The effectiveness of teaching Aid for a Mathematics subject via Mobile Augmented Reality (MAR) for standard six students

Hafizul Fahri Hanafi

Abstract

This main purpose of this study is to investigate the impact of a mobile augmented reality application on the understanding of mathematics subjects among primary school students. This study is constructed on a quasi-experimental procedure using the pre-test, post-test control group design. The study sample consisted of 78 primary school students that were selected from two intact classes, with a mean age of 13.5 years. Students were assigned to two groups, with a control group and an experimental group comprising 38 and 40 students, respectively. The research instrument utilized to measure students’ understanding of Augmented Reality components before and after treatment was based on a set of 40 multiplechoice questions. Learning sessions took place for one hour per week, spanning over four consecutive weeks, in which the control group and the experimental group used a desktop-based application and a mobile augmented reality application, respectively. Data were analyzed using paired samples t-test and analysis of covariance (ANCOVA). The results of the t-test explicated that there was a significant gain in students’ understanding after training for both groups. The results of ANCOVA depicted the main effects of learning method and gender were significant, explicating the experimental group outperformed the control group and males outperformed females, respectively. Interestingly, a notable interaction effect between the learning method and gender, with both male participants tended to perform better when learning using MAR application. Exerted together, the foregoing findings underscore the significance of expending appropriate learning applications, notably mobile applications, in the teaching and learning of technology in a classroom such as Mathematics subject. Nevertheless, the finding implied female student should have given more expanse to familiarize such practice

References

1. Umar, I. N., & Hassan, A. S. A. (2015). Malaysian teachers’ levels of ICT integration and its perceived impact on teaching and learning. Procedia-Social and Behavioral Sciences, 197.

2. Tsiotakis, P., & Jimoyiannis, A. (2016). Critical factors towards analysing teachers' presence in on-line learning communities. The Internet and Higher Education, 28, 45-58.

3. Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning. In Technology-enhanced learning (pp. 233-249). Springer, Dordrecht.

4. Barraza Castillo, R. I., Cruz Sánchez, V. G., & Vergara Villegas, O. O. (2015). A pilot study on the use of mobile augmented reality for interactive experimentation in quadratic equations. Mathematical Problems in Engineering, 2015.

5. Gu, N, Kim, MJ, & Maher, ML. (2011). Technological advancements in synchronous collaboration: The effect of 3D virtual worlds and tangible user interfaces on architectural design. Journal of Automation in Construction, Elsevier, 20, 270–278.

6. Jamali, S., Shiratuddin, M., Wong, K., & Oskam, C. (2015). Utilising Mobile-Augmented Reality for Learning Human Anatomy. Procedia -Social and Behavioral Sciences, pp. 659-668.

7. Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2015). Mobile Augmented Reality in Vocational Education and Training. Procedia Computer Science 75, 49-58.

8. Sirakaya, M., & Kiliç Çakmak, E. (2018). Investigating Student Attitudes toward Augmented Reality. Malaysian Online Journal of Educational Technology, 6(1), 30-44.

9. Matsutomo, S., Miyauchi, T., Noguchi, S., & Yamashita, H. (2012). Real-time visualization system of magnetic field utilizing augmented reality technology for education. IEEE transactions on magnetics, 48(2), 531-534.

10. Teng, C. H., Chen, J. Y., & Chen, Z. H. (2018). Impact of Augmented Reality on Programming Language Learning: Efficiency and Perception. Journal of Educational Computing Research, 56(2), 254-271.

11. Sutherland, I. E. (1968, December). A head-mounted three dimensional display. In Proceedings of the December 9-11, 1968, fall joint computer conference, part I (pp. 757-764). ACM.

12. Caudell, T. P., & Mizell, D. W. (1992, January). Augmented reality: An application of heads-up display technology to manual manufacturing processes. In System Sciences, 1992. Proceedings of the Twenty-Fifth Hawaii International Conference on (Vol. 2, pp. 659-669). IEEE.

13. Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752-761.

14. Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). Simple augmented reality. The 2010 Horizon Report, 21-24. Austin, TX: The New Media Consortium.

15. Wang, X., Kim, M. J., Love, P. E. D., & Kang, S. C. (2013). Augmented reality in built environment: Classification and implications for future research. Automation in Construction, 32, 1-13.

16. Katiyar, A., Kalra, K., & Garg, C. (2015). Marker based augmented reality. Advances in Computer Science and Information Technology (ACSIT), 2(5), 441-445.

17. Reitmayr, G., & Drummond, T. (2006, October). Going out: robust model-based tracking for outdoor augmented reality. In Proceedings of the 5th IEEE and ACM International Symposium on Mixed and Augmented Reality (pp. 109-118). IEEE Computer Society.

18. bin Hanafi, H. F., Said, C. S., Ariffin, A. H., Zainuddin, N. A., & Samsuddin, K. (2016, November). Using a collaborative Mobile Augmented Reality learning application (CoMARLA) to improve Improve Student Learning. In IOP Conference Series: Materials Science and Engineering (Vol. 160, No. 1, p. 012111). IOP Publishing.

19. Bacca, J., Baldiris, S., Fabregat, R., & Graf, S. (2015). Mobile augmented reality in vocational education and training. Procedia Computer Science, 75, 49-58.

20. Bujak, K. R., Radu, I., Catrambone, R., Macintyre, B., Zheng, R., & Golubski, G. (2013). A psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544.

21. Goswami, A. & Dutta, S. (2016) Gender Differences in Technology Usage—A Literature Review. Open Journa j. l of Business and Management, 4, 51-59.

22. Grimus, M. (2014) Mobile Phones and Gender. Chances and Challenges in Education around the World. In Jarecka-Zyluk, M.Holz, O. (Eds.): Gender and Education from Different Angles. LIT Verlag Berlin-Münster-Wien-Zürich-London

23. Sibthorp, J., & Arthur-Banning, S. (2004). Developing life effectiveness through adventure education: The roles of participant expectations, perceptions of empowerment, and learning relevance. Journal of Experiential Education, 27(1), 32-50.

24. Rafi, A., Samsudin, K. A., & Ismail, A. (2006). On improving spatial ability through computer-mediated engineering drawing instruction. Educational Technology & Society, 9 (3), 149-159.

25. Wagner, D., Pintaric, T., Ledermann, F., & Schmalstieg, D. (2005, May). Towards massively multi-user augmented reality on handheld devices. In International Conference on Pervasive Computing (pp. 208-

219). Springer, Berlin, Heidelberg. 26. Bach, B., Sicat, R., Beyer, J., Cordeil, M., & Pfister, H. (2018). The Hologram in My Hand: How Effective is Interactive Exploration of 3D Visualizations in Immersive Tangible Augmented Reality? IEEE Transactions on Visualization & Computer Graphics, (1), 1-1.

27. Tang, K. D. T. M. A., & Mitchell, L. O. A. (2018). A Visual Interaction Cue Framework from Video Game Environments for Augmented Reality.

28. Hammady, R., Ma, M., & Powell, A. (2018, June). User Experience of Markerless Augmented Reality Applications in Cultural Heritage Museums: ‘MuseumEye’as a Case Study. In International Conference on Augmented Reality, Virtual Reality and Computer Graphics (pp.349-369). Springer, Cham.

29. Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62, 41-49.

30. Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education.

31. Efstathiou, I., Kyza, E. A., & Georgiou, Y. (2018). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41.

32. Bataineh, R. F., Al-Hamad, R. F., & Al-Jamal, D. A. (2018). GENDER AND EFL WRITING: DOES WHATSAPP MAKE A DIFFERENCE?. Teaching English with Technology, 18(2), 21-33.

33. Ma, C., Kulshrestha, S., Shi, W., Okada, Y., & Bose, R. (2018, March). E-learning Material Development Framework Supporting VR/AR Based on Linked Data for IoT Security Education. In International Conference on Emerging Internetworking, Data & Web Technologies (pp. 479-491). Springer, Cham.