Abstract
Recent study shows an increasing interest towards the implementation of augmented reality in teaching and learning. Majority of the studies in this area focuses on how this technology could impact students’ performance and various skills including visualization skills. Hence, the purpose of this study was to examine the differences in students’ visualization skills after utilizing Mobile Augmented Reality (MAR) and conventional learning in orthographic projection classroom. This study involved 60 students and was conducted in Universiti Teknologi Malaysia: 30 students in experimental group used MAR; 30 students in control group used conventional learning. In this study, mental rotation skills were measured using Purdue Spatial Visualization Test of Rotation (PSVT:R) due to its importance to ensure students understanding in orthographic projection. Results from this study showed a significant difference between students in both group where students in experimental group displayed a significantly higher level of visualization skills in terms of mental rotation skills compared to students in control group. At the end of their study, respondents were given a set of questionnaires to obtain their feedback on the use of MAR. Based on students’ positive feedback on MAR, the result proved that it can be an effective spatial visualization tool. MAR is also practical to be used in classrooms since it has low production cost.
Highlights
Teaching and learning are a fun process when it is carefully planned and executed in an exciting and creative manner
This study aims to determine the effect of using Mobile Augmented Reality (MAR) application in enhancing students‘ spatial visualization skills
The findings indicate a significant difference in students‘ mental rotation skills after they undergo the orthographic projection teaching and learning process using MAR application
Summary
Teaching and learning are a fun process when it is carefully planned and executed in an exciting and creative manner. Augmented reality is defined as a technology that allows virtual elements being embedded into real environment that runs interactively in real time (Azuma, Baillot, Behringer, Feiner, Julier & MacIntyre, 2001; Bower, Howe, McCredie, Robinson, Grover, 2014). It can be defined as a system that supplements real world objects or environments with virtual elements. Augmented reality is a new technology that offers unique affordances to its users It has been used in various field such as entertainments, medicine, military, engineering design and manufacturing (Berryman, 2012; Azuma, Baillot, Behringer, Feiner, Julier & MacIntyre, 2001). Augmented reality has a huge impact on education in which it allows the visual interactivity of learning in a unique way (Yuen, Yaoyuneyong, Johnson, 2011; Saidin, Halim & Yahaya, 2019), as well as presents the abstract concepts which cannot be done in two-dimensional format (Zagoranski & Divjak, 2003)
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