A Conceptual Study for Augmented Reality E-learning System based on Usability Evaluation

PurposeA makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.Design/methodology/approachWith a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.FindingsAnalytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.Practical implicationsThe study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.Originality/valueThis study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

Extended-Reality Technologies: An Overview of Emerging Applications in Medical Education and Clinical Care.

In this study, an interactive 5E learning cycle-based augmented reality system is proposed for conducting microcosmic Chemistry molecule learning activities. Augmented reality has been widely used for enhancing students' learning motivation. However, numerous studies have indicated that without effective learning strategies for helping students construct solid knowledge, their learning performance might be disappointing. To cope with this problem, an interactive 5E learning cycle approach has been adopted to develop an augmented reality mobile learning system which reinforces students' understanding of the concepts of the microcosmic structure of Chemistry molecule learning unit. In order to evaluate students' learning achievement, self-efficacy and learning behavior patterns when using this approach, an experiment was conducted to examine the effectiveness of the proposed approach. The students' learning behaviors when using the interactive AR tools to learn about microcosmic Chemistry molecule structures and the ways in which they perform the interactive 5E learning cycle-based learning tasks will be recorded. Accordingly, the learning behavioral patterns will be analyzed via lag-sequential analysis and quantitative content analysis.

The integration of technology in education enhanced student engagement and learning efficiency, particularly in challenging subjects like health education, where motivation often posed a barrier. Augmented reality (AR) was one such technology that created interactive learning experiences, allowing students to explore subjects dynamically and visually. By incorporating these tools, educators fostered a supportive learning environment that motivated students to approach their studies with greater enthusiasm. This study examined the impact of integrating AR with game-transformed inquiry-based learning (GTIBL) on primary-level students' conceptual understanding and learning motivation in health education, focusing on the bone and muscular systems. The research involved 23 fourth-grade students from a public primary school in northeastern Thailand and used a mixed-methods approach that included pre- and post-tests for conceptual understanding, learning motivation surveys, and interviews. The findings showed significant improvements in students' conceptual understanding and learning motivation, particularly in career motivation and self-efficacy. However, the study found no significant changes in intrinsic motivation, self-determination, and grade motivation, indicating that while AR and gamification were beneficial in some aspects of learning motivation, their impact was limited in cases where students already held strong pre-existing beliefs. These results suggested that integrating AR and gamification into health education could be a valuable tool for enhancing learning outcomes and motivation, especially in fields that require complex understanding and active engagement.

Augmented reality (AR) technology provides context-aware experiences by overlaying digital information onto the real world to enhance learning effectiveness and reduce cognitive load. This study aimed to develop an AR Mobile Learning System (ARMLS) to address the limitations of traditional teaching materials and help elementary-school students learn geometric concepts. The ARMLS was designed based on the fifth-grade mathematics curriculum, covering topics such as definitions, geometric properties, different views of prisms and pyramids, and their relationships. A teaching experiment was conducted to compare students’ learning achievement, motivation, and cognitive load when using the ARMLS versus traditional teaching materials. This study adopted a quasi-experimental design, where four fifth-grade classes were selected from an elementary school in northern Taiwan as experimental subjects. A total of 66 students participated in the experiment, divided into two groups: 32 students from two classes as the experimental group (using the ARMLS) and 34 students from the other two classes as the control group (using traditional teaching materials). In the teaching experiment, data were collected through pre-tests, post-tests, and questionnaires. Achievement tests assessed learning effectiveness, while learning motivation and cognitive load were measured with standardized scales. System satisfaction was evaluated using a questionnaire. The Johnson–Neyman method determined the regions of significance in the analysis of covariance. Independent-sample t-tests evaluated differences in learning motivation and cognitive load between the groups, and descriptive statistics summarized system satisfaction responses. The results indicated that (1) the ARMLS enhanced the learning achievement among low- and moderate-achieving students, (2) there was no significant difference in learning motivation between the two groups, (3) the ARMLS helped reduce students’ cognitive load, and (4) most students expressed satisfaction with the ARMLS according to the questionnaire results. The ARMLS enhances engagement and deepens understanding by making abstract geometry topics more accessible. It effectively overcomes the limitations of traditional teaching materials, providing elementary students with an interactive, hands-on approach to learning geometric concepts.

With the emerging technologies of augmented reality (AR) and virtual reality (VR), the learning process in today’s classroom is much more effective and motivational. Overlaying virtual content into the real world makes learning methods attractive and entertaining for students while performing activities. AR techniques make the learning process easy, and fun as compared to traditional methods. These methods lack focused learning and interactivity between the educational content. To make learning effective, we propose to use handheld marker-based AR technology for primary school students. We developed a set of four applications based on students’ academic course of primary school level for learning purposes of the English alphabet, decimal numbers, animals and birds, and an AR Globe for knowing about different countries around the world. These applications can be played wherever and whenever a user wants without Internet connectivity, subject to the availability of a tablet or mobile device and the required target images. These applications have performance evaluation quizzes (PEQs) for testing students’ learning progress. Our study investigates the effectiveness of AR-based learning materials in terms of learning performance, motivation, attitude, and behavior towards different methods of learning. Our activity results favor AR-based learning techniques where students’ learning motivation and performance are enhanced compared to the non-AR learning methods.

The initial observation results indicate that students are less active in the learning process and easily give up when faced with tasks deemed difficult. This study aims to describe the feasibility of physics e-books aided by flipbooks and augmented reality (AR), describe students' responses and describe students' learning motivation after the implementation of physics e-books aided by flipbooks and augmented reality (AR). This research is a type of development research using the ADDIE model. Sampling was done using purposive sampling techniques consisting of students from the Eleventh-grade science 3 class at Public High School 7 in Kota Bengkulu. The instruments used were observation sheets, teacher interview sheets, validation sheets, student response questionnaires, and pretest and posttest student learning motivation questionnaires, with data collection techniques including interviews, questionnaires, and documentation. Data were analyzed using quantitative data analysis. The research results show that the feasibility test criteria for physics e-books were obtained with a very good category. Students also responded very well to the developed physics e-books. Based on the analysis of student learning motivation questionnaires using the Gain value, it was found that students experienced an increase in learning motivation after using the developed physics e-books. Therefore, it can be concluded that physics e-books aided by flipbooks and augmented reality (AR) are highly suitable for use as learning media and can enhance students' learning motivation, especially in dynamic fluid materials

Mobile devices are now widely owned and available to the majority of people. While the affordances of mobile learning include supporting a more personalized, authentic, situated learning based on the findings of many studies, it is crucial and urgent to start rethink pedagogy and learning using mobile devices. Additionally, as the concept of augmented reality (AR) enables learners to receive additional, valuable information in a real setting, this study, thus, aims to investigate the effects of a mobile-based augmented reality simulation learning system for English vocabulary acquisition on learners of different learning styles (field independence/dependence, FI/FD) and English proficiency (high/low) in terms of learning outcome and motivation. An experimental research design was used in this study to identify any differences between FI, FD students and high/low English proficiency learners. The results showed that FD learners benefitted significantly from the mobile AR instruction on learning outcome; there was a borderline significant difference between high and low English proficiency learners on learning outcome; and neither learning styles nor English proficiency affected learning motivation after the mobile AR instruction was applied. From the findings of the present study, individual differences should be considered when a new instructional approach is applied in order to make learning more effective and motivating.

Previous studies have found out that educational applications using the Augmented Reality (AR) technology have provided immersion, motivation, fun and high level of engagement. However, designing and developing of the AR courseware with these characteristics while ensuring the effectiveness in teaching and learning process can be quite challenging. The increasingly use of AR has called for the creation of more usable products of high quality, which in turn, makes the Usability Evaluation testing an essential process. Previous researchers stressed that until very recently, where the Usability Evaluation of AR interfaces had not been systematically examined. Furthermore, nowadays usability is a fundamental factor to consider when developing educational courseware. Therefore, a good design for the usability evaluation methodology is needed which is best suited for Down Syndrome (DS) learners in early reading. This paper describes the review of usability evaluation in learning courseware and presenting the usability evaluation that has been successfully applied to previous AR applications. Next, we will present several existing usability evaluation methods as a guideline in conducting the usability evaluation for AR BACA SindD. Lastly, this paper proposed a Design of Usability Evaluation Methodology Framework for AR BACA SindD, especially for the DS children in this case study. Hopefully, the methods that were used for the evaluation as well as the suitable usability evaluation methodology proposed, can be deployed to evaluate the effectiveness of the courseware to disabled children as general and primarily to the DS children.

Learning programming concepts through traditional learning method is challenging for novice programming students due to it lacks the characteristics to motivate students to further study on the particular content. This paper analyses the results of survey given to students enrolled in computing programmes at Sunway University in 2016. The survey focused on student involvement in learning using student engagement matrix. The overall findings states that students are only moderately engaged, hence we aim to enhance the interactivity and motivation of learning through the use of Augmented Reality (AR) technology in designing the learning system for programming concepts. Two basic of programming structures are implemented and evaluated by 20 novice programming students. 80% of students agreed that AR learning method is an effective method as it provides more fun, interest, provide basic understanding and good effect for students to learn programming.

This study aims to explore the use of Augmented Reality (AR) technology in Christian Religious Education at Jayapura Joint High School. At Jayapura Joint High School, although there have been various learning methods applied, the use of Augmented Reality (AR) as a learning medium in Christian Religious Education (PAK) has not been used. This shows the untapped potential to improve the student learning experience. This research is a qualitative research. This approach was chosen because it aims to understand the phenomenon that occurs in the context of Christian religious education at Jayapura Joint High School through the use of Augmented Reality (AR) technology. The case study approach, allows researchers to investigate complex phenomena in real contexts. One of the key findings of this study is the improvement of material understanding among students who use AR as a learning medium. Students who learn to use AR show a much higher level of engagement in the learning process compared to traditional learning methods. One of the main challenges is the need for adequate hardware. Research reveals that the use of (AR) in education, especially in instilling PAK (Christian Religious Education) values, shows significant results in increasing student understanding and engagement. The results show that students who learn through AR have a higher level of information retention compared to traditional methods. AR can increase student engagement in PAK learning which has a positive impact on their learning motivation.

This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.

ABSTRACTAlthough Augmented Reality (AR) technology has already been adopted into mobile learning environments, additional effort must be put towards providing strong evidence that AR-based mobile systems are excellent educational tools that make a positive impact in or outside of the classroom. Our study utilized a similar AR-based mobile learning system developed to authentically teach a liberal arts course at a Taiwanese university. Under controlled study environments, we were able to design a system that could impart relevant concepts from the course to students outside of the traditional classroom setting. Experimental results demonstrated that students with the opportunity to learn through the proposed system demonstrated higher learning motivation, had better learning performance and comprehension abilities than those studying via the conventional outdoor instruction approach. Moreover, the questionnaire survey conducted after our study revealed that “confidence” was the most highly rated motivational factor among students who used the proposed system, suggesting that students were quite motivated to learn using the novel system supplemented with technological advances because they felt more sure of their knowledge and performance. Thus, we believe that using the proposed system can effectively improve the learning outcomes of students enrolled in the liberal arts course, with the particular benefit of boosting confidence in gaining new knowledge, which leads to an improvement of overall learning performance and motivation.

The low level of students’ spatial understanding and the limited availability of dynamic visual media capable of facilitating three-dimensional object representation in projection drawing learning constitute a strategic educational problem. Students often experience difficulties in visualizing spatial relationships, which affects both their motivation and learning outcomes. To address this issue, this study developed augmented reality (AR) learning media using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The purpose of this research was to improve students’ learning motivation and learning outcomes in projection drawing instruction. This research was conducted in the Visual Arts Education Study Program at Universitas Pendidikan Ganesha, involving 22 students as research subjects. Data were collected through interviews, observations, questionnaires, tests, and documentation. The research instruments included expert validation sheets, motivation questionnaires, and learning outcome tests. All instruments were validated by content experts, media experts, and instructional design experts. Data analysis techniques comprised descriptive analysis, normality testing, Wilcoxon tests, paired-sample t-tests, and N-gain analysis to determine the effectiveness of the developed media. The results showed that the AR learning media was highly feasible, with a validation score of 91% from content experts and 88% from media experts. Individual, small-group, and field trials indicated positive student responses, with acceptance rates between 81% and 91%. The mean pretest score increased from 41.00 to 72.41 in the posttest, with an N-gain value of 0.52 (moderate category). Students’ learning motivation also increased significantly (p = 0.000). Therefore, the developed AR media is feasible and effective for projection drawing learning.

Augmented reality visualization of biomechanical wall stresses on abdominal aortic aneurysms using artificial intelligence