Augmented Reality Needs Analysis in Science Learning: Teacher's Perspective

Abstract

The use of Augmented Reality can increase the activities of students to blend into a natural learning environment no longer abstract. It was merging virtual objects and fundamental interactions anytime and anywhere, which can present 3D objects, which are the most important features of Augmented Reality, resulting in a learning experience different from before. The main purpose of this study is to focus on teachers' views related to material needs and the supporting factors in the acceptance of Augmented Reality, especially in science learning in elementary schools. This study took a sample of teachers in 20 public elementary schools in Surakarta, Central Java, Indonesia, with a total population of 200 teachers with a sample of 30 teachers. The sample includes teachers who have years of teaching experience with different schools. The result is that STEM and Augmented Reality have not been maximally applied in schools; There needs to be broader socialization and training to the need for various Augmented Reality-based science materials that need to be developed.

Design and development of a mobile augmented reality‐based learning environment for teaching the lives of scientists

“…These studies aim to enhance students' perceptions of science and scientists, as well as their skills in discussing philosophy, sociology, and the history of science in science education (El Takach & Yacoubian, 2020; Gandolfi, 2018; Jardim et al, 2021). On the other hand, studies related to AR applications in education generally rely on experimental methodologies (Cai et al, 2017; Domínguez Alfaro et al, 2022; Gargrish et al, 2020; Gestiardi et al, 2022; Keller et al, 2021). These studies indicate that AR applications have a positive impact on the learning process.…”