Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

Authors

  • Jaitip Nasongkhla Chulalongkorn University
  • Supadaec Chanjaradwichai Chulalongkorn university
  • Thanyaporn Chiasiriphan Chulalongkorn university

DOI:

https://doi.org/10.3991/ijet.v14i07.9855

Keywords:

augmented reality, genetics, multiple-choice format, Thailand

Abstract


This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.

Author Biographies

Jaitip Nasongkhla, Chulalongkorn University

Chairman, Department of Education Communication and Technology

Supadaec Chanjaradwichai, Chulalongkorn university

lecturer at the Faculty of Education at Chulalongkorn University

Thanyaporn Chiasiriphan, Chulalongkorn university

Researcher at Innovative Educational Technology (iNET)

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Published

2019-04-11

How to Cite

Nasongkhla, J., Chanjaradwichai, S., & Chiasiriphan, T. (2019). Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand. International Journal of Emerging Technologies in Learning (iJET), 14(07), pp. 48–60. https://doi.org/10.3991/ijet.v14i07.9855

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Papers