The effect of a augmented reality module on secondary school students achievement and motivation in learning programming

The computer science subject poses significant challenges to learners, including cognitive overload due to abstract concepts, low motivation, and a lack of adequate visualization and learning materials. Thus, this study addressed these challenges by designing and developing an interactive Augmented Reality (AR) module (SmartAR Module) for programming. In particular, this study aimed to design, develop, and evaluate the SmartAR Module by examining its usability and effect on student achievement and motivation in learning computer science among secondary school students. Employing a one-group pre-test-post-test research design, this study utilized the ADDIE instructional design framework and Jonassen's (1977) problem-solving learning strategy to develop the module. Accordingly, the development process began with a needs analysis through semi-structured interviews with five computer science students and two teachers, followed by validation from seven experts. The experts agreed that the SmartAR Module is valid, robust, and aligned with Malaysia's computer science curriculum. As such, the module was implemented in a classroom setting with 30 Form 4 students over nine weeks, including the pre-test and post-test phases. Results indicated a significant increase in students' achievement scores after using the module. Specifically, mean scores improved markedly from the pre-test (M = 43.27, SD = 1.78) to the post-test (M=81.80, SD=11.05). Meanwhile, a paired-sample t-test confirmed that this difference was statistically significant, t (29) = 20.16, p