Using Android-Based E-Module to Improve Students’ Digital  Literacy on Chemical Bonding

Dewi, Citra Ayu; Awaliyah, Nurdianti; Fitriana, Nurin; Darmayani, Satya; Nasrullah, .; Setiawan, Jan; Irwanto, Irwanto

doi:10.3991/ijim.v16i22.34151

Cited by 26 publications

(14 citation statements)

References 54 publications

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“…In this study, we found that students' literacy and numeracy in both chemistry and biology can be improved using augmented reality game-based learning (ARGBL). The results of the present study were consistent with prior studies [35] [36] [37]. The use of mobile technology to support literacy programs in education is based on the fact that students need autonomy and flexibility to encourage their self-regulation.…”

Section: Discussionsupporting

confidence: 91%

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

Cahyana,

Luhukay,

Lestari

et al. 2023

Int. J. Interact. Mob. Technol.

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The purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level.

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Section: Discussionsupporting

confidence: 91%

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

Cahyana,

Luhukay,

Lestari

et al. 2023

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

show abstract

“…PhenoBL media as a digital module can be used as an alternative to strengthening students' necessary thinking skills [42]. Interactive modules can improve students' essential thinking skills [43] [87]. Critical thinking and student participation in interactive video classes are much higher than in typical lecture groups [44].…”

Section: Introductionmentioning

confidence: 99%

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Febliza

Afdal

Copriady

2023

Int. J. Interact. Mob. Technol.

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This study aims to analyze the comparison of students' critical thinking skills by using learning media based on phenomenon-based learning in a general chemistry course. The media were an interactive web module and an interactive video about the colloidal system. This research is comparative research with a quantitative approach. The sample comprised 68 students from the State Islamic University of Sultan Syarif Kasim Riau and The University of Riau from the chemistry education department. The research data were obtained from students' critical thinking ability test, which consisted of 10 questions and was analyzed using SPSS version 26 for windows. The data collected were analyzed using mean and standard deviation to notice the difference in students' achievement, while analysis of covariance (ANCOVA) was used to test hypotheses and the effect size contribution. The results showed there is a significant difference in students' critical thinking skills between classes that use interactive web modules and classes that use interactive video. Both PhenoBL learning media can improve students' critical thinking skills where the effect size reaches one-third of the percentage. Therefore, educators can consider these learning media to facilitate students in improving critical thinking skills.

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“…Today, significant people in the field of cutting-edge technology are paying attention to the concept of the Metaverse and its potential implications for the academic world (Dewi et al, 2022). Metaverse technology is increasingly used in various virtual contexts, including games, education, and community initiatives (Mistretta, 2022).…”

Section: Metaverse Applications In Education and Learningmentioning

confidence: 99%

Examining the factors fostering metaverse experience browser acceptance under unified theory of acceptance and use of technology (UTAUT)

Farhi

2024

J. Infras. Policy. Dev.

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Metaverse technology has various uses in communication, education, entertainment, and other aspects of life. Consequently, it necessitates using some interactive mobile applications to enter the virtual world and gain real-time, face-to-face experiences, particularly among students. This research focused on the factors accelerating metaverse technology acceptance particularly, Metaverse Experience Browser application acceptance among the students under the factors proposed by the unified theory of acceptance and use of technology (UTAUT) model. Notably, lack of studies in metaverse browsers and their prevalence during the post pandemic era, indicates a strong literature gap. The researchers gathered data from n = 384 higher education students from the two cities in the United Arab Emirates and applied Structural Equation modelling (SEM) for data analysis. Results revealed that Performance Expectancy (p < 0.003) and Social Influence (p = 0.000) were significant factors affecting the Behavioral Intention of the students to consider Metaverse Experience Browser as an interactive mobile application. On the other hand, behavioural Intention significantly affects (p = 0.000) Effort Expectancy, which shows how fewer efforts and greater accessibility are associated with one’s behavioural Intention. Besides, the effect of Behavioral Intention (p = 0.000) on Metaverse Experience Browser acceptance also remained validated. Finally, Effort Expectancy (p = 0.000) also indicated its significant effect on the Metaverse Experience Browser. These results indicated that the factors proposed by UTAUT have greater applicability on the Metaverse Experience Browser as they showed their relevance to its acceptance. The present study concludes that the acceptance of Metaverse Experience Browser as an interactive mobile application is a level ahead in improving students’ experiences. Thus, the Metaverse Experience Browser is considered a modified way of creating, sharing, participating, and enjoying the virtual world, indicating its greater usage among students for different purposes, including education and learning.

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Using Android-Based E-Module to Improve Students’ Digital Literacy on Chemical Bonding

Cited by 26 publications

References 54 publications

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

Improving Students' Critical Thinking Skills: Is Interactive Video and Interactive Web Module Beneficial?

Examining the factors fostering metaverse experience browser acceptance under unified theory of acceptance and use of technology (UTAUT)

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