Mobile Augmented Reality for Biology Learning: Review and Design Recommendations

Kalana, Mohd H. A.; Junaini, Syahrul Nizam; Fauzi, Ahmad

doi:10.31838/jcr.07.12.104

Cited by 10 publications

(8 citation statements)

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“…Although many educational studies have examined AR technology in many biology topics (Kalana et al, 2020), research aimed to investigate its effectiveness when integrated with specific instructional learning designs is still very limited. In recent years, SSI instruction has gained much attention since it has been proven to have many positive impacts on learning (Sadler & Zeidler, 2005;Lee, 2007;Sadler et al, 2007;Chang et al, 2013;Subiantoro et al, 2013;Chiang et al, 2014;Gutierez, 2015;Pratiwi et al, 2016;Chang et al, 2018;Arizen & Suhartini, 2020;Martini et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Augmented reality (AR) is one of the fastest-growing modern technology that has proven potential for teaching and learning (Bacca et al, 2014;Akçayır & Akçayır, 2017;Sirakaya & Sirakaya, 2018;Kalana et al, 2020). AR enables users to interact with virtual and real-world applications in real time (Azuma, 1997).…”

Section: Introductionmentioning

confidence: 99%

“…This unique ability supports an interactive, exciting, unforgettable experience and active participation opportunities (Kiryakova et al, 2018). AR technology is suitable for studying science (Wu et al, 2013) and is mainly used for learning abstract concepts or concepts that are not visible before students' eyes (Bacca et al, 2014;Kalana et al, 2020). Therefore, AR integration into biology learning on the respiratory system is relevant and facilitates more effective learning.…”

Section: Introductionmentioning

confidence: 99%

“…Although many researchers have examined AR potential in many biology topics (Kalana et al, 2020), relatively little has been done regarding how to incorporate this technology into an instructional design of learning. It is, therefore, noteworthy that technology is not essential for educational researchers (Bronack, 2011), rather than when and how innovative technology promotes the learning process by considering the interplay among technology design, instructional method, and learning context (Chang et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning

Annisa

Subiantoro

2022

JPII

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This research investigated the impact of newly developed instructional materials that integrate mobile augmented reality technology called Mobile Augmented Reality of Respiratory System (MARRS) in socioscientific issues-based biology learning. A quasi-experimental research with a nonequivalent pretest-posttest control group design was employed to compare the MARRS and conventional SSI instructional materials using PowerPoint and students' worksheets. Two classes with 72 eleventh-grade students were randomly assigned to experimental or control groups. This research evaluated two outcome variables: conceptual knowledge and socioscientific reasoning. Results indicated no significant difference in the overall conceptual knowledge, but a significant difference was found in socioscientific reasoning between the two groups. Moreover, MARRS is shown to be better in promoting students' analyzing skills and their perspectives and inquiry of socioscientific reasoning. Overall, it can be concluded that MARRS positively impacts being integrated into socioscientific issue-based biology learning.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning

Annisa

Subiantoro

2022

JPII

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“…As today, many studies have conducted to examine AR potential in many topics (Kalana, Junaini, & Fauzi, 2020), but relatively little has been done regarding how to incorporate this technology to an instructional design of learning. It always be a debate regarding whether it is the technology or the instructional method that matter to maximize the learning process (Bronack, 2011;Wu, Lee, Chang, & Liang, 2013;Chang, Hsu, & Wu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Developing a mobile augmented reality for facilitating socio-scientific issue-based biology learning

Annisa

Subiantoro

2023

Biosfer

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This study is research and development using modified design and development research (D&DR) model through three main phases: 1) design; 2) development; and 3) evaluation with the aim of establishing an instructional product for teaching and learning. Augmented reality technology was used to develop a Mobile Augmented Reality of Respiratory System (MARRS) which was proposed for conducting socio-scientific issue-based biology learning on the topic of respiratory system. The MARRS was designed to visualize the context of smoking. More specifically, students were able to observe the structure and function of the respiratory system, simulation of smoking effects on lungs, and lung’s disorder affected by smoking. Research findings show that there are three main aspects to be considered as the framework of the MARRS development: (1) the system design; (2) features; and (3) how to incorporate the MARRS into SSI-based biology learning. Once the MARRS was developed, it went through several round of validations by experts, practitioner, and users to evaluate its properness for teaching and learning. According to the validation criteria, the MARRS was categorized as very good in general. It can be concluded that the MARRS is proper to be implemented in teaching and learning of the respiratory system topic.

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Educators’ opinions about VR/AR/XR: An exploratory study

Schwaiger,

Krajnčan,

Vukovič

et al. 2024

Educ Inf Technol

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Although many studies have investigated the possible use of virtual reality (VR), extended reality (XR), and augmented reality (AR), there is a lack of research that specifically focuses on educators’ opinions and awareness about the usage of these technologies in educational settings. Therefore, the present research aimed to investigate educators’ opinions about XR, VR, and AR technologies in education, exploring their awareness, experiences, and interest in these technologies. Findings revealed limited knowledge about VR/AR/XR technologies among educators. The awareness did not vary based on teaching experience or professional training duration. While the majority of educators expressed curiosity about VR/AR/XR technologies, most had not used them in their teaching practice. The research identified that more experienced educators and those with longer professional training had tried these technologies more often.

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Mobile Augmented Reality for Biology Learning: Review and Design Recommendations

Cited by 10 publications

References 0 publications

Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning

Mobile Augmented Reality in Socioscientific Issues-Based Learning: The Effectiveness on Students' Conceptual Knowledge and Socioscientific Reasoning

Developing a mobile augmented reality for facilitating socio-scientific issue-based biology learning

Educators’ opinions about VR/AR/XR: An exploratory study

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