In the present context of globalization, the demand for assembly skill has increased and play an essential role in today’s industry. The traditional assembly instruction, face-to-face and manual instruction, may contain unimportant information that can result in misinterpretation, which in turn may increase the number of error and takes longer time to complete the task. A new technology (AR) claims to increase the efficiency of assembly task by directly visualizing computer generated 3D information in the real environment. Therefore, this study aims to determine the impact of AR on the time of task completion and the number of error made during the assembly task. The comparative user study was quantitative involving 18 users divided into either AR group or traditional group performing a pc assembly task. Statistical analysis revealed that the time of completion and error rate for two different group is statistically significant. The findings showed that the use of AR application has resulted in decreasing the number of error made and shorten the time to complete the task than the traditional instructional manual in assemble a pc. Considering these result, it can conclude that augmented reality application is an effective and beneficial tool to be applied in assembly and education.
Design and Technology (Reka Bentuk dan Teknologi) or known as RBT, is a new subject introduced as part of the Secondary School Standard Curriculum (KSSM) in 2017. The content of this new subject focuses on the daily application of technology, specifically through the implementation of RBT project work. There is a need to assess whether this subject has a positive impact on students’ achievement, especially in project work. This study aimed to examine the factors influencing the performance of lower secondary school students in Johor Bahru district in their RBT project work. A total of 374 form three students were selected as a sample using descriptive approach and utilising quantitative research design. A questionnaire was used as the research instrument. A pilot study was conducted, and the result was analysed using the Rasch Measurement Model to determine the validity and reliability of the instruments used. Furthermore, the study’s data were analysed using the SPSS 25.0 software. The study found that students’ interest (m), attitude (s), knowledge (p), and skills (k) in RBT is at a moderate level with the mean value for each variable for (m) = 2.61, (s) = 2.79, (p) = 2.75, and (k) = 2.73. The Pearson coefficient found a significant relationship between interest, attitude, knowledge skills, and students' academic achievement, where r = 0.543 (p <0.05) for interest, r = 0.568 (p <0.05) for attitude, r = 0.526 (p <0.05) for knowledge, and r = 0.515 (p <0.05) for skills. The results of this study prove the need for a more interactive and effective teaching approach to increase students’ interests, attitudes, knowledge, and skills to improve their performance in RBT project work.
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