A Systematic Literature Review: Learning with Visual by The Help of Augmented Reality Helps Students Learn Better

Liono, Rishka A; Amanda, Nadiran; Pratiwi, Anisah; Gunawan, Alexander Agung Santoso

doi:10.1016/j.procs.2020.12.019

Cited by 50 publications

(33 citation statements)

References 27 publications

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“…Learning media using augmented reality is a new thing according to students. In line with this research, Liono (2021) reported that AR technology can display 3D objects as a visualization of abstract concepts. And Ramadani (2020) which states that the responses of students and teachers to the Augmented Reality-based learning module that was developed also obtained high and very high categories with a percentage of 80.38% and 100%, so the module was said to be practical.…”

Section: Practical Interactive Mediasupporting

confidence: 61%

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Qibtiyah

Sukarmin²

2022

J. Prisma. Sains

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This study aims to obtain the feasibility of Augmented Reality-based Element Card interactive media on the electron configuration submaterial according to Bohr's theory. This research uses a 4D model which is only carried out until the development stage. This research was conducted at SMAN 1 Gedangan Sidoarjo on 30 students X IPA. This study used a validation sheet instrument, pretest and posttest questions, student response questionnaires, and student observation questionnaires. If the value of the validation result is ≥ 61% then it is considered valid, the practicality value is ≥ 61% then it is considered practical, and the effectiveness value if it is classified above 0.3 which includes medium or high then it is considered effective. The results of content and construct validation are 88% and 84% are included in the very valid category. Practicality was obtained from 94.86% and 97% of student responses and observations included in the very practical. The effectiveness is obtained from learning outcomes by calculating the N-Gain and Wilcoxon Signed Ranks Test, the value of Asymp. Sig (2 tailed) is 0.000 which is smaller than 0.05 so there is a difference in the students' pretest and posttest scores. This proves that the interactive media based on the Augmented Reality Element Card can be used for chemistry learning media.

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Section: Practical Interactive Mediasupporting

confidence: 61%

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Qibtiyah

Sukarmin²

2022

J. Prisma. Sains

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“…Teachers should be able to add or update the contents easily. AR devices need to be developed in way that is easy to use and carry [10]. That is the reason behind using mobile devices in most of the reviewed articles.…”

Section: Discussionmentioning

confidence: 99%

“…Technology-Enhanced Learning (TEL) research has increasingly focused on emergent technologies such as Augmented Reality (AR) [3]. A considerable amount of literature has been published in using AR in educational contexts [4][5][6][7][8][9][10] due to the ability of AR to provide extra digital content for any subject that has some difficulties in understanding [52,90,94]. For example, Zainab and Huda [9] showed that -user satisfaction‖ is the most frequently mentioned positive impact of using AR in education.…”

Section: Introductionmentioning

confidence: 99%

Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

Tolba

Elarif

Taha

2022

IJICIS

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“…Interestingly, more authors with ideas closer to experiential and situated learning report motivation benefits; whereas, among those reporting increases in academic achievement, the mobile learning framework is more common. In spite of a common consensus of AR being beneficial for academic achievement among other advantages (Akcayir & Akcayir, 2017;Bacca et al, 2014;Singh et al, 2019), a recent meta-analysis point towards the more nuanced conclusion that AR actually helps student engagements and abstract concept understanding (Garzón et al, 2019;Liono et al, 2021).…”

Section: Pedagogymentioning

confidence: 99%

The Use of Augmented Reality in Latin-American Engineering Education: A Scoping Review

García

Borjas

Cruzata-Martínez

et al. 2022

EURASIA J Math Sci Tech Ed

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As part of a recent change, Augmented Reality (AR) has filled engineering classrooms, being employed for various pedagogical purposes around the world. However, little is known about the different features and uses of this technology in Latin America. This Scoping Review asks how are educational AR systems designed, used and evaluated in the region, comparing this to the international literature. To address this question, we charted 36 conference papers and scientific articles, taking care of the quality gaps and methodological diversity within our sample. Our results show that, even though most converge on conventional research, design and pedagogical practices, engineering educators working at institutes are taking the lead of design, pedagogical and research innovation. Furthermore, we show that Latin-American literature distinctively reveals how teachers adapt to the particular contexts of teaching, and the special importance of the usually overlooked conference papers literature.

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A Systematic Literature Review: Learning with Visual by The Help of Augmented Reality Helps Students Learn Better

Cited by 50 publications

References 27 publications

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Development of Augmented Reality-Based Interactive “Element Card” Media on Electron Configuration Submaterial According to Niels Bohr

Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

The Use of Augmented Reality in Latin-American Engineering Education: A Scoping Review

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