Education-based augmented reality applications for heat learning media content lesson in physics

Suryadi, Andri; Rahayu, Galih Dani Septiyan; Amalia, Irma Fitria; Hamdani, Nizar Alam; Nuraeni, Reni

doi:10.1088/1742-6596/1280/3/032042

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…This concept was expanded upon by Winston W. Royce in 1970 (Amlani, 2012). Among the reasons for using this Waterfall Model in this project can be that it is frequently used in AG and VR design and development in the literature (i.e., Buchori et al, 2017; Hartanto et al, 2019; Koparan et al, 2023; Layona et al, 2018; Suryadi et al, 2019). Some benefits of the Waterfall Model were noted by Gencer and Kayacan (2017).…”

Section: Methodsmentioning

confidence: 99%

Professional skills training in developing digital materials through augmented and virtual reality applications

Gökbulut

Durnalı

2023

Psychology in the Schools

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A good deal of research has stressed that teaching staff are expected to continuously improve their profession. However, we observed that there is a need for more practical‐based research investigating the practices being adopted by teaching staff. Therefore, the present research aimed to explore the effect of a 9‐day practical‐based training on faculty members' and teachers' levels of professional competence in developing digital materials through augmented and virtual reality applications. The study group consisted of 15 faculty members and 15 teachers. “Digital Material Development Competence Scale” was applied as pre‐ and posttests, and semi‐structured interview questions were employed to collect data. As a result, both the quantitative and qualitative data evidenced that the training increased both faculty members' and teachers' levels of supposed professional development significantly. Subsequently, the participants' views revealed that the following contributed to the development of their skills in developing digital materials, technology use, integrating their pedagogical knowledge into technological knowledge, and lifelong learning. They are (a) receiving training on the use of augmented and virtual reality applications; (b) practicing sample applications with these tools; (c) experiencing mutually collaborative, hands‐on, and interactive learning; (d) with the help of highly motivated and expert trainers; and (e) with efficient collaboration between faculty members and teachers. In closing, not only did we report and discuss the results in line with relevant professional development and lifelong learning theories, but we also presented research activities and results as concrete examples in the context of efficient learning for the professional development of teaching staff as adults.

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Section: Methodsmentioning

confidence: 99%

Professional skills training in developing digital materials through augmented and virtual reality applications

Gökbulut

Durnalı

2023

Psychology in the Schools

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“…The waterfall model is a traditional software development process commonly used in most software development projects (A. Suryadi et al, 2019). This is a sequential model, so the completion of one set of activities leads to the start of the next activity.…”

Section: Methods Of Waterfall Software Developmentmentioning

confidence: 99%

The application of online practicum in assisting learning process of database courses using Waterfall method

Suryadi

Sufandi

Nurdiana

2022

SinkrOn

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The Open University is a State University prioritizing independent learning. Independent learning would certainly succeed if the students owned a strong determination in effectively and efficiently manage their time. In the Information Systems Study Program curriculum, there are several practical courses that must be conducted offline. In 2019 however, the phenomenon of the COVID-19 pandemic outbreak requiring all educational units to carry out learning from home had impacted on the learning process, especially the implementation of practicum at the Open University. The implementation of practicum activities usually held in collaboration with several institutions has become constrained. This triggered the possibility of not achieving student learning outcomes related to learning materials learned through practicum. Therefore, as an alternative solution, an application is required that could assist the students in carrying out practicum learning activities independently which is adapted to each teaching material. This practical application would be developed in a study using the Waterfall method consisting of analysis, design, implementation, testing and maintenance. From the results of test using the System Usability Scale (SUS), the score obtained is 64.44 (margin low). This means that the application online practicum can be used but does not meet the requirements to be implemented into existing learning systems until it gets a score of more than 80 (Acceptable).

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“…Students can carry out AR learning independently and flexibly [31]. Previous research has succeeded in developing and making learning media with augmented effectively and validly for use in vocational high school learning [27], [32] - [38]…”

Section: The Possible Augmented Reality In Vocational Educationmentioning

confidence: 99%

The Potential of Augmented Reality for Vocational High School Learning Amid Covid-19 Spread

Solikhatun¹,

Sukirno²,

Widodo³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Due to Covid-19 spread, the learning system in Indonesia changes from classroom learning to distance learning which has impact on practical learning. Practical training in vocational high school is primary important to prepare students in industrial environment. A technology is needed to combine reality and virtual into 3-dimensional form and projected in real time as known as augmented reality. Augmented reality can extend the integration of digital learning and real world. The purpose of this research to determine the possible augmented reality for vocational high school learning amid pandemic. This research used a systematic literature consisting of planning, selection, extraction and execution. This research used related previous research through the potential of augmented reality in the learning process sourced from article conference and journal since 2013-2020. The result shows that augmented reality is used as an alternative media in education learning process at all level. Augmented reality has various potentials issues used as an interactive media to manipulate the practical learning object, increase motivation, increase learning outcomes and reduce cost for long term.

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Education-based augmented reality applications for heat learning media content lesson in physics

Cited by 4 publications

References 2 publications

Professional skills training in developing digital materials through augmented and virtual reality applications

Professional skills training in developing digital materials through augmented and virtual reality applications

The application of online practicum in assisting learning process of database courses using Waterfall method

The Potential of Augmented Reality for Vocational High School Learning Amid Covid-19 Spread

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