A study of students’ motivation using the augmented reality science textbook

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

doi:10.1063/1.4960880

Cited by 37 publications

(56 citation statements)

References 20 publications

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“…"The potential of AR in education remains unexplored and, there is a limited amount of studies investigating student motivation with the use of AR" ( [4], p. 587). This research extends previous studies performed in other countries that looked specifically at the impact of AR technology on student learning motivation [4,8,[11][12][13], with a case study from a university in South Africa.…”

Section: Introductionsupporting

confidence: 81%

“…Many people now own mobile devices and therefore have access to AR [1,6]. The use of AR for learning has been made more feasible due to advances in mobile technology and the increased use of smartphones [4,8,9,18]. Smartphones and tablets are ideal to facilitate AR experiences, due to fast processors, graphics hardware, and various onboard sensors [18].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Most people now own mobile devices, and the use of these devices has increased, thereby enabling greater access to AR [1,6]. The applications for mobile AR in education are increasing rapidly [7], and the feasibility of mobile AR has increased due to advances in mobile technology [4,8]. AR mobile applications are available for several areas of education [2], and education related AR applications are now more commonly found on mobile devices [4,9].…”

Section: Introductionmentioning

confidence: 99%

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The Impact of an Augmented Reality Application on Learning Motivation of Students

Khan

Johnston

Ophoff

2019

Advances in Human-Computer Interaction

345

176

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The research on augmented reality applications in education is still in an early stage, and there is a lack of research on the effects and implications of augmented reality in the field of education. The purpose of this research was to measure and understand the impact of an augmented reality mobile application on the learning motivation of undergraduate health science students at the University of Cape Town. We extend previous research that looked specifically at the impact of augmented reality technology on student learning motivation. The intrinsic motivation theory was used to explain motivation in the context of learning. The attention, relevance, confidence, and satisfaction (ARCS) model guided the understanding of the impact of augmented reality on student motivation, and the Instructional Materials Motivation Survey was used to design the research instrument. The research examined the differences in student learning motivation before and after using the augmented reality mobile application. A total of 78 participants used the augmented reality mobile application and completed the preusage and postusage questionnaires. The results showed that using an augmented reality mobile application increased the learning motivation of students. The attention, satisfaction, and confidence factors of motivation were increased, and these results were found to be significant. Although the relevance factor showed a decrease it proved to be insignificant.

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Section: Introductionsupporting

confidence: 81%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Impact of an Augmented Reality Application on Learning Motivation of Students

Khan

Johnston

Ophoff

2019

Advances in Human-Computer Interaction

345

176

View full text Add to dashboard Cite

show abstract

“…Recently, empirical studies have addressed the positive effectiveness of learning science by AR on learning motivation or academic achievement (Liou et al, 2017;Hsiao et al, 2016;Hwang et al, 2016). Some studies with regard to AR learning in the field of science have also focused on the evaluation of learners' attitudes or perceived usability (Gopalan et al, 2016;Lin et al, 2015;Tarng et al, 2015). However, few studies have attempted to explore how learners consider learning science with the aid of emerging technologies (e.g., AR), particularly from the perspectives of conceptions of learning, which are defined as the consideration of the learning process and objectives (Benson & Lor, 1999).…”

Section: Introductionmentioning

confidence: 99%

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.

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“…Gopalan et al (2015) evaluated the (E-star application) to enhance science textbook using AR among secondary students, where they found that e-star application can be one of the potential solutions to motivate learners and to be a source for Malaysian students. Beside the work of Goplan, Zulkifli and Abu Baker (2016) in determining whether the intervention of the enhanced science textbook using AR contributes to the learning process of the students in science, the result they reached supported the relationship between engaging, enjoyment and fun. Presently, there is a study of using the mobile AR for physics experiments (Abubakar et al, 2018).…”

Section: Augmented Reality and Its Role In Learningmentioning

confidence: 88%

In-service Science Teachers' Readiness of Integrating Augmented Reality

Jwaifell

2019

JCT

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This paper investigates the readiness degree among in-service science teachers in Ma'an Governorate for integrating augmented reality in teaching according to Technological, Pedagogical and Content Knowledge TPACK framework and its domains. The study sample consisted of (60) in-service science teachers enrolled voluntary in the study. The researcher used descriptive statistics, ANCOVA and T-test. The data analyses revealed significant differences among teachers' readiness in a high degree. Paired sample t-test showed female teachers' readiness higher than male teachers at all of the TPACK the domains. Results of ANCOVA revealed that experience of teachers' readiness do not differ significantly. The study recommended the focus on integrating augmented reality within learning environments.

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A study of students’ motivation using the augmented reality science textbook

Cited by 37 publications

References 20 publications

The Impact of an Augmented Reality Application on Learning Motivation of Students

The Impact of an Augmented Reality Application on Learning Motivation of Students

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

In-service Science Teachers' Readiness of Integrating Augmented Reality

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