A Usability and Acceptance Evaluation of the Use of Augmented Reality for Learning Atoms and Molecules Reaction by Primary School Female Students in Palestine

2019 ◽  
Vol 57 (7) ◽  
pp. 1643-1670 ◽  
Author(s):  
Ahmed Ewais ◽  
Olga De Troyer
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Learning Process ◽  
Three Dimensional ◽  
Arabic Language ◽  
Female Students ◽  
Added Value ◽  
School Students ◽  
Atoms And Molecules ◽  
Mobile Ar

The chemical reaction between different molecules is an important learning subject in a chemistry course. Especially for elementary school students, this can be an abstract concept and therefore difficult to understand. One way to facilitate this learning process is to use Augmented Reality (AR) technology, which is considered as an added value compared with classical learning materials such as textbooks, two-dimensional images, video, and so forth. Among the different advantages of using AR technology in the context of the educational domain is the fact that three-dimensional technology is offering a safe environment especially if the students have to perform critical tasks such as simulating chemical reactions. This work investigates students' attitude toward the use of a mobile AR application for learning atoms' and molecules' reactions. In particular, we focused on female students because, in general, female students show less interest in science and technology than male students. We were keen to investigate whether the use of AR technology could change this attitude. The students are able to interact with different AR components to explore the possible reactions in a three-dimensional interface, to understand the structure and shape of atoms and molecules, and to view related explanations in their native language, that is, the Arabic language. The mobile AR application was evaluated by a class of 12- to 13-year-old (7th grade) students in a Palestinian primary school. The number of participants was 50, all female students. After analyzing the results, we can conclude that these female students had a positive attitude toward the use of this AR application in their learning process.

scholarly journals School of the Future: A Comprehensive Study on the Effectiveness of Augmented Reality as a Tool for Primary School Children’s Education

2021 ◽  
Vol 11 (11) ◽  
pp. 5277
Author(s):  
Afnan ◽  
Khan Muhammad ◽  
Noman Khan ◽  
Mi-Young Lee ◽  
Ali Imran ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Primary School ◽  
Learning Process ◽  
School Level ◽  
Learning Performance ◽  
School Students ◽  
Learning Methods ◽  
English Alphabet ◽  
And Performance ◽  
Methods Of Learning

With the emerging technologies of augmented reality (AR) and virtual reality (VR), the learning process in today’s classroom is much more effective and motivational. Overlaying virtual content into the real world makes learning methods attractive and entertaining for students while performing activities. AR techniques make the learning process easy, and fun as compared to traditional methods. These methods lack focused learning and interactivity between the educational content. To make learning effective, we propose to use handheld marker-based AR technology for primary school students. We developed a set of four applications based on students’ academic course of primary school level for learning purposes of the English alphabet, decimal numbers, animals and birds, and an AR Globe for knowing about different countries around the world. These applications can be played wherever and whenever a user wants without Internet connectivity, subject to the availability of a tablet or mobile device and the required target images. These applications have performance evaluation quizzes (PEQs) for testing students’ learning progress. Our study investigates the effectiveness of AR-based learning materials in terms of learning performance, motivation, attitude, and behavior towards different methods of learning. Our activity results favor AR-based learning techniques where students’ learning motivation and performance are enhanced compared to the non-AR learning methods.

scholarly journals An Augmented Reality-Based Mobile Application Facilitates the Learning about the Spinal Cord

2020 ◽  
Vol 10 (12) ◽  
pp. 376
Author(s):  
Jacks Fernandes ◽  
Ariel Teles ◽  
Silmar Teixeira
Keyword(s):  
Spinal Cord ◽  
Augmented Reality ◽  
Learning Process ◽  
Mobile Application ◽  
Three Dimensional ◽  
Learning Factor ◽  
System Usability Scale ◽  
Mobile Ar ◽  
Three Dimensional Models ◽  
Teaching Learning

Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. Divided, they performed learning tasks through a questionnaire. We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education. As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). SUS results were promising in terms of usability and learning factor. We concluded that studying the spinal cord through NitLabEduca seems to favor learning when used as a complement to the printed material.

scholarly journals The effect of using Different model of images in Augmented Reality on cognitive achievement development of high school students in Jazan in computer curriculum: أثر اختلاف نمط عرض مصورات الواقع المعزز في تنمية التحصيل المعرفي لطلاب الثانوية بمنطقة جازان في مادة الحاسب الآلي

2019 ◽  
Vol 3 (31) ◽  
Author(s):  
Yahya Rasheed Alameer
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Secondary Students ◽  
Three Dimensional ◽  
Cognitive Achievement ◽  
Two Dimensional ◽  
School Students ◽  
Quasi Experimental ◽  
Image Models ◽  
Experimental Group

  The purpose of the research is to determine the effect of the difference in the mode of presentation of the enhanced reality models in the development of the cognitive achievement of secondary students in Jazan region in computer science, the researcher used quasi-experimental approach in comparing the 2D image models of Augmented reality to the first experimental group, and teaching the pattern of 3D image models of Augmented reality of the second experimental group, to ascertain the hypotheses of the research and to reveal the relationship between the independent variable and the dependent variable, the sample consisted of (60) students: (30) students in the first experimental group, which was studied using the two-dimensional Augmented Reality models, And (30) students in the second experimental group, which was studied using the pattern of Augmented Reality three-dimensional, the results showed that there were statistically significant differences at (α≤05.0) between the mean scores of the students of the first experimental groups studied using the two-dimensional Augmented Reality models, the second experiment, which was studied using the Augmented three-dimensional image models, in the post-application to test cognitive achievement, for the second experimental group studied using the three-dimensional Augmented Reality models, In the light of the results, recommendations and suggestions were made to develop the cognitive achievement of secondary students in computer and various subjects.    

scholarly journals PEMANFAATAN AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ilmawan Mustaqim
Keyword(s):  
Augmented Reality ◽  
Real Time ◽  
Learning Process ◽  
Three Dimensional ◽  
Educational Process ◽  
Object Model ◽  
Instructional Media ◽  
Abstract Concepts ◽  
The Media ◽  
Efficient Learning

AbstrakAugmented Reality (AR) dapat didefinisikan sebagai sebuah teknologi yang mampu menggabungkan benda maya dua dimensi atau tiga dimensi ke dalam sebuah lingkungan yang nyata kemudian memunculkannya atau memproyeksikannya secara real time. AR dapat digunakan untuk membantu memvisualisasikan konsep abstrak untuk pemahaman dan struktur suatu model objek. Beberapa aplikasi AR dirancang untuk memberikan informasi yang lebih detail pada pengguna dari objek nyata. Media merupakan sebuah alat atau objek yang berfungsi sebagai penghubung antara penerima dan pengirim pesan.Media pembelajaran merupakan suatu alat perantara antara pendidik dengan peserta didik dalam pembelajaran yang mampu menghubungkan, memberi informasi dan menyalurkan pesan sehingga tercipta proses pembelajaran efektif dan efisien. Media pembelajaran mengakibatkan terjadinya sebuah komunikasi antara pendidik dan peserta didik dalam proses pembelajaran. Apabila dalam proses pembelajaran tidak menggunakan media maka tidak akan terjadi proses pembelajaran.Pemanfaatan media pendidikan menggunakan Augmented Reality dapat merangsang pola pikir peserta didik dalam berpikiran kritis terhadap sesuatu masalah dan kejadian yang ada pada keseharian, karena sifat dari media pendidikan adalah membantu peserta didik dalam proses pembelajaran dengan ada atau tidak adanya pendidik dalam proses pendidikan, sehingga pemanfaatan media pendidikan dengan augmented reality dapat secara langsung memberikan pembelajaran dimanapun dan kapanpun peserta didik ingin melaksanakan proses pembelajaran. Media Pembelajaran AR dapat memvisualisasikan konsep abstrak untuk pemahaman dan struktur suatu model objek memungkinkan AR sebagai media yang lebih efektif sesuai dengan tujuan dari media pembelajaran. Kata kunci:  augmented reality, media pembelajaran AbstractAugmented Reality (AR) can be defined as a technology that can combine virtual objects two-dimensional or three-dimensional into a real environment and then bring it or project it in real time. AR can be used to help visualize abstract concepts for the understanding and the structure of an object model. Some AR application designed to provide more detailed information on the user of the real object. Media is a tool or object that serves as a liaison between the recipient and the sender of the message.Learning Media is an intermediary tool between educators with learners in the learning that is able to connect, inform and distribute the messages so as to create an effective and efficient learning process. Instructional media resulting in a communication between educators and learners in the learning process. If the learning process does not use the media then there will be a learning process.Implementation media education using Augmented Reality can be stimulate the mindset of students in critical thinking about something issues and events that exist in everyday life, because of the nature of the medium of education is to help learners in the learning process with the presence or absence of teachers in the educational process, so that the use of the media augmented education with reality can directly provide learning wherever and whenever the learner wants to implement the learning process. Learning Media AR can visualize abstract concepts for the understandingand the structure of an object model enables the AR as a more effective media in accordance with the purpose of learning media. Keywords : augmented raeality, utilzation of instructional media

The Use of Augmented Reality as a Teaching Tool

2019 ◽  
pp. 405-449
Author(s):  
Ilana de Almeida Souza Concilio ◽  
Beatriz de Almeida Pacheco ◽  
Ana Grasielle Dionísio Corrêa
Keyword(s):  
Augmented Reality ◽  
Young People ◽  
Learning Process ◽  
Teaching And Learning ◽  
Three Dimensional ◽  
Teaching Tool ◽  
Complex Data ◽  
Motivation To Work

Augmented reality (AR) has shown to be a facilitating tool and motivation to work with children, young people, and adults in times of recreation (entertainment) and also in classrooms (formal spaces of education). Augmented reality provides a different way of learning with the support of different technologies such as computers, tablets, and smartphones. It allows easy visualization and manipulation of the study object, reproducing the complex data in the form of objects and three-dimensional texts, increasing the student's ability to perceive, which is stimulated by the possibility of interaction with the interface. This chapter aims to present the different augmented reality technologies used in education and also to discuss methodologies for the use of augmented reality applications to improve the teaching and learning process.

scholarly journals E-Magazine Based on Augmented Reality Digestive as Digital Learning Media for Learning Interest

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Zulfarina Zulfarina ◽  
Wan Syafii ◽  
Deka Gusnia Putri
Keyword(s):  
High School Students ◽  
Augmented Reality ◽  
Learning Process ◽  
Evaluation Model ◽  
Technical Aspect ◽  
Digital Learning ◽  
Design Development ◽  
School Students ◽  
Learning Interest

The obstacle faced in the learning process so far is the low interest in student learning. Many factors affect interest in learning, one of which is the lack of variety of teaching materials or learning media used by teachers in schools. The use of augmented reality (AR) in education is an important topic of research although its use is still in its infancy. The purpose of this research is to develop learning media, AR-based e-magazine to increase students' interest in learning high school students, on the material of the digestive system. The development of the e-magazine is carried out using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The parameters in this study are the quality of the e-magazine and interest in learning. Testing interest in learning is done using an interest questionnaire given to students for the control class consisting of 36 students and the experimental class consisting of 36 students. The results of the development of AR-based e-magazines are relatively good. This can be seen from the validation results with a very valid category. Based on the didactic aspect, a score of 3.82 was obtained in the very valid category, the constructive aspect was 3.85 in the very valid category and the technical aspect was 3.78 in the very valid category. The results showed that the use of AR-based e-magazines increased interest in learning. Interest in learning obtained a score of 0.342 in the high category. Thus, it can be concluded that the use of AR-based e-magazines as digital learning media can be used in the learning process. 

scholarly journals Validity and Reliability of Green Skills Instrument

2018 ◽  
Vol 10 (3-3) ◽  
Author(s):  
Arasinah Kamis ◽  
Mohd Azlan Mohammad Hussain ◽  
Che Ghani Che Kob ◽  
Faizal Amin Nur Yunus ◽  
Mohd Bekri Rahim
Keyword(s):  
Learning Process ◽  
Random Sampling ◽  
Structural Equation ◽  
Degrees Of Freedom ◽  
Simple Random Sampling ◽  
Measurement Model ◽  
Peninsular Malaysia ◽  
Added Value ◽  
Validity And Reliability ◽  
School Students

Green Skills (GS) are the skills based on strong sustainability development from the aspects of technical, value knowledge and attitude that are needed by the workforce in developing economy and environment in the business, industry and society. The objective of this research was to validate the GS instrument. This research adopted the survey research method. Cluster random sampling and simple random sampling methods were utilised in selecting a total of 446 Secondary school students who enrolled the subject of Design all over Peninsular Malaysia. Structural Equation Modelling (SEM) analyses were used to determine validity and reliability in measurement model. Measurement model was fitted the data and was accepted base on suitability index (fit indices), that has been achieved namely CMIN χ2=595.204, with degrees of freedom (df) 132, CMIN/df=4.509 (≤5.0), incremental fit CFI & IFI (≤0.9), and absolute fit RMSEA=0.8(≤0.8). The instrument has been proven to be a good instrument and passed the psychometrics standards. The research findings showed there were a total of 10 elements must be present in the students. The research implicated that GS Model can be used as guidance in cultivating GS in the learning process. This GS Model is expected to cultivate a balanced environment from the aspects of attitude, knowledge and values that are needed in the students. This GS Model also can be used as the basis in developing curriculum as an added-value in training design. Furthermore, it can be used as a module in learning process that gives importance to environmental awareness among students

scholarly journals Improving Students Vocabulary Mastery through Guess My Move Game Gender-Based

2020 ◽  
Vol 5 (2) ◽  
pp. 24-37
Author(s):  
Arsyi Rizqia Amalia
Keyword(s):  
Primary School ◽  
Total Population ◽  
Female Students ◽  
Primary Grade ◽  
Female Group ◽  
Game Model ◽  
School Grade ◽  
Primary School Students ◽  
School Students ◽  
Gender Based

In learning a language, vocabulary is the most important thing that should be mastered by learners. The English ability of primary school students is very closely related to the vocabulary mastery that they have. This research aims to find the answer to the following questions: 1) How is the application of Guess My Move Game model in learning English in primary grade school students? 2) How the students' English vocabulary mastery improve by using the Guess My Move Game model? and 3) Are there differences in the mastery of English vocabulary in male and female students using Guess My Move Game model? The research method was used in this study is Classroom Action Research with Kemmis and McTaggart design. The total population was 24 students of first primary school grade. The group was divided by gender. Based on the performance of group scores, it indicates that the female group gets the highest score, but the average highest score is achieved by the male groups. The result of this research shows that the Guess My Move Game learning model can improve students’ English vocabulary mastery both in individual and group scores.

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