Implications of AR Modules on Geometry Conceptual and Procedural Knowledge among Primary School Students

Abstract

Looking at the weakness of students in learning geometry, a study was conducted on using modules with augmented reality technology for primary school students. This study aims to identify the effectiveness of using such modules on students’ conceptual and procedural knowledge in geometry, particularly for Year 4. A random sampling of students was conducted to determine the experimental group of students who studied using modules with augmented reality. In contrast, the control group studied with traditional module methods. Fifty-nine students were involved in this study, with 29 in the experimental group and 30 in the control group. The study results analyzed by ANCOVA showed that the conceptual and procedural scores of the experimental group students were significantly better than the control group students in the post-test and the delayed post-test. Using modules with augmented reality benefits students’ conceptual and procedural knowledge in learning geometry. This study indirectly allows students to learn geometry concepts through an augmented reality technology approach with smart devices. Students also have the opportunity to learn through a student-centered approach and collaborative learning strategies while using augmented reality applications in learning. Simultaneously, using this technology is an innovation that also benefits teachers and stakeholders.