scholarly journals A brief review of augmented reality science learning

2017 ◽  
Author(s):  
Valarmathie Gopalan ◽  
Juliana Aida Abu Bakar ◽  
Abdul Nasir Zulkifli
Keyword(s):  
Augmented Reality ◽  
Science Learning

Applications of Augmented Reality in Informal Science Learning Sites: a Review

2018 ◽  
Vol 27 (5) ◽  
pp. 433-447 ◽  
Author(s):  
Eric E. Goff ◽  
Kelly Lynn Mulvey ◽  
Matthew J. Irvin ◽  
Adam Hartstone-Rose
Keyword(s):  
Augmented Reality ◽  
Science Learning ◽  
Informal Science ◽  
Informal Science Learning

scholarly journals Science Spots AR: a platform for science learning games with augmented reality

2016 ◽  
Vol 64 (3) ◽  
pp. 507-531 ◽  
Author(s):  
Teemu H. Laine ◽  
Eeva Nygren ◽  
Amir Dirin ◽  
Hae-Jung Suk
Keyword(s):  
Augmented Reality ◽  
Science Learning ◽  
Learning Games

scholarly journals 3D animation model with augmented reality for natural science learning in elementary school

2018 ◽  
Vol 1013 ◽  
pp. 012154
Author(s):  
F Hendajani ◽  
A Hakim ◽  
M D Lusita ◽  
G E Saputra ◽  
A P Ramadhana
Keyword(s):  
Elementary School ◽  
Augmented Reality ◽  
Natural Science ◽  
Science Learning ◽  
3D Animation

scholarly journals The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Dwi Sulisworo ◽  
Ratnawati Drusmin ◽  
Dian Artha Kusumaningtyas ◽  
Trikinasih Handayani ◽  
Wahyuningsih Wahyuningsih ◽  
...  
Keyword(s):  
Global Warming ◽  
Augmented Reality ◽  
Science Teachers ◽  
Rural Areas ◽  
Science Learning ◽  
Thinking Skills ◽  
The Internet ◽  
Research Approach ◽  
Digital Learning ◽  
Action Research Approach

During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

scholarly journals The Development of Mobile Augmented Reality-Based Science Learning Media on Earth Layer Materials and Disasters in Class VII Junior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 60
Author(s):  
Miftahul Farhani Isty ◽  
M. Nor ◽  
Muhammad Sahal
Keyword(s):  
High School ◽  
Augmented Reality ◽  
Research And Development ◽  
Mobile Phone ◽  
Junior High School ◽  
Science Learning ◽  
Mobile Augmented Reality ◽  
The Earth ◽  
Validation Score ◽  
Addie Model

This research aims to produce products in the form of printed modules and CDs containing augmented reality (AR) applications. The AR application on the CD was transferred to the mobile phone and installed. Augmented reality technology in the form of 3D animation and video appears by scanning markers or images in the module using the AR application camera on the mobile phone. One of the 3D animations shown is an animation of the earth, while one of the videos shown is a video about layers in the Earth's atmosphere. This research method uses research and development R&D (Research and Development) with the ADDIE model development model. The ADDIE model consists of analysis, design, development, implementation, and evaluation. This research is only up to the development stage. The source of the data used in this research is the assessment score that comes from a questionnaire in the form of a checklist filled out by an expert validator. The data obtained showed that the material validation score was 3.48 (high category) and the media validation score was 3.51 (very high category). The results of this research indicate that the mobile augmented reality-based science learning media on the Earth layer and disaster material has been valid in terms of material and media, so it is suitable to be used as a learning media for the Earth layer and disaster in class VII junior high school.

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