Augmented Reality Blended Learning Instruction: The Impact on Growing Motivation, Attitudes, and Knowledge in 3D Geometry

Abstract

The COVID 19 pandemic promotes several new technological products to facilitate learning process. However, there are still few studies on the integration of Augmented Reality (AR) technology into Blended Learning (BL), particularly on the education of prospective mathematics teachers. This research examines the effect of using augmented reality blended learning during the COVID 19 epidemic on 3D geometry, as well as the learning motivation and attitudes. 15 prospective teachers, including 4 males and 11 females, at one of Indonesia's private universities were engaged in to determine how 3D geometry is understood. Data on learning motivation and attitudes were collected through questionnaires and interviews and analyzed using descriptive statistics and paired-samples t-test. The results show that during the COVID-19 pandemic, augmented reality blended learning facilitates the comprehension of 3D geometry knowledge by prospective teacher applicants and promotes learning motivation and attitudes. Therefore, the use of new technology is significant to prospective teachers' needs, especially during the COVID 19 pandemic, to facilitate their teaching practice in real classrooms.

Geometric AR-based pedagogical module is beneficial: Affecting factors from the lens of Malaysian mathematics secondary school teachers

“…In a specific example, Radu, McCarthy, and Kao (2016) found that most Mathematics teachers in public schools in San Francisco expressed a general consensus that AR-based instructional tools can be beneficial in aiding students to visualize geometrical concepts such as 3D shapes and spatial properties. Furthe rmore, a study by Sudirman, Kusumah, and Martadiputra (2021) exploring teachers' perceptions of AR blended learning for advancing geometric knowledge further corroborated that teachers' view of the technology as pertinent to their instructional approach, helping them meet their students' learning objectives. Additionally, for instructors who had direct experience with technology and witnessed its benefits in teaching, they were also more inclined to integrate it into their curriculum for pupils (Cox & Graham, 2009;Kim & Lee, 2022).…”

Blended Learning in Mathematics Teacher Education: A Systematic Review

“…The surge in research during 2020 can be attributed to the COVID-19 pandemic outbreak, which disrupted students' educational activities. The pandemic compelled educational institutions to adopt blended learning in their teaching practices, leading to increased research efforts to understand [38], [39], [40], [43], [46], [47], [49], [53], [ The authors' affiliation countries shown in Table 2 and Figure 4 show that Indonesia has the highest number of publications (10 studies), published between 2019 and 2022. This can be explained by the requirement for practical standards when implementing Blended Learning in Mathematics Teacher Education: A Systematic Review social distancing starting in 2019 to stop the spread of COVID-19.…”

“…Mixed model [43], [46], [48], [49] Online practicing model [31], [32], [33], [38], [51], [55] 6 24.00…”

Aplikasi Cerita Pendek Tentang Penerapan New Normal Covid-19 Pada Anak-Anak Menggunakan Augmented Reality Berbasis Android

“…Augemented Reality yang dikembangkan yang memiliki topik terkait Covid-19 tetapi cenderung lebih ke cara pembelajaran pada masa [3], [4], [5], [6], [7], [8], [9], [10], [11], [12] dan [13] bukan pengenalan akan penerapan new normal. Peneliti memberikan batasan dalam penelitian ini yaitu:…”