Effects of Mobile Augmented Reality and Self-Regulated Learning on Students’ Concept Understanding
Chusnul Muali, Punaji Setyosarı, Purnomo Purnomo, Lia Yuliati
Abstract
This study examines the effect of mobile augmented reality and self-regulated learning on students' concept understanding. This is a quasi-research design comprising of a pre and posttest non-equivalent control group. Data were collected from 91 students divided into two groups. The self-regulated learning instrument uses a four-point Likert scale and 20 multiple-choice test items to understand the concepts. The results showed that mobile augmented reality and high self-regulated learning abilities had a better understanding concept when compared to the use of textbooks
Topics & Concepts
Likert scaleAugmented realityTest (biology)Point (geometry)Mathematics educationComputer scienceSelf-regulated learningScale (ratio)Human–computer interactionPsychologyMultimediaMathematicsDevelopmental psychologyPaleontologyGeometryPhysicsBiologyQuantum mechanicsMobile Learning in EducationTechnology-Enhanced Education StudiesEducational Technology and E-Learning