Augmented Reality Blended Learning Instruction: The Impact on Growing Motivation, Attitudes, and Knowledge in 3D Geometry

Abstract

The COVID 19 pandemic promotes several new technological products to facilitate learning process. However, there are still few studies on the integration of Augmented Reality (AR) technology into Blended Learning (BL), particularly on the education of prospective mathematics teachers. This research examines the effect of using augmented reality blended learning during the COVID 19 epidemic on 3D geometry, as well as the learning motivation and attitudes. 15 prospective teachers, including 4 males and 11 females, at one of Indonesia's private universities were engaged in to determine how 3D geometry is understood. Data on learning motivation and attitudes were collected through questionnaires and interviews and analyzed using descriptive statistics and paired-samples t-test. The results show that during the COVID-19 pandemic, augmented reality blended learning facilitates the comprehension of 3D geometry knowledge by prospective teacher applicants and promotes learning motivation and attitudes. Therefore, the use of new technology is significant to prospective teachers' needs, especially during the COVID 19 pandemic, to facilitate their teaching practice in real classrooms.