Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning

International Engineering Research and Innovation Symposium

Hanafi, Hafizul Fahri Bin^1 ; Said, Che Soh^1 ; Ariffin, Asma Hanee^1 ; Zainuddin, Nur Azlan^2 ; Samsuddin, Khairulanuar^1

Computing Department, Universiti Pendidikan Sultan Idris, Malaysia^1

Creative Department, Universiti Pendidikan Sultan Idris, Malaysia^2

关键词: Analysis of covariances;    Collaborative learning environment;    Conventional approach;    Independent variables;    Learning performance;    Mobile augmented reality;    Multiple choice questions;    Research instruments;   

Others  :  https://iopscience.iop.org/article/10.1088/1757-899X/160/1/012111/pdf
DOI  :  10.1088/1757-899X/160/1/012111

来源: IOP

【 摘 要 】

This study was carried out to improve student learning in ICT course using a collaborative mobile augmented reality learning application (CoMARLA). This learning application was developed based on the constructivist framework that would engender collaborative learning environment, in which students could learn collaboratively using their mobile phones. The research design was based on the pretest posttest control group design. The dependent variable was students' learning performance after learning, and the independent variables were learning method and gender. Students' learning performance before learning was treated as the covariate. The sample of the study comprised 120 non-IT (non-technical) undergraduates, with the mean age of 19.5. They were randomized into two groups, namely the experimental and control group. The experimental group used CoMARLA to learn one of the topics of the ICT Literacy course, namely Computer System; whereas the control group learned using the conventional approach. The research instrument used was a set of multiple-choice questions pertaining to the above topic. Pretesting was carried out before the learning sessions, and posttesting was performed after 6 hours of learning. Using the SPSS, Analysis of Covariance (ANCOVA) was performed on the data. The analysis showed that there were main effects attributed to the learning method and gender. The experimental group outperformed the control group by almost 9%, and male students outstripped their opposite counterparts by as much as 3%. Furthermore, an interaction effect was also observed showing differential performances of male students based on the learning methods, which did not occur among female students. Hence, the tool can be used to help undergraduates learn with greater efficacy when contextualized in an appropriate setting.