Development of the MARPEX App Embedding the Mobile Augmented Reality Factors for Learning Motivation in Science Experiments

Abstract

Mobile Augmented Reality (MAR) has grown exponentially over the last four decades from imagination to real physical experience, especially in education. Previously, experts have completed the concepts of effectiveness, usability, acceptance and understanding in designing MAR applications to introduce and expose technological advances. However, most of these applications are addressed extensively for classroom science learning, while science experiments receive little attention. Students have to go through difficulties in understanding the phenomena of science and consequently become dissatisfied with their grasp on basic knowledge and eventually cannot pursue higher education or career related to science. This paper presents the development of Mobile Augmented Reality for Physics (MARPEX) application for high school students. The purpose of this application is to enhance the learning motivation in science experiments through the content of modern science. It aims to provide an individual learning experience for each student in science experiments. The MARPEX app design has gone through several phases of filtering and evaluation based on the specified objectives. This application needs to maintain the factors necessary to achieve this goal. This app has been designed and developed specifically for science (physics) experiments on the topic of electromagnetism. The application encrypts several experimental instances with the addition of good visualization to understand this phenomenon and has real-life experimental experience<strong>.</strong>

The effectiveness of the use of augmented reality-assisted physics e-module based on pedicab to improve mathematical communication and critical thinking abilities

“…So, e-module is effective to improve mathematical communication and critical thinking abilities. ) and e-modules and augmented reality (Daineko, Tsoy, Seitnur & Ipalakova, 2022;Gopalan, Bakar & Zulkifli, 2020) the developed e-module is the development of innovative learning media by utilizing technology. Students think that the developed augmented reality can help them understand the material more easily and can improve their critical thinking abilities (Syawaludin, Gunarhadi & Rintayati, 2019).…”

Effectiveness of the Augmented Reality on Improving the Visual Thinking in Mathematics and Academic Motivation for Middle School Students

“…The results of the research of Sarkar et al (2020) aimed at developing an augmented reality-based unit for the curriculum of the seventh and the eighth grades to promote student active participation in the classroom while learning lines and angles, demonstrated that the majority of the participants -representing 90.4%preferred carrying out augmented reality learning activities in pairs more than individually, and there was no significant difference between the motivation scores of the participants of both groups. Furthermore, the research of Valarmathie et al (2020) proved the effectiveness of the augmented reality technology in enhancing the learning motivation for scientific experiments. Also, many researchers demonstrated that the augmented reality technology had a positive effect on student learning motivation, and the following are some of such researches: Sudirman et al (2020), Cheng-Chang (2020), Ibáñez et al (2020), Chen (2019), Chen et al (2019), Kirikkaya and Başgül (2019), and Estapa and Nadolny (2015).…”

Arc Welding Education: Mobile Arc Welding Learning App to Improve Students’ Motivation

“…It is not only used for communication purposes only, but its use is increasing as the number of applications developed specifically for it increases. Mobile-based AR is widely applied in learning (Rohendi & Wihardi, 2020;Gopalan et al, 2020;Rusli et al 2019), cultural heritage (Baker et al, 2020;Kim & Yu, 2021;Phithak & Kamollimsakul, 2020), advertising (Choi & Choi, 2020;Idris et al, 2018) and more.…”

“…Mobile learning is useful for students as well as lecturers in improving learning efficiency due to limitations on conventional learning methods (Kukulska-Hulme et al, 2009). In education, mobile learning has been widely applied (Yahya, et al, 2018;Shamsuddin et al, 2018;Sanusi et al, 2018) and is used in various areas of learning which include; science (Gopalan et al, 2020;Liu et al, 2021;Khery et al, 2020;Baharom et al, 2020), mathematics (Yosiana et al, 2021;Amasha et al, 2021;Malik et al, 2020), and finance (Mueangpud et al, 2019;Teymurova et al, 2020;Zakaria et al, 2020).…”