Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Nurhasanah, Zakia; Widodo, Ari; Riandi, R

doi:10.22219/jpbi.v5i3.9694

Cited by 8 publications

(7 citation statements)

References 28 publications

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“…Application design is designed using Augmented Reality technology as part of a form of review of the learning material being taught. Provide clearer and more detailed information and use games as part of learning (Nurhasanah et al, 2019).…”

Section: Previous Researchmentioning

confidence: 99%

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Feryanto¹

2021

TURCOMAT

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The total population of Indonesia as of September 2020 is based on the official statistical news number 07/01/th. XXIV, 21 January 2021 issued by the Indonesian Statistics Center, totaling 270.20 million people and 10.88% or 29,397,760 people are the post Gen Z generation born from 2013 onwards with an estimated age up to 7 years of age. The post Gen Z generation is a generation that is categorized as early childhood. Moreover, learning from an early age is important so that children are familiarized with the knowledge they are most interested in and mastered so that it makes it easier for them to understand it. Especially if the learning material is delivered electronically via a smartphone which is associated with the application of the Augmented Reality (AR) method so that they are more interested in learning and with a different atmosphere in terms of delivering face-to-face subject matter in class which is sometimes boring. In this paper, we design and implement a learning model equipped with AR technology to make it easier for young children to learn subject matter that is important for their future and limited to science subject matter. In this paper, a mobile application with AR technology is proposed where users can learn from the images they capture and gain learning from the perspective of these images. What's more, the application of AR technology is also more practical and reduces the burden of carrying heavy and thick books in studying a subject matter. The model was designed using a use case diagram as a business process design and class diagrams for database design including the user interface as a representation of communication between users and applications.

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Section: Previous Researchmentioning

confidence: 99%

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Feryanto¹

2021

TURCOMAT

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“…Through AR, learning has been brought to a new dimension because learners can easily visualize what is happening and understand complex concepts. Another study by Nurhasanah et al (2019) showed that AR can positively impact students' understanding of science concepts. Based on the results of data analysis using a non-equivalent control group design, it show differences between classes that use AR media and classes that do not use AR media in the science learning process.…”

Section: A Introductionmentioning

confidence: 99%

Improving the Spatial Ability of Distance Learning Students on the Material of Three-Dimensional Shapes through Mobile Learning Applications Based on Augmented Reality

Anam,

Wiradharma,

Prasetyo

et al. 2023

JTAM

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This research develops a mobile learning application that produces a feasible and attractive product to be used as a learning resource. Then, the product was tested quantitatively on users to determine the product's readiness and its relationship to increasing the user's spatial abilities. This research is a continuing research that has been carried out previously regarding the development of ABRAR (Application of three-dimensional shapes with Augmented Reality) application (Anam et al., 2022). The product has been validated by content and media experts and has received positive feedback from student users. Data was collected in Nusa Tenggara: Regional Offices of UT Mataram and UT Kupang, involving 3.098 Elementary Education Study Program students. The sample size consisted of 310 respondents, determined using the Lemeshow formula. The product produced from this research is an augmented reality-based mobile learning application that serves as a learning resource. The results of the mobile learning media trial developed were interpreted as very positive. It shows that using mobile learning in geometry subjects provides a positive response and increases motivation in the learning process. In addition, the implementation of mobile learning in spatial ability has shown a 30% improvement in imagining the position of three-dimensional shapes. It indicates that mobile learning has influenced the respondents' spatial ability. Respondents can visualize three-dimensional shapes from a certain point of view by utilizing augmented reality (AR) technology. Furthermore, based on the feasibility test results, the resulting mobile learning meets the criteria of being excellent and feasible to use as a geometry learning medium. The result of the research is mobile learning application so that it can be applied for distance education with requirements has an Android application system and easy to connect the internet. Thus, the ABRAR application can support learning anytime and anywhere, improve understanding of the material, and improve students' spatial abilities.

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“…A lot of biology learning materials are abstract and difficult to understand due to the complexity of life concepts, especially if the learning content is microscopic or not available for direct observation (Chang, Chung and Huang, 2016;Nurhasanah, Widodo and Riandi, 2019;Wang et al, 2022). Therefore, digital visualization technologies have become essential for biology education since special equipment (such as high-tech microscopes) is often not affordable for educational institutions (Erbas and Demirer, 2019;Jenkinson, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Using mobile devices to integrate AR content in in-person or remote educational settings is more accessible and less expensive than with other types of AR hardware (such as smart glasses, headsets, AR projection systems, etc.) since most students already have appropriate smartphones (Nurhasanah, Widodo and Riandi, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Although still limited and content-specific (Erbas and Demirer, 2019), the body of literature concerning the use of AR in biology (including ecology) education is constantly growing. On the one hand, several studies have shown that AR can positively affect students' achievement in biology and ecology in formal and informal learning settings (Hwang et al, 2016;Lu and Liu, 2015;Nurhasanah, Widodo and Riandi, 2019). On the other hand, a number of studies didn't find any significant difference in students' academic achievement (learning outcomes) between AR and traditional learning materials or other digital aids (Chang, Chung and Huang, 2016;Chien et al, 2019;Erbas and Demirer, 2019;Hung, Chen and Huang, 2017;Wang et al, 2022;Weng et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

Stojšić

Ostojić²,

Stanisavljević

2022

IJCRSEE

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Augmented reality is often indicated as a usable educational technology that can be integrated into biology classes to overcome the shortcomings of traditional teaching (such as lack of visualization of abstract teaching content, students’ low participation and interest in classes, and their insufficient understanding of complex topics). Mobile applications with augmented reality experience mode have the potential to be used in online, blended/hybrid, and in-person teaching, which is particularly important during emergencies. This study’s purpose was to determine primary and secondary school students’ acceptance of augmented reality content in commercial mobile applications that can be used as a supplement in biology teaching. A total of 188 students (from schools included in this research) completed the online questionnaire. The results showed that the majority of students perceived mobile augmented reality applications as useful and easy to use, had a positive attitude, and expressed intention to use this educational technology if given the opportunity. The importance of prior evaluation regarding educational usability and performance is highlighted since technical quality (of used mobile applications) had a strong positive effect on perceived usefulness and perceived ease of use. There were no statistically significant differences between female and male and primary and secondary students, but students with prior experience with augmented reality rated perceived usefulness higher. Despite positive results, we need to raise our concerns regarding the reliability of using mobile augmented reality in biology education due to the lack of usable free content and the frequent cancellation of authoring tools and applications.

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Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Cited by 8 publications

References 28 publications

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Augmented Reality Mobile Application as Learning Media in Science Subject for the Post Gen Z Generation

Improving the Spatial Ability of Distance Learning Students on the Material of Three-Dimensional Shapes through Mobile Learning Applications Based on Augmented Reality

Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

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