that can be used independently

Promoting Customers’ Augmented Reality Immersion in Restaurants

With the rapid growth of augmented reality (AR) applications, AR is set to influence companies and organizations in every industry. This study focuses on identifying how AR technology enhances memorable experiences through the lens of customer immersion. An AR 3D food ordering platform that included an AR food ordering app for customers and a restaurant management system for restaurants was implemented as part of the study, and the concept of AR immersion was further introduced. The investigation involved an empirical examination of the effects of perceived playfulness and personal innovativeness on three dimensions of AR immersion: engagement, engrossment, and total immersion. The results of an analysis of data collected from 343 restaurant customers who experienced using the AR food ordering app indicated that engagement and engrossment had direct effects on customer satisfaction, but total immersion did not. Perceived playfulness directly affected engagement, engrossment, and total immersion and indirectly affected customer satisfaction through its direct effects on engagement and engrossment. Similarly, personal innovativeness influenced customer satisfaction indirectly through its direct effects on engagement. In terms of the effects of AR immersion, engrossment should be the target, engagement is insufficient, and total immersion is unnecessary. A practical implication of our findings is that it is possible to increase customer satisfaction directly by increasing the levels of engagement and engrossment with an AR food ordering app

Augmented Reality Application-Based Teaching Material's Effect on Viscera Learning Through Algorithmic Thinking

The study aimed to examine AR-based teaching material's effect on viscera learning through algorithmic thinking by the primary school teacher candidates who are sophomores in the classroom teaching department in the spring term of the 2018-2019 academic year at a state university in the Eastern Black Sea and selected by convenience method. Viscera Information Form (VIF) and Application Process and AR Survey Form (APSF) were used as data collection tools in the study. VIF included subjects viscera in a human model and placed them in the skeletal structure. The other form, APSF, is about the application process and the material prepared with augmented reality. While the data obtained from VIF were analyzed under the researcher-defined categories regarding the participants' showing each viscera in a human torso model and placing them in the skeletal structure, the data obtained from APSF was processed with content analysis. The study results revealed that AR-based teaching material makes a positive contribution to the learning of viscera through algorithmic thinking. In addition, this is determined as AR-based teaching material contributes to understanding the related basic concepts through algorithmic thinking

Educational applications of augmented reality: A bibliometric study

[EN] Augmented Reality (AR) has been used successfully in several industries; one of these is education. A systematic understanding of how AR contributes to education still lacks studies about the content type and its effects on learning outcomes. This article systematically analyzes the AR state-of-the-art in education, determines productivity and publication indicators in this field, and identifies research works that have studied how content type affects the learning outcomes. The methodology was performed through a bibliometric analysis using the Scopus database, focusing on AR's educational uses. Engineering education is the primary research trend, followed by simulation, tracking, and virtual reality. Education and e-learning also have leading roles within this analysis, along with gamification and human-computer interaction, whose impacts are further explored. There is no preferred design methodology for creating AR content. In its absence, most of the works suggest a design based on the developers' and researchers' experience.The authors thank the editors and two anonymous reviewers for their highly constructive feedback. The authors also would like to acknowledge the technical support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this workHincapié, M.; Díaz, C.; Valencia, A.; Contero, M.; Güemes-Castorena, D. (2021). Educational applications of augmented reality: A bibliometric study. Computers & Electrical Engineering. 93:1-11. https://doi.org/10.1016/j.compeleceng.2021.1072891119

KEEFEKTIFAN MEDIA PEMELAJARAN AUGMENTED REALITY TERHADAP PENGUASAAN KONSEP SISTEM PENCERNAAN MANUSIA

Penelitian ini bertujuan untuk mengetahui keefektifan  penggunaan media pembelajaran Augmented Reality terhadap penguasaan konsep sistem pencernaan peserta didik sekolah dasar kelas V di kabupaten Sragen. Metode dalam penelitian ini adalah eksperimen. Populasi penelitian adalah semua peserta didik sekolah dasar kelas V di kabupaten Sragen dengan jumlah 13.173 peserta didik dan sampelnya 135 peserta didik. Teknik pengambilan sampel menggunakan stratified random sampling. Perlakuan menggunakan media pembelajaran Augmented Reality selama 4 minggu. Pengumpulan data dilakukan dengan metode tes. Instrumen tes terdiri atas 25 soal pilihan ganda materi sistem pencernaan pada manusia. Data yang dikumpulkan berupa skor penguasaan konsep sistem pencernaan pada manusia kemudian dianalisis menggunakan analisis statistik deskriptif dan inferensial. Dalam penggunaan media pembelajaran Augmented Reality dapat dengan mudah memvisualisasikan apa yang terjadi dan mudah memahami konsep-konsep kompleks sehinga dapat memperlancar dan meningkatkan proses belajar serta hasil belajar. Hasil penelitian menunjukkan bahwa terdapat keefektifan media agumented reality terhadap penguasaan konsep sistem pencernaan manusia pada peserta didik kelas V sekolah dasar di kabupaten Sragen.This research aims to investigate the effectiveness of Augmented Reality towards the mastery of digestive system of the fifth grade students in Sragen regency. The method of this research was experimental. The population of this research was all the fifth grade students in Sragen regency – 13.173 students, and of all the population, 135 students were selected as the sample. The technique of determining the sample was stratified random sampling. The treatment was performed using Augmented Reality during 4 weeks. The data were collected through test. The test consisted of 25 multiple choice questions, centering on human digestive system. The data obtained were in the form of students’ score, reflecting their mastery of human digestive system. The data were then analyzed using descriptive and inferential statistics. In using Augmented Reality, the students were able to easily visualize what happened and understand complex concepts, so that it could smooth and improve learning process as well as learning outcomes. The results showed that the effectiveness of Augmented Reality was evident in the mastery of human digestive system of the fifth grade students in Sragen regency

Augmented Reality Technology Used To Enhance Informal Science Learning

With science advancements ever-changing and an increased use of multimedia to display information to the public, science literacy and critical thinking skills are important for the public to keep up to date. Students will need to know how to interpret science information they are faced with throughout their lives to make decisions and critique scientific arguments (Squire & Mingfong, 2007). Science education reform is becoming more focused on incorporating science practices with the use of tools and processes to enhance learning. An authentic learning experience can be described as experiencing real problems and consequences in context (Rosenbaum et al., 2007). Augmented reality technology can be used to create authentic learning experiences as it allows for many unique affordances in the field such as place based learning context, personal embodiment of a role, and solving a problem modeling real life science research.This paper will examine augmented reality technology in science education and the pedagogical support behind this technique. The project is comprised of a literature review discussing the benefits and support for augmented reality games used in science education followed by the descriptions of six different augmented reality science games that were created using the online platform “Taleblazer”

Teachers' views on integrating augmented reality in education : needs, opportunities, challenges, and recommendations

The integration of Augmented Reality (AR) in education is promising since it enhances teaching and offers more engaging and appealing learning experiences. Teachers can have a catalytic role towards the adoption of AR in education and therefore, their perspectives with regard to AR in teaching and learning are very important. The current study explores teachers’ views on the integration of AR in education through an open-ended questionnaire that has been answered by 93 educators worldwide. A set of digital skills that can support student-centered pedagogies in an appropriate infrastructure are the main requirement for effective teaching with AR. Among the perceived benefits and opportunities are interactive teaching and learning, increased interest and engagement, better understanding of complex concepts. As barriers, participants reported the lack of AR educational applications, the cost of buying and maintaining AR equipment and resources, the lack of teachers’ and students’ digital skills, classroom management issues as well as security and ethical issues. Moreover, survey participants highlighted the need for raising teachers’ awareness for the added value of AR in education and the need for teachers’ continuous professional development. Implications and future research recommendations on the integration of AR in education are discussed