Augmented Reality in Science Education: An Application in Higher Education

Özkan, Yılmaz

doi:10.34293/education.v9i3.3907

Cited by 28 publications

(23 citation statements)

References 27 publications

(49 reference statements)

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“…The many abstract science concepts that are difficult for students to understand could be understood using AR. Previous studies found that AR effectively explained abstract concepts (Karagozlu & Ozdamli, 2017) and material difficult for students to visualise, improving their imagination skills (Yilmaz, 2021). The application of AR in the learning process has many benefits.…”

Section: Teachers' Interest In Implementing Ar In Science Learningmentioning

confidence: 99%

Teachers' perspectives toward using augmented reality technology in science learning

Rahmat

Kuswanto

Wilujeng

et al. 2023

CJES

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Augmented reality (AR) is a new technology in education, and teachers are still rarely familiar with the technology. The study aimed to introduce AR technology and determine the perspective of science teachers from various educational backgrounds on implementing AR in science learning. A mixed research design was employed in collecting quantitative and qualitative data using an online survey and one-on-one semi-structured interviews. The study participants are 32 teachers with different educational backgrounds in the Association of Science Education Teachers in West Bandung, Indonesia. The interviews were conducted with six participants selected randomly. The study found that many teachers had less knowledge of AR technology because they had experienced it for the first time. However, they were highly interested in implementing the technology in science learning after exploring its use independently. From the perspective of teachers, AR has the potential to be implemented in science learning. It could facilitate abstract concepts considered difficult for students to visualise and increase their interest and motivation in the learning process. Therefore, teachers need further training to implement AR optimally in science learning. Keywords: Augmented reality, science education, teachers' perspectives, technology, TPACK framework

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Section: Teachers' Interest In Implementing Ar In Science Learningmentioning

confidence: 99%

Teachers' perspectives toward using augmented reality technology in science learning

Rahmat

Kuswanto

Wilujeng

et al. 2023

CJES

View full text Add to dashboard Cite

show abstract

“…Many science concepts that are difficult for students could be understood using augmented reality technology. Previous studies found that it effectively explained abstract concepts (Karagozlu & Ozdamli, 2017) and material difficult for students to visualize, improving their imagination skills (Yilmaz, 2021). The application of augmented reality in the learning process has many benefits in education.…”

Section: Students' Opinion On Mobile Ar In Learning Physicsmentioning

confidence: 99%

“…All problems experienced by students can be overcome by implementing augmented reality in the learning process. Augmented reality allows students to explore concepts that are not visible to the naked eye and make them visible (Yilmaz, 2021) and it displays real objects that have never been seen before (Guntur & Setyaningrum, 2021).…”

Section: Introductionmentioning

confidence: 99%

Implementation of mobile augmented reality on physics learning in junior high school students

Rahmat

Kuswanto²,

Wilujeng

et al. 2023

JEELR

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Technology has an essential role in the educational field. Technology-based mobile has the potential to improve education through Augmented Reality (AR). This study investigates the effect of mobile augmented reality on physics learning achievement and students' opinions on using this technology. The study used a convergent parallel pattern from mixed-method models in which quantitative and qualitative data are collected simultaneously and analyzed independently. The study participants are 64 (7th-grade students) who are learning solar system concepts at one of the junior high schools in West Java Province, Indonesia. This study collects pre- and post-test data as quantitative data to analyze students' learning achievement using the normalized gain score. The result showed that the students using mobile augmented reality have higher criteria for learning achievement than those using textbooks. The qualitative data was collected from interviewed students after using mobile augmented reality and analyzing using descriptive analysis. The results of the student opinion state that augmented reality is a new learning environment that effectively helps them understand physics concepts, enhances students' learning achievement and helps concretize abstract concepts through visual 3D simulations. Moreover, according to the study, students find it easier to understand physics concepts after using mobile augmented reality.

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“…Based on the results of the analysis that has been carried out on student perceptions regarding the characteristics of the material in the optics course, it can be concluded that some material such as in module 3 in KB 2 regarding the optical system of the eye is still difficult to understand, and requires visualization to understand the material, namely AR media. In various research, AR has been used in various fields including education, medicine, pilot training, engineering, and others (Yilmaz, 2021). The use of Augmented Reality media has the potential to increase the efficiency of learning and reduce misconceptions in understanding material (Febrianti et al, 2017).…”

Section: Understanding Of Student Concepts In the Materials Of Eye Op...mentioning

confidence: 99%

Development of Augmented Reality Media to Improve Student Understanding of Optical Eyes System Materials

Widiasih

Zakirman²,

Ekawati³

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Optical material is material that is quite difficult for students because it has abstract concepts. Media that is considered an alternative solution is augmented reality. AR provides an effective learning experience because it displays 3D images so that it is easily accepted by students and makes students interested in learning. This study aims to develop augmented reality media to increase students' understanding of the eye optical system material. The type of research to be carried out in Research and Development, with the chosen development model being ADDIE. Product evaluation is carried out based on test results and product implementation. The population of this research is students of the Physics Education Study Program, FKIP UT, who are enrolled in the 2021.2-semester lectures and tutors for the Physics Education Study Program, FKIP UT. The research sample was students of the UT FKIP Physics Education Study Program who attended several 18 people (from UPBJJ UT Bogor, Jakarta, and Serang and tuweb tutors for the optics course). The data collection method consisted of administering a questionnaire. To determine the level of understanding of student material on system material eye optics, test results given to students were analyzed descriptively. Questionnaire analysis from tutors and students regarding the need for AR media was analyzed descriptively and quantitatively. The sampling technique used was random sampling, in which the entire population has the same rights and opportunities to be involved in research Based on the results of the needs analysis, it shows that 81% of students agree and need AR media to study the optical system of the eye, 72% of students agree that the material for the optical system of the watch has the potential to cause misconceptions if studied without using media. Based on the results of the needs analysis, consists of 3 main topics, namely regarding the structure of the eye, the process of seeing in the eye, and eye defects. The results of the trial analysis using AR media used a paired sample t-test to see the effectiveness of AR media. The results of the analysis of the paired sample t-test showed a Sig.2 tailed value > 0.05 so it can be concluded that there was a significant difference between before and after using AR media. In other words, it is easier for students to understand the material after being treated in the form of AR media on the concept of eye optics.

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Augmented Reality in Science Education: An Application in Higher Education

Cited by 28 publications

References 27 publications

Teachers' perspectives toward using augmented reality technology in science learning

Teachers' perspectives toward using augmented reality technology in science learning

Implementation of mobile augmented reality on physics learning in junior high school students

Development of Augmented Reality Media to Improve Student Understanding of Optical Eyes System Materials

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