This is an outdated version published on 2023-01-29. Read the most recent version.

THE UTILIZATION OF AUGMENTED REALITY (AR) IN HISTORY EDUCATION: TRANSFORMING TEACHING METHODS TOWARDS THE DIGITAL ERA

Authors

  • Devi Melani Sekolah Dasar Negeri 36 Bathin Solapan Bengkalis

DOI:

https://doi.org/10.61677/edutechno.v1i1.377

Keywords:

Augmented Reality, History Learning, Student Motivation, Student Engagement, Experiential Learning

Abstract

This study aims to examine the effectiveness of Augmented Reality (AR) in history education by comparing students' learning outcomes, motivation, and engagement between an experimental and a control group. Using a mixed-methods approach with a quasi-experimental design, this study involved high school students divided into two groups: one using AR for history learning and the other applying conventional methods. The results indicate that students learning with AR experienced a significantly greater improvement in historical understanding compared to the control group, as evidenced by higher post-test scores. Additionally, survey results show a significant increase in students' motivation within the experimental group. Observational and interview data further confirm that students using AR were more engaged in discussions and actively explored the material compared to those in the control group. These findings align with previous research highlighting the benefits of AR in enhancing learning experiences through interactive and exploratory visualizations. The novelty of this study lies in developing an experiential learning-based AR model, which not only improves historical comprehension but also fosters active student engagement. Therefore, this study recommends the integration of AR technology in history education to enhance learning effectiveness in the digital era.

References

Billinghurst, M., Clark, A., & Lee, G. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2-3), 73–272.

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15.

Chen, X., Zou, D., Cheng, G., & Xie, H. (2020). Understanding the use of augmented reality in education: A systematic review. Educational Technology & Society, 23(4), 1–16.

Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. Handbook of Research on Educational Communications and Technology, 735–745.

Huang, T. C., Chen, C. C., & Chou, Y. W. (2021). The effectiveness of augmented reality-assisted learning environments on student learning performance: A meta-analysis. Educational Technology Research and Development, 69(2), 1–30.

Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70.

Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.

Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452.

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.

Downloads

Published

2024-01-25 — Updated on 2023-01-29

Versions

Issue

Vol. 1 No. 1 (2025): January: International Journal of Educational Technology and Innovation (EduTechno)

Section

Articles