Abstract
The use of augmented reality (AR) technology has increased the diversity of implementation. With this technology, users can construct an enhanced and augmented reality that can aid in knowledge acquisition by fusing observable, real-world occurrences with animated graphics, written data, or inserted images. Using a mobile augmented reality platform, instructors improve the pedagogical value of their courses while also assisting students in exploring resources in realistic ways. The objective of this research is to develop an augmented reality to encourage students' attitudes and acceptability of science students being taught series circuits via augmented reality. 33 sixth-grade pupils took part in this study in the northeastern region of Thailand. Designing augmented reality was based on a misconception. Prior research revealed common misconceptions among students, including “No light comes on if the switch is off, and parallel connections provide superior lighting than series connections.”. In addition, the architecture of augmented reality focused on a 3D display that showed a flow of electricity and electron and adjusted many parameters to measure voltage and electric current. The evaluation was conducted post-intervention. Students' attitudes and acceptance toward augmented reality were collected and discussed.
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