Application of augmented reality technologies for education

Hlod, Serhii; Doroshenko, Anastasiya

doi:10.1109/csit52700.2021.9648783

Cited by 2 publications

(2 citation statements)

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“…The appropriate type of AR system should be selected based on the training content, before system design and development. The system can also be accompanied by functions, such as instant online assessment, synchronized assessment, and exchange skills to help learn what has been taught and develop critical thinking skills (Diao & Shih, 2019;Hlod & Doroshenko, 2021). The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help minimize the negative effects of disruptive face-to-face education (Khan et al, 2019;Yavuz et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…The use of virtual reality as a teaching and learning tool adjunct to traditional engineering education methods presents positive results and beneficial effects for cognitive, skills-based, and affective learning outcomes (Criollo-C et al, 2021;di Lanzo et al, 2020;Hincapie et al, 2021). The application of augmented reality for the implementation of educational projects will be expected to increase students' interest in new materials in the formation of Education in real-time artificial virtual environments with three-dimensional information with which people can interact naturally (Hendriyani et al, 2019;Hlod & Doroshenko, 2021). When students enter a virtual environment, they can have an immersive experience and feel that is truly real.…”

Section: Introductionmentioning

confidence: 99%

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Augmented Reality Media Design for Electro-Pneumatic Practical Learning for Vocational High School Students (VHS)

et al. 2023

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Many students still need to be skilled and able to practice electro-pneumatic expertise. This research aims to design augmented reality media for electro-pneumatic subjects. This study uses the development research method by adopting the ADDIE model with 5 stages. The media produced in this study will be analyzed for its practicality. The sample in this study was 16 students of class X. The instrument used for experts was using a questionnaire with 4 options. The instrument given to students to find out practicality is in the form of a questionnaire with 2 yes and no options. Data collection techniques using documentation, interviews, questionnaires, and literature review. Data analysis used quantitative descriptive data analysis techniques. The study's results, namely the assessment of instructional design experts from two experts, obtained a score of 4.43. the assessment of two material experts obtained a score of 4.5, and the assessment of two media experts obtained a score of 4.22. It was concluded that augmented reality media designed for electro-pneumatic subjects is feasible. The results of the questionnaire filled out by students scored above 80. From the results of the practicality test, it can be concluded that augmented reality media is quite practical. The implications of applying augmented reality media in practical electro-pneumatic learning in schools will be able to improve students' practical skills.

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