A Literature Review on Mobile Augmented Reality in Education

Yusuf, Yus Amira Mohd; Ismail, Ismahafezi; Hamzah, Wan Mohd Amir Fazamin Wan; Amin, Mat Atar Mat; Arsad, Mohd Azhar M.

doi:10.1007/978-3-031-08090-6_56

Cited by 7 publications

(3 citation statements)

References 53 publications

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“…This can support the development of spatial intelligence and improve students' critical thinking, analytical, and creative skills. Additionally, research has demonstrated the effectiveness of ARbased learning media in displaying physical phenomena (Yusuf, Ismail, Hamzah, Amin, & M Arsad, 2023). Overall, the incorporation of AR in geography education can help students think logically, systematically, and synthetically, and solve real-world problems.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality-Based Mobile Learning: Enhancing Student Spatial Intelligence

2023

JHETP

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Mobile learning is highly recommended for teachers in implementing virtual learning during the COVID-19 pandemic as a substitute for face-to-face learning. This study aims to provide an overview of the development of Augmented Reality (AR)-based Learning Mediums in improving students' spatial intelligence on the basics of Mapping, Remote Sensing, and Geographic Information Systems in SMA inWest Sumatra. The results showed that there was an increase in the spatial ability of students in the Basics of Mapping, Remote Sensing, and Geographic Information Systems in Class X's odd semester using augmented reality-based mobile learning.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality-Based Mobile Learning: Enhancing Student Spatial Intelligence

2023

JHETP

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“…The use of augmented reality media and cognitive style has significant results on the science process skills of elementary school students because augmented reality media can channel messages from sender to receiver so that it stimulates thoughts, feelings, concerns and interests and willingness of students in such a way that the learning process occurs to achieve learning objectives effectively (Byvaltsev & Iskritskiy, 2021;Yusuf et al, 2023). The utilization of simple and easy media to implement, for example, utilizing real media found in the surrounding environment, is expected to create interesting and fun learning situations to overcome problems experienced by students to increase student learning motivation (Garzón et al, 2020).…”

Section: Figure 2 the Interaction Of Using Augmented Reality Media On...mentioning

confidence: 99%

Augmented Reality as Learning Media: The Effect on Elementary School Students’ Science Processability in Terms of Cognitive Style

2023

JHETP

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This research aimed to determine whether there is an effect of using Augmented Reality media on the science process ability of elementary school students in terms of cognitive style. The method used in this research was experimental. Data were processed using a two-way Anava test technique, with a data analysis design using a treatment by level 2x2 design with a cognitive style moderator variable. The research result showed significant differences in the learning outcomes of science process ability between groups of students who take lessons using augmented reality media and groups of students who take lessons with multimedia media. Then, there was also an interaction effect between Augmented reality and cognitive style on learning outcomes of science process ability and there were differences in learning outcomes of science process ability between groups of students who have an independent cognitive style field and dependent cognitive style field.

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“…Particularly, this AR technology is highly effective in engineering practice, which mainly deals with problems and simulations that are difficult to understand intuitively (Yusuf et al, 2023;Cao & Yu, 2023;Diegmann et al, 2015;Takrouri et al, 2022). To overcome the above-mentioned difficulties, various studies have attempted to use AR for circuit practice.…”

Section: Introductionmentioning

confidence: 99%

Study on an Ar-Based Circuit Practice

Na,

Kim

2024

Appl. Comput. Sci.

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Recently, the number of AR-based practice cases has been increasing. In this paper, the effect of AR-based circuit practice was examined through an experiment with 60 subjects (control group: 30, experimental group: 30). The report score, completion time, question count, and USE questionnaire were used in the analysis. As a result of the experiment, the report score was significantly increased by 15.48% in the experimental group (△report: +18 points) than in the control group (△report: +7 points). Question count decreased twice as much in the experimental group (△question: -18 times) as in the control group (△question: -9 times). The completion time of the experimental group (△time: -16 min) was reduced by approximately 4 min more than that of the control group (△time: -12 min), however, the difference was not statistically significant. The USE questionnaire received evaluations of 6.0 or higher (on a 7-point scale) in all categories (usefulness, ease of use, ease of learning, satisfaction). Therefore, From the experimental results, the proposed AR-based circuit practice is confirmed to be more effective than traditional circuit practice.

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A Literature Review on Mobile Augmented Reality in Education

Cited by 7 publications

References 53 publications

Augmented Reality-Based Mobile Learning: Enhancing Student Spatial Intelligence

Augmented Reality-Based Mobile Learning: Enhancing Student Spatial Intelligence

Augmented Reality as Learning Media: The Effect on Elementary School Students’ Science Processability in Terms of Cognitive Style

Study on an Ar-Based Circuit Practice

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