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Augmented Reality to Promote Guided Discovery Learning for STEM Learning

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@article{IJASEIT6801,
   author = {Nazatul Aini Abd Majid and Nurfaizah Abd Majid},
   title = {Augmented Reality to Promote Guided Discovery Learning for STEM Learning},
   journal = {International Journal on Advanced Science, Engineering and Information Technology},
   volume = {8},
   number = {4-2},
   year = {2018},
   pages = {1494--1500},
   keywords = {Augmented reality, inquiry based learning, periodic table, chemistry, STEM education},
   abstract = {

Augmented reality is one of the technologies that will impact teaching and learning. When augmented reality is applied in an educational setting, it can provide a superior learning environment because educators can add specific virtual information to enrich the existing learning materials or to create new learning materials that integrate the environment. Therefore, discussions on augmented reality applications for learning can be vastly found in the literature. Each application utilizes the resources available by using approaches appropriate for the learning outcome in question. The key problem with achieving learning outcome in analysing group one elements in a periodic table, is that some students have difficulties in visualizing an atom and what more to relate them with reactivity. The objective of this paper is to design and develop a learning application that supports science, technology, engineering and mathematics (STEM) education based on guided discovery learning to assist the students through questions based on exposure to various evidences via augmented reality. This application incorporates the use of 3D model of atoms and video of real experiments. To achieve the objective, action research is used to solve existing problem in a selected school. The application was evaluated by 25 students aged 16 years in a secondary school in Malaysia and has proven to be effective in  improving the students’ marks in tests conducted at the end of the application usage. The students can get many benefits from using the augmented reality based application because it supports Education 4.0 like flexibility in teaching and learning where learning is freed for the limitation of time, place and pace of study.

},    issn = {2088-5334},    publisher = {INSIGHT - Indonesian Society for Knowledge and Human Development},    url = {http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6801},    doi = {10.18517/ijaseit.8.4-2.6801} }

EndNote

%A Abd Majid, Nazatul Aini
%A Abd Majid, Nurfaizah
%D 2018
%T Augmented Reality to Promote Guided Discovery Learning for STEM Learning
%B 2018
%9 Augmented reality, inquiry based learning, periodic table, chemistry, STEM education
%! Augmented Reality to Promote Guided Discovery Learning for STEM Learning
%K Augmented reality, inquiry based learning, periodic table, chemistry, STEM education
%X 

Augmented reality is one of the technologies that will impact teaching and learning. When augmented reality is applied in an educational setting, it can provide a superior learning environment because educators can add specific virtual information to enrich the existing learning materials or to create new learning materials that integrate the environment. Therefore, discussions on augmented reality applications for learning can be vastly found in the literature. Each application utilizes the resources available by using approaches appropriate for the learning outcome in question. The key problem with achieving learning outcome in analysing group one elements in a periodic table, is that some students have difficulties in visualizing an atom and what more to relate them with reactivity. The objective of this paper is to design and develop a learning application that supports science, technology, engineering and mathematics (STEM) education based on guided discovery learning to assist the students through questions based on exposure to various evidences via augmented reality. This application incorporates the use of 3D model of atoms and video of real experiments. To achieve the objective, action research is used to solve existing problem in a selected school. The application was evaluated by 25 students aged 16 years in a secondary school in Malaysia and has proven to be effective in  improving the students’ marks in tests conducted at the end of the application usage. The students can get many benefits from using the augmented reality based application because it supports Education 4.0 like flexibility in teaching and learning where learning is freed for the limitation of time, place and pace of study.

%U http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6801 %R doi:10.18517/ijaseit.8.4-2.6801 %J International Journal on Advanced Science, Engineering and Information Technology %V 8 %N 4-2 %@ 2088-5334

IEEE

Nazatul Aini Abd Majid and Nurfaizah Abd Majid,"Augmented Reality to Promote Guided Discovery Learning for STEM Learning," International Journal on Advanced Science, Engineering and Information Technology, vol. 8, no. 4-2, pp. 1494-1500, 2018. [Online]. Available: http://dx.doi.org/10.18517/ijaseit.8.4-2.6801.

RefMan/ProCite (RIS)

TY  - JOUR
AU  - Abd Majid, Nazatul Aini
AU  - Abd Majid, Nurfaizah
PY  - 2018
TI  - Augmented Reality to Promote Guided Discovery Learning for STEM Learning
JF  - International Journal on Advanced Science, Engineering and Information Technology; Vol. 8 (2018) No. 4-2
Y2  - 2018
SP  - 1494
EP  - 1500
SN  - 2088-5334
PB  - INSIGHT - Indonesian Society for Knowledge and Human Development
KW  - Augmented reality, inquiry based learning, periodic table, chemistry, STEM education
N2  - 

Augmented reality is one of the technologies that will impact teaching and learning. When augmented reality is applied in an educational setting, it can provide a superior learning environment because educators can add specific virtual information to enrich the existing learning materials or to create new learning materials that integrate the environment. Therefore, discussions on augmented reality applications for learning can be vastly found in the literature. Each application utilizes the resources available by using approaches appropriate for the learning outcome in question. The key problem with achieving learning outcome in analysing group one elements in a periodic table, is that some students have difficulties in visualizing an atom and what more to relate them with reactivity. The objective of this paper is to design and develop a learning application that supports science, technology, engineering and mathematics (STEM) education based on guided discovery learning to assist the students through questions based on exposure to various evidences via augmented reality. This application incorporates the use of 3D model of atoms and video of real experiments. To achieve the objective, action research is used to solve existing problem in a selected school. The application was evaluated by 25 students aged 16 years in a secondary school in Malaysia and has proven to be effective in  improving the students’ marks in tests conducted at the end of the application usage. The students can get many benefits from using the augmented reality based application because it supports Education 4.0 like flexibility in teaching and learning where learning is freed for the limitation of time, place and pace of study.

UR - http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6801 DO - 10.18517/ijaseit.8.4-2.6801

RefWorks

RT Journal Article
ID 6801
A1 Abd Majid, Nazatul Aini
A1 Abd Majid, Nurfaizah
T1 Augmented Reality to Promote Guided Discovery Learning for STEM Learning
JF International Journal on Advanced Science, Engineering and Information Technology
VO 8
IS 4-2
YR 2018
SP 1494
OP 1500
SN 2088-5334
PB INSIGHT - Indonesian Society for Knowledge and Human Development
K1 Augmented reality, inquiry based learning, periodic table, chemistry, STEM education
AB 

Augmented reality is one of the technologies that will impact teaching and learning. When augmented reality is applied in an educational setting, it can provide a superior learning environment because educators can add specific virtual information to enrich the existing learning materials or to create new learning materials that integrate the environment. Therefore, discussions on augmented reality applications for learning can be vastly found in the literature. Each application utilizes the resources available by using approaches appropriate for the learning outcome in question. The key problem with achieving learning outcome in analysing group one elements in a periodic table, is that some students have difficulties in visualizing an atom and what more to relate them with reactivity. The objective of this paper is to design and develop a learning application that supports science, technology, engineering and mathematics (STEM) education based on guided discovery learning to assist the students through questions based on exposure to various evidences via augmented reality. This application incorporates the use of 3D model of atoms and video of real experiments. To achieve the objective, action research is used to solve existing problem in a selected school. The application was evaluated by 25 students aged 16 years in a secondary school in Malaysia and has proven to be effective in  improving the students’ marks in tests conducted at the end of the application usage. The students can get many benefits from using the augmented reality based application because it supports Education 4.0 like flexibility in teaching and learning where learning is freed for the limitation of time, place and pace of study.

LK http://ijaseit.insightsociety.org/index.php?option=com_content&view=article&id=9&Itemid=1&article_id=6801 DO - 10.18517/ijaseit.8.4-2.6801