Ecolabel with Augmented Reality on the Website to Enhance Student Environmental Awareness

Safitri, Dini; Lestari, Ika; Maksum, Arifin; Ibrahim, Nurzengky; Sudrajat, Ajat; Zahari, Musril; Iskandar, Rossi

doi:10.1155/2022/8169849

Cited by 11 publications

(13 citation statements)

References 32 publications

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“…The need to include more interactive educational material as well as clear explanations and guidelines when displaying information through augmented reality was highlighted. Aiming at enhancing student environmental awareness, Safitri et al (2022) carried out a study examining the use of augmented reality in the context of environmental education. Their study followed an experimental design and a total of 286 students (experimental group: 143 students and control group: 143 students) took part.…”

Section: Augmented Reality In Earth and Environmental Sciences Educationmentioning

confidence: 99%

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Lampropoulos

2024

Adv. Mobile Learn. Educ. Res.

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Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (e.g., Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.

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Section: Augmented Reality In Earth and Environmental Sciences Educationmentioning

confidence: 99%

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Lampropoulos

2024

Adv. Mobile Learn. Educ. Res.

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“…Regarding views on-and perception of environmental activism, stewardship, action and governance, many studies have engaged with the theme of students as activist [137], and environmental education focuses on how to teach students to gain knowledge [131] and to instill [138][139][140][141] and predict [142][143][144] environmentally responsible behavior, including on campus [145][146][147]. Studies have reported on educating students on action-related strategies [138,[148][149][150][151][152], instilling action in students [139,140,, and predicting action [175,182,183]. It has been argued that teachers do not feel equipped to teach environmental action strategies [149], and teaching methods have been questioned [184].…”

Section: Environmental Activism and Studentsmentioning

confidence: 99%

“…It has been argued that "university students are regarded as future decision-makers in society and have a high likelihood of becoming opinion-shapers in terms of the environment" [204] (p. 958). Studies have reported on students being educated in environmentrelated action strategies [138,[148][149][150][151][152], instilling action in students [139,140, and predicting action [175,182,183]. It has been argued that "determining the factors that influence young adults' engagement in environmental action is critical to further developing their active and important participation in environmental issues" [202] (p. 612).…”

Section: Students and Environmental Activismmentioning

confidence: 99%

“…We found in our pre-study review studies reporting on students being educated on environment-related action strategies [138,[148][149][150][151][152], instilling action in students [139,140,, and predicting action [175,182,183]. However, a pre-review of academic literature to inform our study showed that none of the abstracts in Scopus, Web of Sciences, and the 70 databases accessible through EBSCO-HOST containing the phrases "impact of" OR "consequence* of" OR "implication of" OR "influence of" OR "evaluation of" OR "effect of" in conjunction with "environmental activism" or environmental governance" or "environmental action" or "environmentalism" or "environmental stewardship" or "environmental advocacy" suggested an engagement with the perception of students or others on the impact of environmental activism.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Potential Impact of Environmental Activism: A Survey and a Scoping Review

Wolbring

Gill

2023

Sustainability

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Environmental issues increasingly impact the well-being, the ability to have a good life, of people, especially members of marginalized groups. Dealing with environmental issues is a long-standing and increasing focus of activism. Youth are increasingly involved in environmental activism. One focus of environmental education is how to instill the role of being a change agent into students. Marginalized groups experience many problems in relation to environmental issues, and environmental activism impacts the lived experience of marginalized groups in diverse ways. A pre-study scoping review suggested a gap in academic inquiry around “the impact of environmental activism”. The aim of our study was to decrease this gap and to better understand the perceived impact of environmental activism. We used two approaches to achieve this aim. In the first step, we used a survey to ask undergraduate students about their views on the impact of environmental activism. Given the results of the survey and that students need access to information to be able to fulfill their roles as critical thinkers and change agents, we then performed a scoping review of abstracts from Scopus, Web of Science, and the 70 databases accessible through EBSCO-HOST to ascertain what topics and which marginalized groups are engaged with in the academic inquiry of environmental activism. We found that participants felt that environmental activism has an impact on all the social groups and entities we gave them as choices, although there were differences in how positively they viewed the different groups and entities being affected. The participants also indicated that many of the well-being indicators were impacted by environmental activism, although around 30% felt that they did not have information they needed to form an opinion. Finally, our participants felt that different social groups have different ability expectations. Our scoping review found that many of the groups and indicators that our participants felt were impacted by environmental activism were not covered in the abstracts we analyzed. Our findings suggest many gaps and the need for actions and opportunities in relation to the topic of the “impact of environmental activism”.

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“…The demand for media usage in the learning process can be an effective solution by conducting learning conditions to become more accurate. Teachers can use various learning media: simply through conventional or multimedia-based teaching tools, known as interactive learning media (Kucirkova & Flewitt, 2020;Marini et al, 2022;Nuraini et al, 2020;Rihatno et al, 2020;Safitri et al, 2022b;Sujarwo et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Animation with Problem-Based Learning to Improve Student High Level Thinking Skills

Sari¹,

Marini²,

Rahmawati³

2023

CJES

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The aim of this research is to find out the effectiveness of using interactive media based on 3D animation integrated with problem-based learning to improve high-level thinking skills in fifth-grade elementary school students. This research used quantitative method. This quasi-experimental design research used test instruments to collect the data of students' higher-order thinking skills. We conduct data analysis to analyze the differences in the experimental and control classes' learning outcomes. The hypothesis test used is the average difference test, with the t-test formula. The results show that learning effectiveness with 3D animation-based learning media with a value of sig = 0.00, which is smaller than = 0.05 meaning that the results of the posttest of the experimental class are different from the control class. It can be highlighted that the conclusion is problem-based learning integrated with interactive media effectively enhancing elementary school students' high-level thinking skills.

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Ecolabel with Augmented Reality on the Website to Enhance Student Environmental Awareness

Cited by 11 publications

References 32 publications

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Potential Impact of Environmental Activism: A Survey and a Scoping Review

Animation with Problem-Based Learning to Improve Student High Level Thinking Skills

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