Learning Three-Dimensional Shapes in Geometry Using Mobile-Based Augmented Reality

Rohendi, Dedi; Wihardi, Yaya

doi:10.3991/ijim.v14i09.13035

Cited by 22 publications

(18 citation statements)

References 18 publications

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“…The material can enter their long-term memory; this was also reinforced by Aljojo, Munshi, Zainol, Al-Amri, Al-Aqeel, Al-khaldi et al (2020) research, which states that AR media can improve the student imagination and learning process. This score was a significant value for improving student learning achievement; therefore, AR media was proven to improve learning achievement (Rohendi & Wihardi, 2020). It was also shown by the results of the students' average Gain score of 0.63 in the medium category.…”

Section: The Performance Of the Students' Achievementmentioning

confidence: 76%

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

Suprapto

Ibisono

Mubarok

2021

J. Technol. Sci. Educ.

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This article is one of the results of the augmented reality (AR)-based pocketbook development on the planetary motion which focuses on student learning achievement. The study used the ADDIE model: "Analysis-Design-Development-Implementation-Evaluation". In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of AR-based pocketbook, students' learning achievement, and research outputs. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students' learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Planetary motion in physics learning is an abstract concept and requires high reasoning. Therefore, the recommendation of this study is the use of AR as a media for learning in other abstract physics concepts.

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Section: The Performance Of the Students' Achievementmentioning

confidence: 76%

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

Suprapto

Ibisono

Mubarok

2021

J. Technol. Sci. Educ.

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“…Meanwhile, previous research on the importance of improving spatial ability involved the use of Mobile-Based Augmented Reality to improve students' understanding of 3-dimensional shapes. The results showed a significant improvement in spatial abilities ( Rohendi and Wihardi, 2020 ).…”

Section: Introductionmentioning

confidence: 98%

Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning

Nurjanah

Latif

Yuliardi

et al. 2020

Heliyon

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Spatial ability and self-regulated learning have broad implications for students. Therefore, this study aimed to determine the improvement of spatial ability and self-regulated learning of students who obtain computer-assisted learning using the 3D Cabri program. This quasi-experimental study with pre-test and post-test design involved 71 tenth grade high school students in Bandung, Indonesia. Furthermore, the experimental class obtained computeraided learning using the Cabri 3D program, while the control obtained conventional learning using a scientific approach. The analysis discovered that (1) the improvement of students' spatial ability in the experimental class was better than those in the control class, (2) students of the experimental class achieved better spatial ability than those in the control class, (3) the improvement of students' self-regulated learning in the experimental class was better than those in the control class, and (4) students of the experimental class achieved better self-regulated learning than those in the control. These facts can help educators to consider the application of the Cabri 3D program in mathematics education in the future.

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“…One of the research using marker-based tracking explains the application of augmented reality as an effort to introduce traditional cloth from Timor Leste, where the marker in this study is a traditional cloth image [7]. Another research performed using marker-based tracking is in a form of integration of augmented reality technology for education as a part of learning in-class sessions, where a marker was used for tracking augmented objects to help students solve the given problem [8]. However, the dependence on markers that must be printed and carried everywhere makes marker-based less efficient.…”

Section: Related Workmentioning

confidence: 99%

Mobile Augmented Reality for Campus Visualization Using Markerless Tracking in an Indonesian Private University

Arifitama

Hanan

Rofiqi

2021

Int. J. Interact. Mob. Technol.

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<p>Marker in augmented reality plays a major part to initiate a virtual object in an augmented environment. Choosing a correct and reliable marker would increase the chance of creating a more stable augmented object especially for visualizing a building structure. Unfortunately, most research on visualizing building structure uses a marker-based tracking approach where users must always bring a pre-printed paper as a tracking media. This creates a problem for every time users demonstrate a specific augmented structure object, they still need to bring a printed marker to show the augmented object. The purpose of this research is to investigate the applicability of markerless-based tracking as a solution whether it can substitute the marker-based tracking on augmented reality problems. Simultaneous Localization and Mapping (SLAM) is used as a markerless tracking method where it tracked and mapped the surface environment using feature extraction, then set an anchor at the specified location where the augmented object visualization appears. The results of the research found that from a total of 30 object detection tests, 21 objects are successfully detected and 9 undetected objects, this shows that markerless-based tracking is applicable and can substitute marker-based tracking for a structural campus visualization.</p>

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Learning Three-Dimensional Shapes in Geometry Using Mobile-Based Augmented Reality

Cited by 22 publications

References 18 publications

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

Computer-assisted learning using the Cabri 3D for improving spatial ability and self- regulated learning

Mobile Augmented Reality for Campus Visualization Using Markerless Tracking in an Indonesian Private University

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