Augmented Reality Applied in Astronomy Subject

Herfana, P; Nasir, Muhammad; Azhar,; Prastowo, Rizo Budi

doi:10.1088/1742-6596/1351/1/012058

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…This means that you can fast-forward time to see what will be seen later at night or select a specific date to view. There are many augmented reality programs of this kind [4,5,6], and by using special mobile phone holders that are attached to students' heads, many of them allow 3D visualization of space objects in virtual reality mode, with the ability to track head movement, which adds to the feeling of real presence.…”

Section: Figure 3 Best Astronomy Program Skysafari 7 Pro With Augment...mentioning

confidence: 99%

Rzeczywistość Rozszerzona W Nauczaniu Astronomii

KRESYAK,

MOLNAR,

GERASIMOV

2023

Przetwarzanie, Transmisja I Bezpieczeństwo Informacji

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RZECZYWISTOŚĆ ROZSZERZONA W NAUCZANIU ASTRONOMIIStreszczenie: Rozważane są nowoczesne narzędzia programowe wykorzystujące elementy rozszerzonej i wirtualnej rzeczywistości, możliwości wykorzystania zasobów internetowych, takich jak darmowe teleskopy z możliwością zdalnego sterowania, a także bazy danych obrazów kosmicznych do nauczania astronomii. Wykazano, że nowoczesne narzędzia multimedialne mogą znacząco poprawić jakość percepcji wzrokowej i pogłębić przyswajanie wiedzy z zakresu astronomii i kosmologii.

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Section: Figure 3 Best Astronomy Program Skysafari 7 Pro With Augment...mentioning

confidence: 99%

Rzeczywistość Rozszerzona W Nauczaniu Astronomii

KRESYAK,

MOLNAR,

GERASIMOV

2023

Przetwarzanie, Transmisja I Bezpieczeństwo Informacji

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“…By combining virtual digital information, text, images, and other data in a real environment, AR is a real-time interactive tool that can help complement information lacking in the physical environment and assist learners in learning abstract concepts and constructing knowledge [16]. Recent research in the field of AR-assisted science has been widely applied to astronomy [25,26], mathematics [27], science [28], STEM education [29], and environmental education [30][31][32][33]. In particular, Tarng et al [30] developed the Augmented Reality Butterfly Ecological Learning System (ARBELS) using AR technology combined with a mobile device and a GPS positioning system to raise virtual butterflies in the vicinity of food plants and nectariferous plants on campus as a background.…”

Section: Augmented Reality-based Learningmentioning

confidence: 99%

The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development

Lai²,

Hsu

2021

Sustainability

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Experiential activities are the most direct form of ecological teaching, so outdoor education is an important way of learning. Through direct observation and life experience, students will learn about the ecological environment, understand the importance of the ecological environment, raise their awareness of environmental protection, and put into practice the protection of the ecological environment. This study involved plant teaching activities that incorporated school plant learning paths into environmental education, so that students could learn about flora, experience nature, and take care of the environment. We created an augmented reality application for use in schools that takes the user on an ecological tour of the plants in the diet of butterflies. The application formed the localized and special mobile learning content in a school. Students were allowed to walk out of the classroom and use their mobile device to engage in autonomous learning, and we then determined their acceptance of the augmented reality application. Through this application we were able to tell whether students were able to adapt to learning with technology combined with traditional teaching methods. This application was tested on a group of elementary school students, who were then interviewed using quantitative and qualitative research methods to understand the users’ feedback.

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“…Traditional educational methods are carried out through face-to-face teaching where knowledge and learning are all regulated by the teacher. Some of these traditional learning methods and materials are effective, but there is increasing interest among educators and researchers to introduce a more useful method for enhancing the learning and teaching experience (Herfana, et al 2019). The knowledge transfer process in the classroom is one-way, causing students to get bored and have difficulty understanding lessons, especially abstract physics material (Doyan, et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Application Effect of PhET Virtual Laboratory and Real Laboratory on the Learning Outcomes of Class XI Students on Elasticity and Hooke's Law

Zulkifli

Azhar

Syaflita

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Physics is a scientific field that studies a lot of abstract concepts which in the learning process demands a lot of ability to do mental depictions of something being studied. This study aims to describe the cognitive learning outcomes of students who apply PhET virtual laboratory and Real Laboratory on elasticity and Hooke's law. The subjects of this study were two classes totaling 70 students of class XI MIPA SMA Negeri 2 Pekanbaru. This research uses quasi-experimental research with a quantitative approach and tests (pre-test and post-test) as data collection methods. To analyze the data, several analyzes were used, namely descriptive analysis (Absorption Power, Learning Effectiveness and Normal Gain Test) and Inferential analysis (t-test). The results showed that the average value of the pre-test class that implemented the PhET virtual laboratory was 44.40 and the post-test score was 76.20, while the average value of the pre-test class that implemented the Real Laboratory was 43.80 and the score was 43.80, post-test was 84.20. The absorption category achieved by the two classes is in the same category, namely good and the effectiveness of the learning used is in the effective category. This shows that the learning outcomes of the two classes have increased with the average gain test being classified in the moderate criteria, namely 0.54 and 0.70. In summary, the use of PhET Virtual Laboratory and Real Laboratory has a significant effect on students' cognitive physics learning outcomes. PhET Virtual Laboratory and Real Laboratory are effective for teaching Elasticity and Hooke's Law as an alternative to physics experimental activities.

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Augmented Reality Applied in Astronomy Subject

Cited by 10 publications

References 2 publications

Rzeczywistość Rozszerzona W Nauczaniu Astronomii

Rzeczywistość Rozszerzona W Nauczaniu Astronomii

The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development

Application Effect of PhET Virtual Laboratory and Real Laboratory on the Learning Outcomes of Class XI Students on Elasticity and Hooke's Law

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