Investigating the use of ICT tools by academicians to promote higher order thinking skills among university students

Letchumanan, Malathi; Husain, Sharifah Kartini Said; Chau, Kien Tsong; Ayub, Ahmad Fauzi Mohd

doi:10.1063/5.0019887

Cited by 3 publications

(1 citation statement)

References 28 publications

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“…The ability to implement hybrid learning depends on a number of factors, including the availability of certain resources and infrastructure, such as an internet network, as well as the professional development of teachers in using ICT. Additionally, students must have the necessary skills to use computers and the internet (Genlott and Grönlund, 2016;Letchumanan et al, 2020;Mardhatillah, 2020). Hybrid Learning is also often called blended learning, which, in principle, takes advantage of the strengths of face-to-face and online learning while covering the weaknesses in each learning (Basogain et al, 2018;Boelens et al, 2018;Naidoo and Singh-Pillay, 2020).…”

Section: Introductionmentioning

confidence: 99%

Hybrid learning impact with augmented reality to improve higher order thinking skills of students

Pujiastuti,

Haryadi

2023

Int. j. adv. appl. sci.

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The purpose of this study was to determine the effectiveness of using hybrid learning with augmented reality to improve the high-level thinking skills of junior high school students in the area of geometry. In addition, the effects of hybrid learning with augmented reality on students' motivation to study geometry are also examined. This research technique uses a sequential mixed methods approach, combining quantitative and qualitative methods in sequence. Quantitative approaches were used in the first phase to collect quantifiable data, and qualitative methods were used in the second phase to explore the results of the first phase. A two-group pretest-posttest design is the quantitative research method used. In order to establish an experimental class and a control class, the research sample was selected using the cluster random sampling method. In addition, while the control class uses hybrid learning without augmented reality, the experimental class takes advantage of it. Interviews and observation sheets are used in the qualitative design dimensions. The quantitative part of the data shows that students who receive hybrid learning with augmented reality have higher order thinking skills in terms of ideas in geometry than students who receive hybrid learning without augmented reality. The HOTS N-Gain scores from hybrid learning with augmented reality are 0.62, while the HOTS N-Gain scores from hybrid learning without augmented reality are 0.43, both of which support this conclusion. In addition, according to the findings in the qualitative dimension, students are more motivated and engaged in learning when using augmented reality applications than when they are not. These qualitative findings suggest that augmented reality software can be successfully used as a teaching tool for geometry topics.

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