Markerless Augmented Reality (MAR) through Learning Comics to Improve Student Metacognitive Ability

Nidhom, Ahmad Mursyidun; Smaragdina, Azhar Ahmad; Dyah, K N Gres; Andika, Bagus Nur R P; Setiadi, Cahyono P; Yunos, Jailani Md

doi:10.1109/iceeie47180.2019.8981411

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…Similarly, Mursydun et al, [7], achieved increased teaching levels, with a result of 97.9% implementing Markerless AR. The usability of students resulted in 98.1%, and flexibility had a result of 0.98%.…”

Section: Discussionmentioning

confidence: 89%

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Mobile Application with Augmented Reality Applying the MESOVA Methodology to Improve the Learning of Primary School Students in an Educational Center

Vilchez,

Soto,

Atuncar

2024

ijacsa

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The application was developed using the MESOVA methodology, employing technologies such as Unity, Vuforia, and Visual Studio with the purpose of enhancing the educational experience for elementary school students. This innovative tool integrates augmented reality with the pedagogical principles of MESOVA, standing out notably from other research. Focusing on topics such as scientific knowledge and design and construction skills, the application not only provides information but also includes games that encourage interaction with the universe and planets, offering a participative and meaningful educational experience. The pretest results revealed an average scientific knowledge of 9.75%, significantly increasing to 15.55% in the posttest. Similarly, design and construction skills, initially evaluated at 8.24%, experienced a remarkable increase to 14.99% in the posttest. The adaptability of the application to the specific needs of elementary school students creates a stimulating and personalized learning environment. The combination of MESOVA and augmented reality enriches the educational experience, promoting understanding, collaboration, and critical thinking among students. In conclusion, the initiative goes beyond providing basic information; it becomes a transformative educational resource that equips students with fundamental cognitive and social skills as they explore the universe through augmented reality. Ultimately, it highlights the potential of technology and pedagogy to create a dynamic and enriching educational environment for elementary school students."

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Section: Discussionmentioning

confidence: 89%

“…In the same vein, Mursydun et al, [7] aimed to implement augmented reality technology in comic learning to improve metacognitive ability in students. The results showed that the teaching level increased to 97.9% using Markerless AR, and students' usability reached 98.1%, with a usage flexibility valued at 0.98.…”

Section: Introductionmentioning

confidence: 99%

Mobile Application with Augmented Reality Applying the MESOVA Methodology to Improve the Learning of Primary School Students in an Educational Center

Vilchez,

Soto,

Atuncar

2024

ijacsa

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“…Several studies have investigated the effects of metacognition in AR environments (Agusta, 2022;Guo & Kim, 2020;Nidhom et al, 2019;Tugtekin & Odabasi, 2022). However, few studies have been conducted on the relationship between student workload and metacognition in AR learning environments.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Virtual Instructor and Metacognition on Workload in a Location-Based Augmented Reality Learning Environment

Kim,

Yu,

Seo

et al. 2023

Proceedings of the Human Factors and Ergonomics Society Annual

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Augmented Reality (AR) technology offers the possibility of experiencing virtual images with physical objects and provides highquality hands-on experiences in an engineering lab environment. However, students still need help navigating the educational content in AR environments due to a mismatch problem between computer-generated 3D images and actual physical objects. This limitation could significantly influence their learning processes and workload in AR learning. In addition, a lack of student awareness of their learning process in AR environments could negatively impact their performance improvement. To overcome those challenges, we introduced a virtual instructor in each AR module and asked a metacognitive question to improve students' metacognitive skills. The results showed that student workload was significantly reduced when a virtual instructor guided students during AR learning. Also, there is a significant correlation between student learning performance and workload when they are overconfident. The outcome of this study will provide knowledge to improve the AR learning environment in higher education settings.

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“…In [7], the work presents a gesture-based AR system to aid in understanding the anatomical structures of the human body. [8] focuses on the concept of comic-based education through markerless AR for improving metacognitive abilities of the students. Thus, there are variety of approaches for designing the educational apps based on AR and VR such as head mounted displays, markerless systems, and gesture-based systems.…”

Section: Introductionmentioning

confidence: 99%

AREL – Augmented Reality–based enriched learning experience

Geetha

Mala²

2022

ACTA IMEKO

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<p class="Abstract"><span lang="EN-US">In the present era, teaching can occur either on a chalkboard or on a projected powerpoint presentation on the wall. Traditional teaching methods such as blackboards and powerpoint presentations are being phased out in favor of enriched learning experiences provided by emerging edtech. With the closure of schools due to COVID-19, the demand for online educational platforms has also increased. Furthermore, some of the recent trends in edtech include personalized learning, gamification and immersive learning with eXtended Reality (XR) technologies. Due to its immersive experience, XR is a pioneering technology in education, with multiple benefits including greater motivation, a positive attitude toward learning, concrete learning of abstract concepts, and so on. Existing Augmented Reality (AR) based education applications often rely on unimodal input such as marker-based trigger to launch the educational content. Hence, this work proposes a multi-modal interface to enable the content delivery through marker and speech recognition-based content delivery. Additionally, the proposed work is designed as mobile based AR platform with the regional language support to increase the ubiquitous accessibility of the AR content. Thus, the proposed mobile AR based enriched learning (AREL) platform provides a multi-modal mobile based educational AR platform for primary students. Based on the feedback received after the usage, it is observed that AREL improves the learning experience of the students.</span></p>

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Markerless Augmented Reality (MAR) through Learning Comics to Improve Student Metacognitive Ability

Cited by 7 publications

References 18 publications

Mobile Application with Augmented Reality Applying the MESOVA Methodology to Improve the Learning of Primary School Students in an Educational Center

Mobile Application with Augmented Reality Applying the MESOVA Methodology to Improve the Learning of Primary School Students in an Educational Center

The Effect of Virtual Instructor and Metacognition on Workload in a Location-Based Augmented Reality Learning Environment

AREL – Augmented Reality–based enriched learning experience

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