Sustainable Education Using Augmented Reality in Vocational Certification Courses

Abstract

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

Development and Application of an Augmented Reality Oyster Learning System for Primary Marine Education

“…Many previous studies that utilized AR technology reported significant differences between the control and experimental groups [16,21]. Although the between-group statistical results did not show significant differences in this study, the experimental group did show more improvement in terms of the oyster knowledge test scores than the control group.…”

“…AR is a computer graphic technology in which 3D virtual objects are immediately integrated into a 3D real environment [12]. AR applications in education have demonstrated significant value and advantages [15,16].…”

A systematic review of immersive technologies for education: effects of cognitive load and curiosity state on learning performance.

“…Regarding AR, no study found a negative effect on CL, 3 reported no effect (27%) and 4 (36%) a positive effect of this type of imT on learners' CL (Figure 5.b). In their respective RCT studies on 70 students, Kucuk et al (2016) and Lee & Hsu (2021) found a positive effect on CL (decrease in self-reported overall CL) when using mAR rather than traditional media (pictures and text) or e-books. They also showed an improvement in learning neuroanatomy and makeup design.…”

“…Two of them showed that the use of AR allows a more adapted CL and a better learning of Makeup design or electronics laboratory skills compared to less immersive media (e-books or manuals), but that there was no effect on motivation (Lee & Hsu, 2021;Singh et al, 2019). In a similar vein, one paper showed that VR, for teaching historical facts, had a negative effect on CL, and that this technology led to poorer learning than video media, while motivation did not change between conditions (Parong & Mayer, 2021b).…”

Network Analysis for Learners’ Concept Maps While Using Mobile Augmented Reality Gaming

“…Games using mobile technologies are complex mechanisms that create multifaceted relationships among players. The potential of LBMGs (location-based mobile games) can be explored in informal education settings [1,2] while addressing wide and diverse fields of research such as mobile learning (m-learning), situated learning, and gamebased learning [3]. According to Schito et al [4], LBMGs provide teachers with methods of conceptualizing classes with long-term learning impact, through ludic, flexible, and innovative approaches.…”