The Effect of Augmented Reality-based Learning Media on Student

Learning Motivation for Computer Course

Septriyan Anugrah, Nofrihendri and Rayendra

Faculty of Education, Universitas negeri Padang, Padang, Indonesia

Keywords: Learning Media, Learning Motivation, Augmented Reality.

Abstract: Augmented reality is one of the most developed technologies today. Augmented reality has the advantage of

visualizing objects in 3D form against the object in the marker. The advantages of Augmented Reality can be

utilized in education, especially to visualize objects that are difficult to visualize. This study aims to determine

the effect of augmented reality-based learning media on learning motivation. This research is quantitative

research with an experimental quasi approach. This research was conducted in two classes namely the

experimental class, namely the class that was given augmented reality-based learning media, and the control

class using conventional methods. Data collection techniques were taken using tests and questionnaires. The

population in this study were all students of the educational technology curriculum who took computer basics

courses. To determine the results of the hypothesis, the normality test, homogeneity test, and hypothesis

testing were carried out.

1 INTRODUCTION

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The pandemic that has occurred in the last few years

has caused the learning process to be unable to be

done face-to-face, and learning has to be done

remotely or online. The distance learning process that

occurred during the pandemic period caused

problems for students because they were not prepared

for the implementation of distance learning, such as

the readiness of infrastructure and the lack of

intensive interaction between students and lecturers

in discussing lecture material. When students have

difficulty in understanding the course material, the

opportunity to ask questions is very limited, not to

mention that there are quite a lot of assignments from

other lecturers. Conditions like this can cause

learning saturation and have an impact on low

learning motivation. In terms of motivation, it is an

important requirement in learning activities. Some

research results state that one of the most important

things in the learning process both online and offline

is the motivation to learn for students (Bekele, 2010).

Motivation is a key factor in face-to-face learning as

well as in online learning (Jones & Issroff, 2007).

According to Jacobson, R. R., and Harris, S. M.

(2008), what is needed is self-regulation in online

learning for adults, according to Zimerman. Students

who have self-regulation are students who have

metacognitive, motivational, and behavioral activity

in the learning process.

In the online learning process, lecturers are

required to always innovate to provide a good

learning atmosphere with various uses of learning

media, this is because the interaction process in online

learning is very limited. media is needed and can

motivate students in learning so that students have the

motivation to manage their learning. Learning media

is also expected to be able to overcome the limitations

of infrastructure, both in terms of quantity and

quality. To overcome these problems, several

learning media can be an alternative to online

learning, one of which is augmented reality. Ronald

Tazuma (1979) stated that augmented reality is a

technology that combines the real world and the

virtual world, running interactively, in real-time, and

in 3D animation. According to Stephen and Fiala (in

Mustika, 2015: 278), augmented reality (AR) is a

natural way to explore 3D objects and data. AR is a

concept that combines virtual reality with world

reality. Thus, two-dimensional (2D) or three-

dimensional (3D) virtual objects seem real and blend

with the real world. In AR technology, users can see

Anugrah, S., Nofrihendri, . and Rayendra, .

The Effect of Augmented Reality-based Learning Media on Student Learning Motivation for Computer Course.

DOI: 10.5220/0011094400003368

In Proceedings of the International Conference of Mental Health (Icometh 2021), pages 21-24

ISBN: 978-989-758-586-9

the real world around them by adding virtual objects

generated by the computer.

One of the advantages possessed by augmented

reality is that books and visual images displayed can

provide opportunities for students to meet the need

for learning facilities outside of lecture hours. This

study aims to measure the effect of augmented

reality-based learning media on student learning

motivation during online lectures.

2 METHOD

This type of research is quantitative research using a

quasi-experimental approach. This research was

conducted in two classes, namely the experimental

class with 27 students and the control class with 23

students. The sample used in this study were students

of the Education Technology Curriculum Department

of FIP UNP who took computer courses and

operating systems, while the selection of course

classes was based on practical lectures.

The hypotheses in this research are:

H0: There is no effect of using augmented reality-

based learning media on students' learning motivation

Ha: There is an effect of using augmented reality-

based learning media on students' learning motivation

3 RESULT

The following is data from research that has been

carried out at the Department of Curriculum and

ducation Technology (KTP), FIP UNP, in section

202010040136 with 27 students as experimental class

and section 202010040138 with 23 students as

control class. Based on the results of research

obtained from a motivation questionnaire.

Table 1: Education technology student learning motivation.

Class N

Maximum

Score

Average

Standard

Deviation

Experimen 27 200 124.15 4.512

Control 23 200 119.65 6.020

The results of the research described in table 1

above show that the average score of student learning

motivation for the experimental class is 124.15 while

the control class is 119.65 from a maximum score of

200.

Before testing the hypothesis, the analysis

requirements were first tested, namely student

motivation data on augmented reality-based learning

media through the normality test of the effect of

augmented reality-based learning media between the

experimental class and the control class. The

normality test was carried out using the Liliefors test

at a significant rate of = 0.05

Table 2: Normality test.

Kolmogorov Smirnov

Motivation

to learn

Class Statistic Df Sig

Experiment .091 27 .200

Control .130 23 .200

Based on the data from the calculations carried out

for the normality test, the results of the normality test

are normally distributed on each variable with a

significance value greater than 0.05. The next stage is

measuring homogeneity, based on the calculation, the

results are as follows:

Table 3: Homogeneity Test.

Based on the results of the calculations as

illustrated in table 3 above, it shows that the mean

significance value is > 0.05 so it can be concluded that

the data is homogeneous.

Table 4: Student Learning Motivation.

Sum of

Squares

Df Mean

Square

F Sig

Between

Grou

251.055 1 251.055 9.064 .004

Within

Grou

1326.625 46 27.638

Total 1577.680 49

To find out whether there are differences in the

learning motivation of the two classes, it can be seen

in Table 4, the results show Sig. obtained P-value (P-

value) = 0.04. at the level of significance = 0.05.

Thus, it can be concluded that H0 is rejected, meaning

that there are differences in student learning

motivation between the two classes.

Motivati

on to

learn

Levane

statistic

Df1 Df2 Sig.

Based Mean 1.449 1 48 .235

Based Median 1.071 1 48 .306

Based on median

and with

usted df

1.071 1 39.993 .307

Bassed om

Trimmed Mean

1.356 1 48 .250

Icometh 2021 - International Conference of Mental Health

After the preconditioning test has been carried

out, a hypothesis test will be carried out using the T-

test with the following results:

Table 5: Differences in student learning motivation using

augmented reality-based learning media and without using

augmented reality learning media.

Motivation

to learn

Class N Mean Std.

Deviation

Std Error

Mean

eriment 27 124.15 4.512 .868

Control 23 119.65 6.020 1.255

Sig.

(2-tailed)

Mean

difference

Std. Error

Difference

Motivation

to learn

Equal

Variances

assume

.004 4.496 1.492

Equal

variance

not

assume

.005 4.496 1.526

Based on the data presented in table 5 above, the

Sig (2-tailed) value is 0.04 < 0.05, it can be concluded

that there is a difference in the average student

learning motivation between classes using augmented

reality-based learning media and without using

augmented reality learning media. with a mean value

of 124.15 for the experimental class and 119.65 for

the control class.

4 DISCUSION

Augmented reality learning media can be a choice in

the implementation of distance lectures (online), to

avoid a decrease in student learning motivation,

especially in practical courses. The advantage of

augmented reality (AR) learning media is that it can

provide visual images and reading materials that are

much needed in independent learning. In addition, the

use of AR also makes a significant contribution to the

learning process, namely, the learning process is more

student-centered (students), so students are required

to be more independent. Distance learning (online)

will be successful if students have independence in

doing their tasks well. This independent ability in

learning can indirectly affect their learning

motivation. According to (Dunleavy & Dede, 2014).

independence and self-regulation can increase

intrinsic motivation, namely through

interest/pleasure, perceived choice, and perceived

competence. Ryan and Deci (2000a; 2000b)

emphasize the importance of student-centered

learning in adult education, stating that if the learning

process is not student-centered (students), it can

hinder learning success (Kerawalla et al., 2006).

Based on the findings of this research, it shows

that in the control group that does not use AR, whose

lecture process is more lecturer-centered, the students

tend to be passive and do not have a good preparation

before attending lectures, and vice versa.

Experiments also show that the use of AR is very

useful for recognizing the shapes of devices on a

computer. This is under the results of the research

reported by Jia, Chen, Ding, and Ruan (2012) which

shows that if the lecturer (instructor) provides more

interesting learning environments for students to gain

knowledge, the learning outcomes will be better. In

addition, the learning process can also be improved

with the use of mobile this can increase higher

learning motivation. (Liu & Chu, 2010; Perry, 2015).

The results of this study are also following the

opinion of Huang (2009) that the use of augmented

reality media can increase students' enthusiasm and

perseverance in learning. According to Safar, AI-

Jafar, and AI-Yousefi (2017) also state that teaching

using augmented reality has a more positive effect

than traditional teaching methods.

5 CONCLUSION

This research is a study that compares the use of

learning media and learning that is carried out without

learning media. This study aims to see the effect of

learning media on student learning motivation,

especially when learning is brave in the pandemic era.

Based on these findings, it can be stated that

augmented reality-based learning media affects

student learning motivation, especially for computer

courses and operating systems. Students who take

part in learning using augmented reality media have

higher learning motivation than those who study

without augmented reality media. Learning by using

augmented reality media, students become more

independent and diligent.

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