Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding

Authors

  • Chusnul Muali Universitas Nurul Jadid, Probolinggo, Indonesia
  • Punaji Setyosari Universitas Negeri Malang, Malang, Indonesia
  • Purnomo Purnomo Universitas Negeri Malang, Malang, Indonesia
  • Lia Yuliati Universitas Negeri Malang, Malang, Indonesia

DOI:

https://doi.org/10.3991/ijet.v15i22.16387

Keywords:

Mobile Learning, Augmented Reality, Self-Regulated Learning, Students' Concept Understanding

Abstract


This study examines the effect of mobile augmented reality and self-regulated learning on students' concept understanding. This is a quasi-research design comprising of a pre and posttest non-equivalent control group. Data were collected from 91 students divided into two groups. The self-regulated learning instrument uses a four-point Likert scale and 20 multiple-choice test items to understand the concepts. The results showed that mobile augmented reality and high self-regulated learning abilities had a better understanding concept when compared to the use of textbooks

Downloads

Published

2020-11-30

How to Cite

Muali, C., Setyosari, P., Purnomo, P., & Yuliati, L. (2020). Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding. International Journal of Emerging Technologies in Learning (iJET), 15(22), pp. 218–229. https://doi.org/10.3991/ijet.v15i22.16387

Issue

Vol. 15 No. 22 (2020)

Section

Papers