Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in Engineering Education

Kaur, Deepti Prit; Mantri, Archana; Horan, Benen

doi:10.1016/j.procs.2020.05.127

Cited by 102 publications

(58 citation statements)

References 6 publications

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“…Lin et al [19] studied a board game assimilating AR into health education and they found that learning motivation was improved by the integration of AR into the health education board game. Kaur et al [20] studied the use of augmented reality as a tool for interactive learning in various fields of engineering education and its contribution towards student motivation in classroom scenarios with the ARCS model. Hamzah et al [21] proposed an enhanced ARCS model for gamification of learning called "ARCS + G".…”

Section: Introductionmentioning

confidence: 99%

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

2021

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In mobile augmented reality (MAR) games, learning by doing is important to supplement the theoretical knowledge with practical exercise in order to maximize the learning outcome. However, in many fields, the users are not able to apply their knowledge in practical ways, despite having achieved a good understanding of the theoretical fundamentals and this is even more important to adult learners. The aim of this research is to examine young, middle-aged and elderly adults’ opinions about the location-based MAR game Ingress, by applying John Keller’s “ARCS learning motivation model” (Attention, Relevance, Confidence and Satisfaction). The users’ responses to closed questions related to Ingress were collected from 45 adult players aged 20–60 from Greece and were subsequently analyzed by means of pre- and post-quantitative measures of the four ARCS factors. The results show that: (a) game training improves all the factors of ARCS, primarily attention and satisfaction; (b) the responses of young people (20–35) agree more with those of elderly adults (>52) than with those of the intermediate age group of 36–51. Our findings, therefore, highlight the potential and the applicability of the ARCS model in MAR games.

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Section: Introductionmentioning

confidence: 99%

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

2021

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“…Mobile-based interactive learning model can use such vehicles as learning CD [14], visual technology [15], social media [16], [17], and even virtual game that can be used interactively [18]. Those diverse media can improve students' basic ability of understanding the lesson [19], [20].…”

Section: Literature Reviewmentioning

confidence: 99%

The perception on mobile-based interactive learning media use in archiving course completion

Ninghardjanti

Dirgatama

2022

IJERE

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<span lang="EN-US">This research analyzed the discriminant of different categories of successfully passing and remedial students based on the perception on mobile-based interactive archiving media. The research method employed quantitative approach with questionnaire instrument. The questionnaire was distributed to students attending Archiving class using interactive archiving media having been developed by the author previously. Data analysis involved prerequisite test analysis including validity and reliability tests. Data was then analyzed using discriminant analysis model with SPSS version 23 application software. The result of research showed that: i) There is a significant difference of perception on interactive media between successfully passing and remedial students; ii) Media originality variable is the one determining the significance of difference; and iii) Discrimination model has high accuracy, so that this research can be used for further research and development with similar theme and variable.</span>

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“…AR has a working principle that can be categorized into 2 types of image analysis: using marker as the main work (marker-based AR), and using different characteristics in the image for analysis (marker-less based AR) [18]. The elements of virtual reality technology include a Marker (also known as a markup), video camera, webcam, cell phone camera, or other sensors.…”

Section: Augmented Realitymentioning

confidence: 99%

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

Wannapiroon¹,

Nilsook²,

Kaewrattanapat³

et al. 2021

TEM Journal

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The objective of this research is to create an augmented reality interactive learning model, using the Imagineering process for the SMART classroom. The overall method is divided into 4 stages: (1) development of the augmented reality interactive learning model; (2) development of using augmented reality learning materials; (3) development of best practices teachers of ICT; and (4) expanding these results with the augmented reality interactive learning model. The target group for the research is 30 excellent tertiary teachers, 20 vocational instructors, 600 vocational students and 900 tertiary students. Qualified experts certified that the interactive learning model developed is at the most appropriate level. The interactive learning material activities consist of four main processes: preparation, prototype teacher development, outreach, and evaluation. The results of evaluation indicate that the quality of creative innovation is at the highest level.

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Enhancing Student Motivation with use of Augmented Reality for Interactive Learning in Engineering Education

Cited by 102 publications

References 6 publications

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

Assessment of a Location-Based Mobile Augmented-Reality Game by Adult Users with the ARCS Model

The perception on mobile-based interactive learning media use in archiving course completion

Augmented Reality Interactive Learning Model, using the Imagineering Process for the SMART Classroom

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