Trend and Visualization of Virtual Reality   Augmented Reality in Physics Learning From 2002-2021

Prahanı, Binar Kurnia; Saphira, Hanandita Veda; Wıbowo, Firmanul Catur; Mısbah, Mısbah; Sulaeman, Nurul Fitriyah

doi:10.36681/tused.2022.164

Cited by 8 publications

(5 citation statements)

References 96 publications

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“…Scopus is the world's largest abstracting and indexing database, with 84 million records containing over 18.0 million open access items, including gold, hybrid gold, green, and bronze, as well as 10.9 million conference papers, 25.8 thousand active peer-reviewed journals, and over 7,000 publishers (Elsevier, 2022). In addition, Scopus covers a wider range of educational disciplines than other databases, such as the Web of Science (WoS) (Irwanto et al, 2023;Prahanı et al, 2022;Supriadi et al, 2022). As a result, using the Scopus database enables researchers to shed light on areas that may not be covered in WoS.…”

Section: Data Collectionmentioning

confidence: 99%

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The Past and Present of Thought Experiments' Research at Glancy: Bibliometric Review and Analysis

Bancong

2024

Preprint

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In the development of physical theories, thought experiments play a crucial role. This topic has been the subject of study since 1976, and its progress has continued until the present. This study aims to provide a more complete picture of the progress of thought experiments over the past two decades. This study employs bibliometric mapping methods. There were a total of 679 published papers analyzed, including articles (504), conference papers (92), and book Chaps. (83) from numerous sources. This data was retrieved from the Scopus database. The study's findings reveal that research and publications on thought experiments are of interest and have gotten a lot of attention during the last eight years. According to the findings, 85% of the top 20 publishers contributing to thought experiments are from journals in the first and second quartiles (Q1 and Q2). This level shows the quality and significant influence of a journal. The geographical distribution then reveals that the United States contributes the most to thought experiments research, with 213 documents, 2592 citations, and 47 links. We also discovered several prospective keywords that could be the focus of future academics based on our bibliometric study, including artificial intelligence, physics education, fiction, god, theology, productive imagination, technology, speculative design, and critical design. Therefore, this study contributes to providing a thorough picture of thought experiment research trends and future directions of potential topics that can be the focus of future researchers.

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Section: Data Collectionmentioning

confidence: 99%

“…Because of Scopus's comprehensive coverage of scholarly articles in the eld of education (Irwanto et al, 2023;Prahanı et al, 2022;Supriadi et al, 2022), it was chosen as the database for this study. Scopus is also a popular resource for bibliometric research (Irwanto et al, 2023;Pranckutė, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Past and Present of Thought Experiments' Research at Glancy: Bibliometric Review and Analysis

Bancong

2024

Preprint

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“…The utilization of game-based teaching methodologies has been shown to enhance students' performance as well as motivation (Byusa et al, 2022;Krouska et al, 2022). In line with this, the trend of using Augmented Reality (AR) in learning has increased in the last few decades (Hidajat, 2023;Prahanı et al, 2022). Academic innovation via technological advances, including mobile games, will offer an innovative setting for learners to enjoy while studying.…”

Section: Introductionmentioning

confidence: 99%

Cooperative model, digital game, and augmented reality-based learning to enhance students critical thinking skills and learning motivation

Rizki,

Suprapto,

Saphira

et al. 2024

JPR

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Low levels of critical thinking skills and learning motivation, particularly in physics learning, pose significant challenges that must be promptly addressed to ensure students' future success. To tackle this issue, the present study endeavors to develop a Cooperative Model, Digital Game, and Augmented Reality (CAP)-based learning, which is both valid and practical, to enhance these crucial aspects effectively. This study used Educational Design Research through a non-equivalent control group design in the data collection process. Using purposive sampling method, 54 high school students were divided into two classes were involved. The data collection period was from July to August 2022. The research instruments used include syllabus, lesson plan, Adventuring Physics media, critical thinking test instrument, motivation questionnaire, student response questionnaire, validation questionnaire, and observation sheet. Statistical tests used include descriptive, paired, and independent t-tests. The results reveal that the learning products and instruments exhibit strong validity and reliability, alongside a high degree of practicality in their implementation. The experimental group demonstrated a notable improvement both in critical thinking skills and learning motivation. Additionally, students' feedback regarding this learning approach has been overwhelmingly positive. Consequently, this research highlights the importance of fostering more engaging and enjoyable innovations through digital learning in physics education to achieve optimal learning outcomes and enhance 21st-century skills.

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“…Students in traditional scientific education sometimes struggle with complex and complicated ideas such as physics, chemistry, and biology [12][13][14]. Through AR and VR technologies, students can enter virtual laboratories, simulate experiments, and interact with three-dimensional models of molecules, ecosystems, or celestial bodies [15][16][17]. This hands-on and experiential approach not only makes science learning more captivating but also helps students grasp complex scientific principles more effectively.…”

Section: Introductionmentioning

confidence: 99%

Metaverse: A Paradigm Shift in STEM Education for Science Learning Beyond the Review

Saphira,

Prahani,

Hariyono

et al. 2024

E3S Web of Conf.

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The integration of the Metaverse into innovative education has the potential to transform traditional teaching methods, offering new opportunities for both in-person and remote learning, ultimately making education more engaging and effective. This research aims to provide a cutting-edge assessment of how the Metaverse is integrated into education specific to science learning in the context of future employment. This article highlights its contemporary relevance and novel insights. This qualitative descriptive study uses data-gathering procedures based on the library research method. Metaverse platforms offer immersive and interactive experiences that enhance students’ understanding of scientific concepts. Metaverse-based science learning is not confined by geographic limitations, enabling a broader audience to access quality educational content. Researchers are increasingly interested in investigating the effectiveness of metaverse-based science learning, and industry support and investment drive innovation in this field. However, this study is limited in its reliance on Scopus as the sole source of articles. Nevertheless, this research is a valuable resource for educators seeking to integrate the Metaverse into science education. Researchers recommend that future researchers conduct more targeted literature reviews focusing on specific learning models, subjects, educational levels, and curriculum variations.

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Trend and Visualization of Virtual Reality Augmented Reality in Physics Learning From 2002-2021

Cited by 8 publications

References 96 publications

The Past and Present of Thought Experiments' Research at Glancy: Bibliometric Review and Analysis

The Past and Present of Thought Experiments' Research at Glancy: Bibliometric Review and Analysis

Cooperative model, digital game, and augmented reality-based learning to enhance students critical thinking skills and learning motivation

Metaverse: A Paradigm Shift in STEM Education for Science Learning Beyond the Review

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