Evaluation of Pre-service Teachers’ Actual use towards Augmented Reality Technology through MARLCardio

Nizar, Nur Nabihah Mohamad; Rahmat, Mohd Khairezan; Damio, Siti Maftuhah

doi:10.6007/ijarbss/v10-i11/8184

Cited by 4 publications

(4 citation statements)

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“…This finding showing that in the developed countries, having a pleasant feeling toward online and physical learning is determined greatly by how they see its usefulness and to what extent it able to increase students' performance in learning. Similar findings also were found in determining individuals' ATT towards various online learning approach including web-based learning (Azman, et al, 2020)), mobile learning (Mukminin et al, 2020) and augmented reality learning system (Nizar et al, 2020), Within the same context of study, Sukendro, et al (2020) found that PEoU as a main factor in determining students' ATT in using online learning during the pandemic. This shred of evidence that the students able to perceive positive attitude when e-learning is user-friendly/ is perceived to be user friendly and thus directly increase their intention to use the e-learning during pandemic.…”

Section: Research Hypothesessupporting

confidence: 63%

“…This shred of evidence that the students able to perceive positive attitude when e-learning is user-friendly/ is perceived to be user friendly and thus directly increase their intention to use the e-learning during pandemic. Nadlifatin et al (2020) through their model confirmation and Nizar et al (2020) through their exploratory study confirmed this finding.…”

Section: Research Hypothesesmentioning

confidence: 57%

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New Practices and New Norms: How Online Learning Effect the Quality of Visual Art Education (VAE) Pre-service Teacher’s Learning Process?

Rahmat¹,

Au²,

Nizar³

2021

IJARPED

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The sudden outbreak caused by the COVID-19 has challenged the global education ecosystem. Similar to other subject area, the Visual Art Education (VAE) conventional face-to-face teaching were replaced with online approach. This dramatic transformation has undoubtedly caused modification of pre-service teacher's understanding and mind-set toward possibilities of adopting online learning approaches in art classrooms. Recognizing the potential of this situation, this study was set to investigate the effect of online learning toward VAE pre-service teachers' quality of learning. Conversely, pre-service teacher's perceived usefulness, perceived ease of use, and attitude toward their behavioral intention to adopt online learning in art classrooms were also tested. A total of 122 VAE pre-service teachers from Malaysia public university were the respondents of this study. The SPSS was employed to analyzed data, while the Partial Least Squares (PLS) of variance-based Structural Equation Modelling (SEM) was used to test the research hypotheses of the study. Findings of the study have indicated that the VAE pre-service teachers' quality of learning was affected from online learning. The study also suggests that the VAE teachers' perceived usefulness, perceived ease of use, and attitude were able to explain 65.3 percent of the variance toward their intention to adopt online learning in art classrooms. Hence, it is envisaged that the findings from this study will contribute toward understanding of impact of online learning toward pre-service teacher's training process. It is also hoped that this study will act as a guide for teachers training institutions and the Ministry of Education toward establishing a standard of successful online learning adoption.

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Section: Research Hypothesessupporting

confidence: 63%

Section: Research Hypothesesmentioning

confidence: 57%

New Practices and New Norms: How Online Learning Effect the Quality of Visual Art Education (VAE) Pre-service Teacher’s Learning Process?

Rahmat¹,

Au²,

Nizar³

2021

IJARPED

Self Cite

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“…The second goal of the work is to investigate the effects of the seminar unit on the topic of simulation and the AR technology used in it in terms of changing the attitudes of the pre-service teachers towards the use of AR in science education. This is significant in the sense that the attitudes towards the use particularly represent one of the most important predictors when it comes to the future use of AR in the classroom by the pre-service teachers [89]. For this purpose, a questionnaire based on the theory of planned behavior was used, which was completed in a before-and-after design immediately before and after the intervention, respectively.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework

Krug,

Thoms,

Huwer

2023

Education Sciences

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The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers acquire important skills in the field of digitalization during their teacher training in order to effectively and pedagogically use digital media in instruction. In this paper, we present the concept of an intervention on the topic of “Simulation and Modeling” from the competency framework DiKoLAN, which provides possible guidance in relation to the question “which competencies in the field of digitalization should be taught during teacher training?” One focus of the presented concept is the technology of “Augmented Reality,” which has already been described as an effective teaching and learning tool. Furthermore, evaluation results of the seminar are presented, which examine both the effectiveness in terms of conveying the desired competencies through the measurement of self-efficacy expectations, and the attitudes of the pre-service teachers towards the use of AR in science education. The evaluation of the intervention measure shows a significant increase in pre-service teachers’ self-efficacy expectations across all areas of competencies to be taught, as well as a significantly more positive attitude towards the use of AR in science teaching.

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“…In quantitative research, a Likert-type questionnaire was constructed based on several sources (Nizar et al, 2020) and distributed to Tourism Management students. Respondents were required to state the level of agreement on a four-point Likert Scale.…”

Section: Instrumentsmentioning

confidence: 99%

Need Analysis Survey of Designing and Developing a Mobile Augmented Reality Application for Tourism English Learning in Higher Vocational Education, China

Wenfei,

Rahmat,

Mohamad Nizar

et al. 2023

IJARPED

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The English proficiency of Tourism Management students is underneath the average of college level. Providentially, the progression in technology has opened another possibility for researchers to explore the full potential of technology by integrating it into teaching and learning process in English. The combination of mobile learning and Augmented Reality (AR) is a creative and effective way for Tourism English learning, because AR presents virtual 3D content on the basis of real world and brings students directly to the real scene and working environment of Tourism, and mobile learning enables students to learn without time or space constraints. Although AR and Mobile Augmented Reality (MAR) are believed to benefit education, so far, there is limited published research that addresses MAR's benefits in higher vocational education, especially for Tourism English learning. Therefore, the objective of this research is to determine the need to develop a MAR application, namely Mobile Augmented Reality Tourism English Learning (MARTEL), for Tourism Management students in Higher Vocational College (HVC). This study surveyed the needs from 169 students from 1 st and 2 nd grades of Tourism Management program and data were analysed by descriptive statistics. In addition, 6 Tourism English teachers were interviewed and the text of the conversations was transcribed thematically. Findings revealed that both teachers and students expressed the lack of English proficiency, the insufficient effect of existing technological teaching tools, and feedback quite positively on MAR technology and MARTEL, indicating that the demand of MARTEL is considerable. It is foreseeable that as an advanced and interesting teaching tool, MARTEL application will be able to improve teaching and learning efficiency, make Tourism English an innovative and high-quality course, and even to a certain extent, change the teaching ecology of domestic Tourism English courses.

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Evaluation of Pre-service Teachers’ Actual use towards Augmented Reality Technology through MARLCardio

Cited by 4 publications

References 0 publications

New Practices and New Norms: How Online Learning Effect the Quality of Visual Art Education (VAE) Pre-service Teacher’s Learning Process?

New Practices and New Norms: How Online Learning Effect the Quality of Visual Art Education (VAE) Pre-service Teacher’s Learning Process?

Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework

Need Analysis Survey of Designing and Developing a Mobile Augmented Reality Application for Tourism English Learning in Higher Vocational Education, China

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