Subhan Hafiz Nanda Ginting, Bodhisatva Singh , Jiazhen Zhang

Development of Augmented Reality Based Learning Media to Introduce Computer Components to students in Senior High School

Introduction

Development of augmented reality based learning media to introduce computer components to students in senior high school. Develop AR-based learning media to introduce computer components to high school students. Interactive 3D visualization improves understanding and engagement. Validated & effective educational tool.

Abstract

This research aims to develop Augmented Reality (AR) based learning media as an educational tool to introduce computer components to high school students. AR technology was chosen because of its ability to present information interactively and realistically, so that it can improve concept understanding and motivate students in learning technical material. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). In the development stage, the AR application was designed to visualize computer components in three dimensions (3D), equipped with function descriptions and interactive animations. Product testing was carried out through validation by media experts and material experts, as well as a limited trial to class XI students majoring in Computer and Network Engineering (TKJ) in one of the high schools in Medan City. Data was obtained through questionnaires to measure media feasibility and interviews to evaluate students' responses to the application. The results showed that this AR-based learning media was very valid with an average score of 91% in the expert validation test and received positive responses from students with a satisfaction level of 89%. The use of AR applications is proven to be able to improve students' understanding of computer components, as evidenced by an increase in pretest to posttest scores by 35%. In conclusion, this AR-based learning media is effective and feasible to use as an educational tool in high schools, especially in the introduction of computer components.

Review

This paper presents the development and evaluation of Augmented Reality (AR) based learning media designed to introduce computer components to high school students. Leveraging the interactive and realistic visualization capabilities of AR, the research aims to enhance concept understanding and student motivation in technical subjects. Employing the Research and Development (R&D) methodology with the ADDIE model, the authors designed an AR application that visualizes 3D computer components with descriptions and interactive animations. The study demonstrates the media's feasibility and effectiveness through expert validation and student trials, culminating in a significant improvement in student learning outcomes. The strengths of this research lie in its timely application of AR technology to address a pertinent educational challenge. The choice of AR is particularly apt for visualizing complex three-dimensional objects like computer components, offering an engaging and immersive learning experience that traditional methods might lack. The use of the ADDIE model provides a structured and systematic approach to the development process, ensuring thorough analysis, design, development, and evaluation. Furthermore, the robust validation process, including assessments by media and material experts, coupled with positive student feedback and a quantifiable 35% improvement in pre-to-post test scores, strongly supports the claim that the AR media is both valid and effective as an educational tool. While the findings are promising, there are avenues for further exploration and refinement. The limited scope of the student trial, conducted with a specific group of Computer and Network Engineering (TKJ) students in a single high school, suggests that the generalizability of these results could be further investigated across diverse student populations and educational settings. Future research could benefit from a more detailed elaboration on the types of interactive animations and the specific learning objectives targeted by the pre-post tests, providing deeper insights into how AR facilitates understanding. Additionally, exploring the long-term retention of knowledge and comparing the effectiveness of this AR media against other contemporary learning tools would further solidify its pedagogical value and potential for broader implementation.

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