Aulia Pratama, Budi Santoso

The Effect of Augmented Reality-based Learning Technology on Improving Student Motivation and Learning Outcomes in Secondary Schools

Introduction

The effect of augmented reality-based learning technology on improving student motivation and learning outcomes in secondary schools. Explore how Augmented Reality (AR) learning enhances student motivation and academic performance in secondary schools. This study reveals AR's potential to transform educational outcomes.

Abstract

The integration of Augmented Reality (AR) in education has emerged as a promising approach to enhance learning experiences by making content more interactive and engaging. This study investigates the impact of AR-based learning technology on student motivation and learning outcomes in secondary schools. Using a quasi-experimental design, 120 students were divided into an experimental group, which used AR tools, and a control group, which received traditional instruction. Results showed that students in the experimental group demonstrated significant improvements in both academic performance and motivation compared to the control group. The study highlights the potential of AR technology to transform traditional teaching methods and suggests that AR can be a valuable tool in fostering deeper understanding and sustained interest in learning. These findings provide insights into the effectiveness of AR in educational settings and underscore the need for further research to explore its long-term impact and broader applications.

Review

The paper "The Effect of Augmented Reality-based Learning Technology on Improving Student Motivation and Learning Outcomes in Secondary Schools" addresses a highly relevant and timely topic concerning the integration of emerging technologies in education. The abstract clearly articulates the study's aim to investigate the impact of Augmented Reality (AR) on student motivation and academic performance. The findings indicate a promising potential for AR, reporting significant improvements in both learning outcomes and motivation for students utilizing AR tools compared to those receiving traditional instruction. This initial overview suggests a valuable contribution to the growing body of literature on educational technology. The study employed a quasi-experimental design involving 120 secondary school students, divided into experimental and control groups, which provides a reasonable framework for comparing the effectiveness of AR-based learning against traditional methods. The reported "significant improvements" in academic performance and motivation among the AR group are compelling, suggesting that AR indeed fosters a more interactive and engaging learning environment. These specific results underscore the abstract's assertion that AR technology has the potential to transform conventional teaching methods, promoting deeper understanding and sustained interest, thereby offering practical insights for educators and curriculum developers. While the abstract highlights positive findings and the potential of AR, it also implicitly acknowledges areas for further exploration. The mention of "underscore the need for further research to explore its long-term impact and broader applications" suggests that the current study may not fully address these aspects, which is a common and appropriate scope for initial investigations into new technologies. Future research should indeed delve into the sustainability of these motivational and performance gains over extended periods and across diverse educational contexts and subjects. Overall, this study presents a robust initial case for the efficacy of AR in secondary education and provides a strong foundation for future inquiries, making a solid contribution to the field of educational technology.

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