Evaluation of E-Star: An Enhanced Science Textbook Using Augmented Reality Among Lower Secondary School Students

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Mohamed, Nur Fadziana Faisal; Alwi, Asmidah; Mat, Ruzinoor Che; Bakar, Juliana Aida Abu; Saidin, Aeni Zuhana

doi:10.11113/jt.v77.6813

Cited by 17 publications

(21 citation statements)

References 20 publications

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“…When students are exposed to mathematics and science courses at this time, it increases their self-efficacy. In order to raise the interest of Malaysian students in STEM subjects; various groups need to play their roles in organizing programs to promote STEM such as STEM Team Fair [10], Smart Click Camping [7], and continue to develop mobile apps for science textbooks such as iSains [11] and E-Star [12].…”

Section: Introductionmentioning

confidence: 99%

Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

Zainal¹,

Din²,

Majid³

et al. 2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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The aim of this paper is to assess students' perceptions of their competency and interests in Science, Technology, Engineering and Mathematics (STEM) throughout Malaysia. These perceptions are obtained during and after they were engaged in using a STEM module and building a robotic prototype that was in line with the STEM teachers' specification, and was conducted at the National Science Centre, Malaysia. This activity was undertaken because the target ratio for the number of students enrolling in STEM programs is not met. The developed STEM module is based on four stages of the learning cycle in Kolb's experiential learning theory. The stages are Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation. These stages have five key educational activities which are watching videos, reading modules, assembling robotic components, drag and drop using blockly software and lastly playing a robotic game. The key element of the activities is the utilization of a robotic prototype as the main component in increasing the students' interest in STEM via games. This module was evaluated in both qualitative and quantitative case studies of students to inform teachers' perceptions of the developed modules and robotic prototypes. Data were collected through two training events at a science exhibition at the National Science Centre and taken from two distinct groups, namely primary and secondary school students in range 11 to 15 year old. The evaluation comprised of five areas, which were interaction, engagement, challenge, competency, and interest. The results show that developed module and robotic prototype based n teacher's perception received positive response from the respondents. It can efficiently raise students' interest in STEM that meets the Malaysia Education Blueprint 2013-2025.

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Section: Introductionmentioning

confidence: 99%

Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

Zainal¹,

Din²,

Majid³

et al. 2018

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…The students stated that AR technology increased their motivation toward the lesson. There are many studies in the literature and these show that the use of AR affects motivation positively (Gopalan et al, 2015; Kaufmann et al, 2005; Stoyanova et al, 2015; Tarng et al, 2015; Wan et al, 2018). This may be because they use new technology in their lessons and that this technology has remarkable features.…”

Section: Discussionmentioning

confidence: 99%

“…Considering the student views on experience on application use, it is can be said that AR applications are easy to use. This is due to the general ease of use of AR applications (Aydin, 2019; Gazcón et al, 2018; Gopalan et al, 2015; Martin‐Gonzalez et al, 2016). On the other hand, AR applications cause charging problems in tablet computers.…”

Section: Discussionmentioning

confidence: 99%

Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

Arici

Yılmaz

2021

Human Behav and Emerg Tech

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Using augmented reality (AR) in science education is one of the popular topics that have been researched in recent years. However, more qualitative studies are needed as the contributions of using AR in science education to the learning experience and knowledge construction can be better understood through qualitative research. Therefore, it is important to examine the opinions of teachers and students using AR on their experiences. This study aims to reveal their views on AR technology in terms of their perceived learning, interest, attitude, and experience. A case study design was employed. The research was conducted with 40 students in 5th, 6th, 7th, and 8th grades in a secondary school and 10 science teachers. In the research, the SPACE 4D application was used for 3 weeks within the scope of “Sun, Earth, and Moon”, “Solar System and Eclipses,” and “Solar System and Beyond” subjects. The interviews were held with all participants after the 12‐h lesson. Students stated that AR increases their interest and motivation, facilitates learning, and prevents boredom. In addition, teachers stated that AR increases attention, the permanence of knowledge and curiosity, as well as concretizes the abstract concepts and is useful. In this regard, this technology can be used in science lessons to motivate students to the lesson, to help students overcome their prejudices, to change students' attitudes, and to provide more effective results.

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“…[25] , [10] 4 Interaction This a form of social relation and connection between users and an app [26] 5 Motivation This is a drive toward involvement in order to achieve (fun and enjoy) a target (learning or playing) [27] 6 Satisfaction This is the act of being contend and fond with an app [18] 7…”

Section: -3mentioning

confidence: 99%

Elements of museum mobile augmented reality for engaging hearing impaired visitors

Baker¹,

Bakar²,

Zulkifli³

2017

AIP Conference Proceedings

Self Cite

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Nowadays, designers are more concern with the issue of engagement and informal learning at museum and gallery sites. This has made studies to focus more on the use of Mobile Augmented Reality (MAR) at museum and gallery sites. However, most of the MAR applications for museum visitors are largely tailored to normal hearing visitors while the hearing-impaired (HI) visitors are not supported. The hearing impaired (HI) community account for over 5% of the world's populace which is about 360 million people. Thus, this paper explores the design elements of mobile augmented reality for engaging hearing impaired visitors at the museum site. The findings of this paper argues that there are eleven major elements of engagement of MAR needed for the design of an efficient museum MAR app for hearing impaired visitors. These eleven elements include Aesthetics, Curiosity, Usability, Interaction, Motivation, Satisfaction, Self-Efficacy, Perceived Control, Enjoyment, Focused Attention and Interest. This study pointed out that for an efficient and engaged MAR app for the HI community especially HI visitors to museum sites, these eleven elements are critical. This finding will help MAR designers and developers on how to design an efficient and engaged MAR app for the HI community at large and museum HI visitors specifically.

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Evaluation of E-Star: An Enhanced Science Textbook Using Augmented Reality Among Lower Secondary School Students

Cited by 17 publications

References 20 publications

Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

Primary and Secondary School Students Perspective on Kolb-based STEM Module and Robotic Prototype

Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

Elements of museum mobile augmented reality for engaging hearing impaired visitors

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