Evaluating Students’ Acceptance of Augmented Reality in Protist Learning: A Preliminary Research in Developing Protist Learning Media
Keywords:
Augmented reality, protists, protist learning media, student acceptance
Abstract
Protist concepts pose significant challenges for students due to their abstract nature and the complexity of microscopic structures. This study evaluates the validity, practicality, and acceptance of the Augmented Reality-Based Protist Application (AR-BPA), designed to enhance students' understanding of protists through immersive, 3D visualization. Following the development model by Lee & Owens (2004), this research focuses on the development stage, involving validity tests, preliminary implementation, and practicality assessments. Data were gathered from 3 experts, 32 students, and 2 lecturers through questionnaires and interviews, revealing high levels of usability and practicality for AR-BPA. The findings indicate that AR-BPA effectively supports student learning by making abstract concepts more accessible. Nonetheless, improvements in content scope and interface design are suggested to further optimize user experience. The study highlights AR-BPA’s potential to revolutionize protist education, with implications for broader applications in biology learning. Future research should explore scalability and additional factors to fully realize AR-BPA’s educational impact.
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References
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Kusmahardhika, N., Mahanal, S., Balqis, B., Faridha, H. A. G., & Ramadhan, B. H. (2024). Research Trends in The Development of Biology Learning Media in Indonesia : A Bibliometric Analysis. Jurnal Eksakta Pendidikan, 8(1), 1–12. https://doi.org/10.24036/jep/vol8-iss1/873
Lampropoulos, G., Keramopoulos, E., & Diamantaras, K. (2020). Enhancing the functionality of augmented reality using deep learning, semantic web and knowledge graphs: A review. Visual Informatics, 4(1), 32–42. https://doi.org/10.1016/j.visinf.2020.01.001
Lee, W. W., & Owens, D. L. (2004). Multimedia-based Instructional Design. Pfeiffer.
Liang, S., & Roast, C. (2014). Five Features for Modeling Augmented Reality. Communications in Computer and Information Science, 434 PART I, 607–612. https://doi.org/10.1007/978-3-319-07857-1_107
Lin, Y., & Yu, Z. (2023). A meta-analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022). Computer Applications in Engineering Education, 31(4), 1111–1131. https://doi.org/10.1002/cae.22628
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Mokoena, T. D., & van Tonder, G. P. (2024). Influencing beginner teachers’ autonomy: the impact of mentorship in fostering self-directed learning. International Journal of Educational Management. https://doi.org/10.1108/IJEM-05-2023-0247
Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499–1530. https://doi.org/10.1016/j.chb.2005.07.004
Mustami, M. K., Syamsudduha, S., Safei, S., & Ismail, M. I. (2019). Validity, practicality, and effectiveness development of biology textbooks integrated with augmented reality on high school students. International Journal of Technology Enhanced Learning, 11(2), 187–200. https://doi.org/10.1504/IJTEL.2019.098789
Panda, S., & Kaur, N. (2023). Exploring the intersection of digital innovation and educational reform: Social implications of augmented reality in the classroom. In Technology Management and Its Social Impact on Education (pp. 87–120). https://doi.org/10.4018/978-1-6684-9103-4.ch006
Park, S., & Yun, H. (2024). Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education. Educational Technology Research and Development, 72(2), 479–501. https://doi.org/10.1007/s11423-023-10298-x
Petrov, P. D., & Atanasova, T. V. (2020). The Effect of augmented reality on students’ learning performance in stem education. Information (Switzerland), 11(4). https://doi.org/10.3390/INFO11040209
Shyr, W. J., Wei, B. L., & Liang, Y. C. (2024). Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model. Sustainability (Switzerland) , 16(5). https://doi.org/10.3390/su16052015
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Sungkur, R. K., Panchoo, A., & Bhoyroo, N. K. (2016). Augmented reality, the future of contextual mobile learning. Interactive Technology and Smart Education, 13(2), 123–146. https://doi.org/10.1108/ITSE-07-2015-0017
Tegeh, I. M., Jampel, N. J., & Pudjawan, K. (2014). Model Penelitian Pengembangan. Graha Ilmu.
Tene, T., Guevara, M., Moreano, G., Vera, J., & Gomez, C. V. (2024). The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education. Emerging Science Journal, 8(Special Issue), 88–102. https://doi.org/10.28991/ESJ-2024-SIED1-06
Toros, E., Asiksoy, G., & Sürücü, L. (2024). Refreshment students’ perceived usefulness and attitudes towards using technology: a moderated mediation model. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02839-3
Ulimaz, A., Agustina, D. K., Anggraini, D. P., & Sulistiana, D. (2020). Pengembangan Lembar Kerja Mahasiswa pada Materi Nutrisi Mikroorganisme Berbasis High Order Thinking Skill. Bioedusiana: Jurnal Pendidikan Biologi, 5(1), 33. https://doi.org/10.34289/bioed.v5i1.1565
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Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J. C. (2020). Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement. Journal of Educational Computing Research, 58(4), 747–770. https://doi.org/10.1177/0735633119884213
Winarni, S., Effendy, E., Budiasih, E., & Wonorahardjo, S. (2022). Constructing “Concept Approval Strategy,” A Chemistry Learning Idea to Prevent Misconceptions. Educacion Quimica, 33(2), 159–180. https://doi.org/10.22201/fq.18708404e.2022.2.79841
Wu, Y. (2013). Strengthening Intelligence Education with Information-Processing and Knowledge-Organization Competencies. Journal of Strategic Security, 6(3), 10–24. http://www.jstor.org/stable/26457765
Zhou, X., Tang, L., Lin, D., & Han, W. (2020). Virtual & augmented reality for biological microscope in experiment education. Virtual Reality and Intelligent Hardware, 2(4), 316–329. https://doi.org/10.1016/j.vrih.2020.07.004
Adorni, G., & Koceva, F. (2015). Designing a knowledge representation tool for subject matter structuring. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9501, 1–14. https://doi.org/10.1007/978-3-319-28702-7_1
Ardıç, M. A. (2021). Opinions and attitudes of secondary school mathematics teachers towards technology. Participatory Educational Research, 8(3), 136–155. https://doi.org/10.17275/per.21.58.8.3
Axelrod, R. (1973). Schema Theory: An Information Processing Model of Perception and Cognition. American Political Science Review, 67(4), 1248–1266. https://doi.org/10.2307/1956546
Bitangcol, R. I. S., Ibañez, E. D., & Pentang, J. T. (2024). Socio-Cognitive Factors Affecting the Behavioral Intention of Preservice Teachers to Use Educational Technology. International Journal of Learning, Teaching and Educational Research, 23(8), 468–488. https://doi.org/10.26803/ijlter.23.8.24
Bryceson, K. P., Leigh, S., Sarwar, S., & Grøndahl, L. (2022). Affluent Effluent: Visualizing the invisible during the development of an algal bloom using systems dynamics modelling and augmented reality technology. Environmental Modelling and Software, 147(September 2021). https://doi.org/10.1016/j.envsoft.2021.105253
Buchner, J., & Kerres, M. (2023). Media comparison studies dominate comparative research on augmented reality in education. Computers and Education, 195(November 2022), 104711. https://doi.org/10.1016/j.compedu.2022.104711
Chaijaroen, N., Jackpeng, S., & Chaijaroen, S. (2020). The Development of Constructivist Web-Based Learning Environments to Enhance Learner’s Information Processing and Reduce Cognitive Load. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12555 LNCS, 475–482. https://doi.org/10.1007/978-3-030-63885-6_52
Chen, J., Zhou, Y., & Zhai, J. (2023). Incorporating AR/VR-assisted learning into informal science institutions: A systematic review. Virtual Reality, 27(3), 1985–2001. https://doi.org/10.1007/s10055-023-00789-w
Dahlberg, C. L., Wiggins, B. L., Lee, S. R., Leaf, D. S., Lily, L. S., Jordt, H., & Johnson, T. J. (2019). A Short, Course-Based Research Module Provides Metacognitive Benefits in the Form of More Sophisticated Problem Solving. Journal of College Science Teaching, 48(4), 22–30. https://doi.org/10.2505/4/jcst19_048_04_22
Elnissa, A., & Jayanti, U. N. A. D. (2023). Misconceptions Analysis of Biology Textbooks for First Grade of Senior High School of the 2013 Curriculum on Protist Lesson. Jurnal Pembelajaran Dan Biologi Nukleus, 9(1), 40–48. https://doi.org/10.36987/jpbn.v9i1.3890
Flowers, S., Holder, K. H., Rump, G. K., & Gardner, S. M. (2023). Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expression. CBE Life Sciences Education, 22(4). https://doi.org/10.1187/cbe.22-03-0041
Hardianto, H., Mahanal, S., Susanto, H., & Prabaningtyas, S. (2024). Protist literacy : A novel concept of protist learning in higher education. Eurasia Journal of Mathematics, Science and Technology Education, 20(2). https://doi.org/https://doi.org/10.29333/ejmste/14157
Hu, X., Goh, Y. M., & Lin, A. (2021). Educational impact of an Augmented Reality (AR) application for teaching structural systems to non-engineering students. Advanced Engineering Informatics, 50. https://doi.org/10.1016/j.aei.2021.101436
Kececi, G., Yildirim, P., & Zengin, F. K. (2021). Determining the Effect of Science Teaching Using Mobile Augmented Reality Application on the Secondary School Students’ Attitudes of toward Science and Technology and Academic Achievement. Science Education International, 32(2), 137–148. https://doi.org/10.33828/sei.v32.i2.7
Kırmızıgül, A. S., & Kızılay, E. (2020). Investigation of the Pre-service Science Teachers’ Perceptions of Protists. Pedagogical Research, 5(4), em0081. https://doi.org/10.29333/pr/9132
Kusmahardhika, N., Mahanal, S., Balqis, B., & Faridha, H. A. G. (2024). Cluster Analysis and Network Visualization of Biology Education Research in Indonesia : A Bibliometric Analysis. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 12(2), 285–295. https://doi.org/10.33394/j-ps.v12i2.10574
Kusmahardhika, N., Mahanal, S., Balqis, B., Faridha, H. A. G., & Ramadhan, B. H. (2024). Research Trends in The Development of Biology Learning Media in Indonesia : A Bibliometric Analysis. Jurnal Eksakta Pendidikan, 8(1), 1–12. https://doi.org/10.24036/jep/vol8-iss1/873
Lampropoulos, G., Keramopoulos, E., & Diamantaras, K. (2020). Enhancing the functionality of augmented reality using deep learning, semantic web and knowledge graphs: A review. Visual Informatics, 4(1), 32–42. https://doi.org/10.1016/j.visinf.2020.01.001
Lee, W. W., & Owens, D. L. (2004). Multimedia-based Instructional Design. Pfeiffer.
Liang, S., & Roast, C. (2014). Five Features for Modeling Augmented Reality. Communications in Computer and Information Science, 434 PART I, 607–612. https://doi.org/10.1007/978-3-319-07857-1_107
Lin, Y., & Yu, Z. (2023). A meta-analysis of the effects of augmented reality technologies in interactive learning environments (2012–2022). Computer Applications in Engineering Education, 31(4), 1111–1131. https://doi.org/10.1002/cae.22628
Masters, K. (2013). Edgar Dale’s Pyramid of Learning in medical education: A literature review. Medical Teacher, 35(11). https://doi.org/10.3109/0142159X.2013.800636
Mokoena, T. D., & van Tonder, G. P. (2024). Influencing beginner teachers’ autonomy: the impact of mentorship in fostering self-directed learning. International Journal of Educational Management. https://doi.org/10.1108/IJEM-05-2023-0247
Mooij, T. (2007). Design of educational and ICT conditions to integrate differences in learning: Contextual learning theory and a first transformation step in early education. Computers in Human Behavior, 23(3), 1499–1530. https://doi.org/10.1016/j.chb.2005.07.004
Mustami, M. K., Syamsudduha, S., Safei, S., & Ismail, M. I. (2019). Validity, practicality, and effectiveness development of biology textbooks integrated with augmented reality on high school students. International Journal of Technology Enhanced Learning, 11(2), 187–200. https://doi.org/10.1504/IJTEL.2019.098789
Panda, S., & Kaur, N. (2023). Exploring the intersection of digital innovation and educational reform: Social implications of augmented reality in the classroom. In Technology Management and Its Social Impact on Education (pp. 87–120). https://doi.org/10.4018/978-1-6684-9103-4.ch006
Park, S., & Yun, H. (2024). Relationships between students’ affective experiences and technology acceptance in augmented reality design training in higher education. Educational Technology Research and Development, 72(2), 479–501. https://doi.org/10.1007/s11423-023-10298-x
Petrov, P. D., & Atanasova, T. V. (2020). The Effect of augmented reality on students’ learning performance in stem education. Information (Switzerland), 11(4). https://doi.org/10.3390/INFO11040209
Shyr, W. J., Wei, B. L., & Liang, Y. C. (2024). Evaluating Students’ Acceptance Intention of Augmented Reality in Automation Systems Using the Technology Acceptance Model. Sustainability (Switzerland) , 16(5). https://doi.org/10.3390/su16052015
Sihombing, M. S. G., & Pranoto, H. (2021). Analysis of Students’ Learning Difficulties in Protist Material. Jurnal Pelita Pendidikan, 9(3), 143–148. https://doi.org/10.24114/jpp.v9i3.24436
Simon, H. A. (1979). Information Processing Models of Cognition. Annual Review of Psychology, 30(Volume 30, 1979), 363–396. https://doi.org/https://doi.org/10.1146/annurev.ps.30.020179.002051
Simonson, M. R., & Burch, G. L. (1975). Media Influence on Affective Learning: A Review of the Literature. Cmv, (44 Seiten).
Stojšić, I., Ostojić, N., & Stanisavljević, J. (2022). Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education. International Journal of Cognitive Research in Science, Engineering and Education, 10(3), 129–138. https://doi.org/10.23947/2334-8496-2022-10-3-129-138
Sungkur, R. K., Panchoo, A., & Bhoyroo, N. K. (2016). Augmented reality, the future of contextual mobile learning. Interactive Technology and Smart Education, 13(2), 123–146. https://doi.org/10.1108/ITSE-07-2015-0017
Tegeh, I. M., Jampel, N. J., & Pudjawan, K. (2014). Model Penelitian Pengembangan. Graha Ilmu.
Tene, T., Guevara, M., Moreano, G., Vera, J., & Gomez, C. V. (2024). The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education. Emerging Science Journal, 8(Special Issue), 88–102. https://doi.org/10.28991/ESJ-2024-SIED1-06
Toros, E., Asiksoy, G., & Sürücü, L. (2024). Refreshment students’ perceived usefulness and attitudes towards using technology: a moderated mediation model. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02839-3
Ulimaz, A., Agustina, D. K., Anggraini, D. P., & Sulistiana, D. (2020). Pengembangan Lembar Kerja Mahasiswa pada Materi Nutrisi Mikroorganisme Berbasis High Order Thinking Skill. Bioedusiana: Jurnal Pendidikan Biologi, 5(1), 33. https://doi.org/10.34289/bioed.v5i1.1565
Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1–17. https://doi.org/10.1080/15391523.2020.1799455
Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J. C. (2020). Enhancing Students’ Biology Learning by Using Augmented Reality as a Learning Supplement. Journal of Educational Computing Research, 58(4), 747–770. https://doi.org/10.1177/0735633119884213
Winarni, S., Effendy, E., Budiasih, E., & Wonorahardjo, S. (2022). Constructing “Concept Approval Strategy,” A Chemistry Learning Idea to Prevent Misconceptions. Educacion Quimica, 33(2), 159–180. https://doi.org/10.22201/fq.18708404e.2022.2.79841
Wu, Y. (2013). Strengthening Intelligence Education with Information-Processing and Knowledge-Organization Competencies. Journal of Strategic Security, 6(3), 10–24. http://www.jstor.org/stable/26457765
Zhou, X., Tang, L., Lin, D., & Han, W. (2020). Virtual & augmented reality for biological microscope in experiment education. Virtual Reality and Intelligent Hardware, 2(4), 316–329. https://doi.org/10.1016/j.vrih.2020.07.004
Published
2024-11-28
How to Cite
Kusmahardhika, N., Mahanal, S., Balqis, B., Sulfa, D., Salim, F., & Manalu, M. (2024). Evaluating Students’ Acceptance of Augmented Reality in Protist Learning: A Preliminary Research in Developing Protist Learning Media. JURNAL EKSAKTA PENDIDIKAN (JEP), 8(2), 128-142. https://doi.org/10.24036/jep/vol8-iss2/944
Section
Articles
Copyright (c) 2024 Noviansyah Kusmahardhika, Susriyati Mahanal, Balqis Balqis, Devi Mariya Sulfa, Fitrah Amalia Salim, Marison Sudianto Manalu
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under a Creative Commons Attribution 4.0 International License.
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