Augmented Reality Learning Research Articles

Development of Learning Innovation Using Augmented Reality Technology with a Learning Management System as a Learning Supplement

Augmented Reality technology is making significant changes in the world of education by enriching the learning experience. This article discusses the development of innovative learning by integrating Augmented Reality into the Learning Management System as a learning support. This research aims to explain the concept of incorporating Augmented Reality into a Learning Management System as a complementary approach to increasing effectiveness and engagement in learning. The integration of Augmented Reality enables the presentation of learning content in a visual and interactive form, bridging the gap between theory and practice, and increasing student motivation and understanding. The results of using Augmented Reality in learning include increased understanding of the material, higher learning motivation, and the development of practical skills. However, this article also examines the challenges that may arise, both from a technical and pedagogical perspective, during the implementation of Augmented Reality in a Learning Management System. This research provides a comprehensive view of the potential of Augmented Reality as a complement to learning in facing the changing dynamics of modern learning. This article can be a guide for educational practitioners and researchers who are interested in incorporating Augmented Reality into learning contexts in various educational environments.

Augmented Reality and Deep Learning Integration for Enhanced Design and Maintenance in Mechanical Engineering.

The convergence of augmented reality (AR) and deep learning has emerged as a transformative paradigm in the field of mechanical engineering, revolutionizing the design and maintenance processes. This paper explores the integration of AR and deep learning technologies to create a synergistic framework that enhances efficiency, precision, and overall performance in mechanical engineering applications. The fusion of AR, a technology that overlays digital information onto the physical world, and deep learning, a subset of artificial intelligence (AI) characterized by intricate neural networks, presents a groundbreaking approach to address the challenges faced in the design and maintenance phases of mechanical systems. In the design realm, this integration facilitates a more immersive and collaborative environment for engineers and designers. AR provides real-time visualization of complex 3D models and simulations, allowing engineers to interact with virtual prototypes overlaid onto physical objects. [1] Deep learning algorithms enable predictive modeling and analysis, enhancing the understanding of system behavior under various conditions. The combination empowers designers to iterate rapidly, make informed decisions, and optimize designs, ultimately reducing time-to-market and improving overall product quality. In the maintenance domain, the AR and deep learning integration transforms traditional approaches by offering intelligent and context-aware solutions. AR-enabled smart glasses or devices equipped with computer vision capabilities allow technicians to access real-time data, such as equipment specifications, maintenance procedures, and live diagnostics. Deep learning algorithms enhance fault detection and predictive maintenance by analyzing historical data and identifying patterns indicative of potential issues. This proactive approach minimizes downtime, reduces maintenance costs, and extends the lifespan of mechanical systems. The paper illuminates the potential of their integration in reshaping the landscape of mechanical engineering. The presented framework not only fosters innovation in design and maintenance but also sets the stage for a new era in which intelligent technologies work in tandem to propel the field forward.

Development of Augmented Reality-Based Mobile App Learning Media for Computer Network Hardware Material

The objective of this research is to create a mobile app-based augmented reality learning media for computer network hardware. The specific aims are to describe the application model design, application functionality, feasibility, and effectiveness of using augmented reality-based mobile app learning media on computer network hardware. The research methodology employed in this study is Research and Development (R&D). The development stages include research, data collection, planning, draft product development, product validation, revision based on product validation results, field testing, revision based on field testing results, final product refinement, and dissemination. Furthermore, to assess the improvement in learning outcomes, the Independent Sample T Test statistical method is used. The results obtained in this research show a significant difference in the experimental class compared to the control class, where the average score in the experimental class is higher. Therefore, it can be concluded that learning computer network hardware material using augmented reality has successfully improved student learning outcomes.
 Keywords: Learning Media, Augmented Reality, Mobile Apps, Computer Network Hardware.

Pemanfaatan Remitensi Buruh Migran Perempuan untuk Meningkatkan Kesejahteraan Keluarga yang Ditinggalkan

The purpose of this study was to determine the effectiveness of the use of augmented reality learning media on geography subjects in class X SMAN 36 Jakarta. This research uses an experimental method with Nonrandomized Control Group Pretest Posttest Design. The population of this study were students of class X SMAN 36 Jakarta with research samples selected by randomized sampling technique, namely X E1 as the experimental class and X E2 as the control class. Data collection techniques used were tests on two classes and distributing questionnaires filled out by experimental class students. Some of the data analysis techniques used are instrument tests, data tests as analysis requirements and data analysis tests. Based on the test results, the instrument was declared valid and reliable and the data was declared normal and homogeneous. The results showed that augmented reality learning media was declared effective to improve students' learning outcomes in geography class X SMAN 36 Jakarta with a significance value of 0.000 <0.05 and an N-Gain value of 71.069%, which included the effective category. So educators can utilize the media to be used as a praga tool that facilitates the learning process because it is proven to be able to provide an increase in student learning outcomes. For future research, it is hoped that this augmented reality media can be used in other learning materials.

Improving Students’ Collaborative Learning Experiences within a Game-Based Augmented Reality Learning Environment

In today’s post-COVID 19 world, the need to re-establish and strengthen collaborative activities is crucial in improving their learning experiences, and technology has become more prevalent as an enabler and a necessity to support this. Therefore there is a need for the development of student learning approaches that can capture their learning experiences and bridge the gap between formal learning and a more authentic, collaborative approach towards learning. Research has suggested that the use of emerging technologies such as Augmented Reality (AR) have been conducive in promoting better understanding of complex and difficult content in classes and offer learners the rich and engaging learning experience of visualizing course content, but have not yet been fully evaluated for their effectiveness in improving the learning experiences of students. As such, this study sought to design a game-based AR environment that investigated students’ attitudes and perceptions of using game-based AR, within a Team-Based Learning (TBL) class structure in their learning process, and its impact on student learning experiences. 56 Undergraduate level students participated in this mixed method research study and in this game-based AR learning environment. Data was collected on their attitudes and triangulated to obtain the study’s results. Findings showed that students were motivated to learn more, that the learning environment improved their collaboration, and were positive to having such learning experiences in their future courses, and a game-based AR learning framework, GALE, was presented. Such findings have important implications for the use of augmented reality as an instructional tool in 21st century learning environments.

The Effect of Virtual Instructor and Metacognition on Workload in a Location-Based Augmented Reality Learning Environment

The Effect of Virtual Instructor and Metacognition on Workload in a Location-Based Augmented Reality Learning Environment

Collaborative Augmented Reality in Higher Education Settings – Strategies, Learning Outcomes and Challenges

Augmented reality (AR) has the potential to enhance the learning experience of students by providing collaborative, interactive, and immersive environments. This paper reports a systematic literature review focused on examining the research studies on the use of AR in higher education from January 2018 to October 2022, specifically in the context of collaborative learning. The initial search resulted in a total of 2537 studies, of which 20 were analyzed for final review. The main findings suggest that learning using AR-enabled collaborative learning benefits students’ overall knowledge gain, improves task performance, reduces task errors, and provides a positive collaboration experience in higher education settings. This article concludes by discussing the implications of these findings and their use as guidelines by educators, designers, and researchers for developing effective collaborative AR learning content.

AR SINAPS: AUGMENTED REALITY LEARNING MEDIA TO ENHANCE CRITICAL THINKING ABILITY

The competitive world situation caused by globalization requires students in the 21st century to have the ability to think critically. Critical thinking ability is a thinking process that has a purpose and focuses on producing an idea to solve a problem. However, several studies show that students' critical thinking skills in biology are still in the low to medium category. Thus, several efforts are needed to improve critical thinking skills, one of which can be through the use of technology-based learning media. This study aims to improve students' critical thinking ability using Augmented Reality learning media. This research was carried out from January to July 2022 at State Senior High School 31 Jakarta (henceforth called SMAN 31 Jakarta). The research used a quasi-experimental design with a pretest-posttest control group design. The experimental class used AR SINAPS learning media to assist the learning process. The control class, on the other hand, used picture media. The research involved 44 students selected by simple random sampling. The participants were divided into experimental and control classes, each of which amounted to 22 students. The data analysis technique used was a t-test with a significant level (α) = 0.05. Based on the calculations on the average gain score for the experimental and control classes, a significance value of 0.01 was obtained, meaning that using AR SINAPS learning media might enhance high school students' critical thinking ability better than using the picture media.

Effectiveness and perception of augmented reality in the teaching of structured programming fundamentals in university students

INTRODUCTION: Even while studying programming languages is essential for science and technology education, some students, especially novices, may find it challenging. One reason might be that these pupils are unable to comprehend programming basics, notably the usage of selective and repeated structures (loops), which are too complex and abstract for them to comprehend. OBJECTIVES: Programming structured applications requires understanding the relationship between variable-operators and declarations, so a more intuitive and practical visualization technique is needed. In view of this, this article presents an augmented reality (AR) learning system using a DF-RA mobile application that offers visual representation and interactivity to help college students in entry-level computer science-related majors learn to program structured applications using dynamic and interactive flowcharts. METHODS: In order to examine the influences of said Augmented Reality-enhanced system on student learning, an experiment will be carried out within the group with 34 university students. All students used both an augmented reality-enhanced version and a conventional paper version (classic methodology with paper flowcharts). RESULTS: The expected results is that the augmented reality version through the DF-RA mobile application made students have a better learning efficiency than the traditional paper system. In addition, the system enhanced with Augmented Reality also made students have improved perceptions in terms of system usability, flow experience, and usage perception. CONCLUSION: Experimental findings were analyzed to demonstrate that the augmented reality learning system increases students' motivation to study structured programming fundamentals and their practical competence.

Teachers’ Perspectives on the Development of Augmented Reality Application in Geometry Topic for Elementary School

Augmented Reality (AR) is a new evolving technology that can enhance the learning experienceby making learning more engaging, has a beneficial influence on teaching and learning,and assists in comprehension, specifically when it comes to abstract concepts. Teachers playa pivotal role in accelerating the widespread use of AR in education, making it crucial toget their thoughts and perspectives. Based on the perspectives of mathematics teachers, thisresearch aims to determine the necessity for developing an augmented reality learning applicationin the geometry topic for elementary school students through a questionnaire that hasbeen answered by 52 elementary mathematics teachers from Northern State Malaysia. Thefindings of this study were analyzed using descriptive analysis with a value of Cronbach alpha(α = 0.98). The findings of the study indicate three main elements that need to be emphasizedfor the AR development process, namely learning strategy design, presentation design, andinteractivity design. Based on the mean of the research conducted, the findings of the threeelements indicate a significant necessity. The development of AR applications must incorporatethese three elements in order to assist elementary school mathematics teachers in designingAR learning applications that maximize student achievement.

Augmented reality learning media based on tetrahedral chemical representation: How effective in learning process?

The implementation of technology in the era of Society 5.0 runs massively in the world of education. One of them is in the form of augmented reality (AR) learning media. AR technology that can visualize abstract chemical topics in line with the concept of tetrahedral chemical representation. Therefore, this study aims to design and test the effectiveness of AR learning media based on tetrahedral chemical representation. This study used research and development methods with ADDIE (analysis, design, development, implementation, and evaluation) model. The topic of chemical equilibrium chemistry was chosen in this study to develop AR media. This research was conducted in three representative schools in Surakarta, Central Java, Indonesia. A total of 168 students from three representative schools (66 male and 102 female) participated as subjects in the Implementation stage. In addition, a multiple-choice instrument with 24 parallel questions on the pre- and post-test was used to determine the effect of the developed media on the experimental and control classes. The results showed that the design of AR learning media based on tetrahedral chemical representations was successfully developed and proved effective in improving learning outcomes. Student response sheets are given after using the media to find user experience regarding the strength and weaknesses of AR media.

Enhancing manufacturing education based on controller-free augmented reality learning

Based on several exemplary use-cases, the technological limits as well as the educational impact of controller-free Augmented Reality learning, using the Microsoft HoloLens 2, were investigated. The field of application was manufacturing engineering, and here in particular, the aluminum extrusion process. Compared to traditional learning environments, such as lectures and exercises, the developed test environments included the additional use of learning setups at the actual forming machine in the laboratory, enhanced by Augmented Reality. A total of 12 students from various academic years participated in the impact analysis study. The study comprised a general survey regarding various aspects of the controller-free learning, including visual and acoustic appearance of the developed scenarios as well as details regarding the control of the augmented objects. It was found that, even though none of the students had used such a device before, interacting with the holograms by hand, and not through controllers, was intuitive for the majority of students. In contrast, the interaction mode for long distances, the hand ray control mode, was assessed as unintuitive and frustrating at times. The visual and acoustic quality of the developed applications was rated high and sufficient for the use in education and production environments. Specific features developed for the extrusion press application, such as the display of Finite-Element-Simulation results, kinematic process animations, live sensor data through webservers and virtual safety walls were regarded as fundamental for the beneficial use of Augmented Reality in education and production. Based on the findings, future Augmented Reality applications in the field of manufacturing education can improve in usability and acceptance by engineering students without prior testing.

Student Response to the Use of Augmented Reality Media in the Circulatory System in Humans

This study aims to explore the students' response to the use of Augmented Reality (AR) media in learning the circulatory system in humans. Until now, students have relied on textbooks consisting of pictures and text as their learning source. However, they face difficulties when studying topics such as the circulatory system that require complex visualization. A survey method was employed to collect data from students of the Biology Study Program at IPB University. The research sample consisted of 20 randomly selected respondents. The survey was conducted using a structured questionnaire designed to gather information about student engagement, conceptual understanding, interest, and preferences in using AR learning media. The questionnaire included questions about the respondents' response to their experience using AR media, perceived benefits, difficulties encountered, and suggestions for the development of future AR media. The collected survey data was analyzed using descriptive statistical methods. Descriptive statistics were used to summarize and depict the distribution of students' responses to the use of AR media in learning the circulatory system in humans. The results of this study can be concluded that the use of AR media in learning the circulatory system in humans has shown great potential. The majority of students responded positively, finding the use of AR media visually appealing and easy to learn.

Image Tracking Berbasis AR Untuk Peningkatan Pembelajaran Buah Pada Pendidikan Anak Usia Dini (PAUD)

The current recognition and learning system still uses magazines, books and websites. This makes the lessons of the topics taught still difficult to understand. In this study, a fruit recognition learning model was created in early childhood education based on Augmented Reality and digitalized teaching aids. Augmented Reality is a technology that embodies the merging of the real world (reality) and virtual world (virtual) where this technology is also known as Virtual Reality. The marker in the form of an image will be captured by the camera, processed and a 3D fruit animation will appear on the mobile screen. The purpose of this research is to produce a fruit recognition learning model in PAUD TK Aba Sukoharjo Kalasan based on Augmented Reality and to create digitalized teaching aids. By using Augmented Reality the application can be educational and attract interest in children's curiosity. The method used in this study is the Multimedia Development Life Cycle (MDLC). The fruit recognition application has been applied to several child respondents. Based on research trials, before there was an application for interest in learning, children learned fruit recognition with a score of 73% with the predicate agreeing. The effect of positive trends on children to learn with augmented reality learning media is shown by a score of 81% of 30 child respondents stating that the application is very effective as an increase in the recognition of fruits

A review of research on AR-supported language learning

ABSTRACT Augmented Reality (AR) has gained significant attention in the field of language learning. This study conducted a systematic review of research on AR-supported language learning published between 2008 and 2022. Thirty articles were selected based on specific inclusion and exclusion criteria, and analyzed using an analytical framework with the following dimensions: (1) technologies used, (2) target languages and skills, (3) theories and pedagogical approaches, (4) learning activities, (5) methodology used, and (6) major findings, including reported problems. The study yielded the following main outcomes. The majority of studies employed mobile devices for AR learning activities, with a focus on the English language and vocabulary acquisition as the most frequently trained language component. Scholars predominantly leveraged cognitive theory of multimedia learning along with game- and task-based learning approaches in their studies. The reviewed studies mainly involved students from higher education levels, with questionnaires being the most commonly used data collection method. Reported findings pertained to affective, behavioral, and language learning outcomes such as satisfaction, engagement, and speaking ability. Scholars identified proficiency in using AR, cooperation, design strategy, and application-related issues as challenges. Based on the results of the study, several implications and recommendations were presented by the authors.

Augmented Reality Learning Media on Geographic Symptoms to Increase University Students' Knowledge of Geographic Science: Pro-Environmental Behaviour

In supporting difficult learning, innovative learning media are needed. One of the innovative learning media is augmented reality (AR). In this study, there is an AR design that is needed for the material of geographical phenomena. The method used is R D (Borg Gall, 2014). The results obtained in this study are AR designs for geographical phenomena (volcanoes, earthquakes, and tsunamis). It is hoped that the AR design for the material on geographical phenomena in this article can be useful in applying augmented reality material for geographical phenomena in social studies for lecturers who want to develop it as a learning medium for students.

Designing an Augmented Reality Learning Experience for Library Instruction as a Technology Novice

This instructional design case describes the author’s process for creating an augmented reality learning experience for library instruction at an academic library. With no budget, no team, and little experience with this type of technology, this design case describes the development of an instructional design utilizing emerging technologies. It also addresses the constraints of solo work, small or nonexistent budgets, little no experience using the technology, and interest but no support for learning and implementing an innovative solution to a design problem

3D AR Learning Media on Human Respiratory Organs to Train Elementary Science Process Skills

The background of this research was carried out because there was no application of digital media in schools and only used media in the form of books. At this time there is a great need for learning media that is interactive, interesting, and motivates students so that learning in the classroom becomes fun. However, the learning media used is only conventional media, especially in learning the material of the respiratory organs in humans. Through this statement, researchers plan to design and develop 3D Augmented Reality learning media based on the characteristics of grade V students of SDN 068 Sindanglaya. This study was made to determine the science process skills of students with the subject matter of human respiratory organs using 3D Augmented Reality learning media. The research method used is the Weak Experiment method with One-Group pretest-posttest Design. The results of the media feasibility test based on teachers, student responses and observation questionnaires of science process skills obtained an average percentage of 92.6% which indicates the category "Very Feasible". So it can be concluded that the 3D Augmented Reality learning media of respiratory organ material in humans is very feasible to use in the learning process in the classroom to train students' science process skills.

Online (versus face-to-face) augmented reality experience on nursing students’ leg ulcer competency: Two quasi-experimental studies

AimThe aim of this study was two-fold. Firstly, to describe the influence of an augmented reality (AR)-based online educational experience on the academic performance and learning determinants of nursing students related to the study of leg ulcer care. We also set out to compare these online results with those obtained in the same experience developed a year before but in a face-to-face design. BackgroundUndergraduate education in nursing aims to train students towards an acceptable level of competence for professional practice. Sometimes, some essential clinical areas of knowledge are particularly challenging for both students and nurse educators. One of these is the care of chronic wounds, particularly in leg ulcers where nurses play a key role. Currently face-to-face teaching methods are evolving to more active contexts and alternative means such as online learning and AR are becoming widely used, garnering encouraging results. DesignA quasi-experimental design was used. Two experiments were carried out to meet the aims of the study, the first one was a pre-test post-test design in one group and the second one a post-test two experimental groups design. MethodsParticipants were undergraduate nursing students from the School of Nursing of the University of Santiago de Compostela (Spain). The two experimental groups received the same training but in different environments: online during 2019/2020 (n = 111) and onsite during 2018/2019 (n = 72). The instruments selected were a knowledge and skills test and two validated questionnaires. ResultsRegarding academic performance, the study demonstrated significant differences towards learning after the AR-based online experience (Z = −9.074; p ≤ 0.001). The participants also showed good results in relation to the learning determinants studied. Compared with students receiving AR-based face-to-face teaching, the students with the online learning approach scored better in the dimensions Autonomous Learning (U=3104.5; p = 0.020) and 3D Comprehension (U=3167.0; p = 0.035). However, the participants in the onsite experience scored higher in the Attention dimension (U=3163.0; p = 0.035). ConclusionsAR positively influences academic performance and diverse educational variables when this experience is carried out online. Since both the online and face-to-face experience show statistically significant benefits in different dimensions of the learning determinants, the need to improve the AR learning experience through blended-learning environments should be promoted.

An approach to Augmented Reality Classification and an example of its usage for application development with VAK learning styles Markers

Augmented reality (AR) encompasses both technology and the experience it provides, making it applicable in real-world contexts. The field of education is particularly suited for utilizing AR techniques as a novel means of engaging with students. Various classifications of AR techniques exist, each offering remarkable potential for educational purposes. This paper presents an approach to classifying augmented reality based on the characteristics of different techniques. Additionally, we demonstrate the application of a specific type of AR technology in the development of an educational application. Furthermore, we emphasize the importance of designing augmented learning scenarios that align with the VAK learning styles, aiming to deliver personalized and immersive learning experiences. The integration of AR and VAK learning styles shows the potential for creating educational tools that are both engaging and effective.%\footnote{\ \ This work was supported by Intelligent Information systems for solving ill structured problems, knowledge and Big Data processing project Ref. Nr. 20.80009.5007.22}