Effectiveness of Augmented Reality-Based Learning Media for Engineering-Physics Teaching

Authors

  • S. Sriadhi Universitas Negeri Medan
  • A. Hamid Department of BT Education, Universitas Negeri Medan, Indonesia
  • H. Sitompul Department of BT Education, Universitas Negeri Medan, Indonesia
  • R. Restu Postgraduate Program, Universitas Negeri Medan, Indonesia

DOI:

https://doi.org/10.3991/ijet.v17i05.28613

Keywords:

augmented reality, cognitive ability, learning outcomes

Abstract


This study aimed to determine the effect of augmented reality-based learning media and cognitive ability as well as their interaction on student learning outcomes in engineering-physics teaching. The results of the study revealed that augmented reality-based learning media improved student learning outcomes for activity-centered models and exploratory tutorial models. Furthermore, cognitive ability had a positive effect on learning outcomes, and the learning outcomes of students with high cognitive abilities were better than those of students with low cognitive abilities. Augmented reality-based learning media developed by an exploratory tutorial model proved effective for all students, while those developed by an activity-centered model was effective only for students who had high cognitive abilities.

Cover iJET Vol. 17 No. 05 (2022)

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Published

2022-03-14

How to Cite

Sriadhi, S., Hamid, A., Sitompul, H., & Restu, R. (2022). Effectiveness of Augmented Reality-Based Learning Media for Engineering-Physics Teaching. International Journal of Emerging Technologies in Learning (iJET), 17(05), pp. 281–293. https://doi.org/10.3991/ijet.v17i05.28613

Issue

Vol. 17 No. 05 (2022)

Section

Papers

License

Copyright (c) 2022 S Sriadhi, A Hamid, H Sitompul, R Restu

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