DEVELOPMENT AND EVALUATION OF AUGMENTED REALITY LEARNING APPLICATION (LearnGeoAR) ON GEOMETRY TOPIC PRIMARY SCHOOL PUPILS

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e-ISSN: 2550-1461 https://ijeisr.net

DEVELOPMENT AND EVALUATION OF AUGMENTED REALITY LEARNING APPLICATION (LearnGeoAR) ON GEOMETRY TOPIC

PRIMARY SCHOOL PUPILS

Mohamad Basri Nadzeri¹ Muzirah Musa² Chew Cheng Meng³ Irwan Mahazir Ismail⁴

Mohd Erfy Ismail⁵ Abd Hadi Abu Hassan⁶ Mohd Shahril Izwan Mustafa⁷

1School of Educational Studies, Universiti Sains Malaysia (USM), Malaysia (E-mail: [email protected])

4Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia (USM), Malaysia (E-mail :[email protected])

5Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn (UTHM), Malaysia (E-mail: [email protected])

Abstract: Application of technology in classroom together with knowledge and skills enhance positive impact in teaching and learning. Hence, the Malaysia Education Blueprint 2013-2025 was developed by the Ministry of Education which emphasizes on the use of technology and innovation that can improve the achievement of pupils. Pupils in primary school faced difficulties in basic concepts, reasoning and problem solving in geometry. Furthermore, most of the teachers explained three-dimensional shapes based on drawings on whiteboards, static images on books and verbal explaining to pupils. In this regard, the innovation of LearnGeoAR application utilising Augmented Reality technology was developed for pupils. This study used Design and Development Research which consisted of three main phases meanwhile ADDIE's instructional design model as a framework to develop the application. The percentage score of content validity for the LearnGeoAR application was 94.3. This study used three experts’

interviews to confirm the need for developing this application and Post-Study System Usability Questionnaire (PSSUQ) to obtain feedback of the usability and satisfaction from 30 grade 2 pupils after applying the application. It was hoped that the AR technology applied can improve the effectiveness of learning, increased motivation and creative thinking skills of pupils in solving problems especially in Geometry Topic.

Keywords: Geometry, Design And Development Research, ADDIE, Augmented Reality, LearnGeoAR Application

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1. INTRODUCTION

Education plays a central role in any country’s pursuit of economic growth and national development. Therefore, the Malaysia Education Blueprint (2013-2025) focuses on the seventh shift, leveraging on education technology to improve the quality of learning in Malaysia. In fact, the primary school mathematics curriculum in Kurikulum Standard Sekolah Rendah (KSSR) also emphasises aspects of creativity and innovation as well as information technology and communication (ICT) elements to help pupils become creative, make teaching and learning more engaging, and help students grasp concepts better. Additionally, the use of technology in teaching and learning of mathematics may foster a positive learning environment, promote high-level learning, and help students understand the fundamentals of digital literacy starting at a low level (Hendrayana & Outhwaite et al. 2017).

The technological evolution seems to have an impact on mathematics education as well.

One of the recommendations made by Jia & Matore (2021) was the use of ICT in teaching mathematics, and it had a very significant impact on pupils' learning of mathematics. Besides that, the objectives of mathematics education in primary schools were for pupils to learn the basic mathematical concepts and skills. Pupils should be proficient in mathematics starting in elementary school to avoid difficulties in secondary schools. However, previous studies have found that low visual skills are the major factor influencing the understanding of geometry concepts for grade 2 pupils especially in understanding the basic concepts of 3D shape characteristics (Gunčaga & Žilková, 2019; Ibili et al. 2019; Berna, 2014). Thus, teachers should develop content, pedagogy and teaching strategies that incorporate technology to provide engaging teaching and learning in the classroom (Janet Law & Roslinda Rosli, 2020).

One of the technologies that can be applied in teaching and learning geometry is Augmented Reality (AR). AR technology allows users to interact with virtual objects that are integrated into the physical world and appear in the same space and in real time (Azuma, 1997).

AR technology is also classified as a technology combined with multimedia elements such as three-dimensional animation (3D), image, graphic, audio and video via camera available on devices such as tablets, Ipads, smartphones, laptops, and computers (Li, W. et al. 2019).

Various past studies in AR were conducted by researchers on the advantages in education (Mustafa Sırakaya & Didem Alsancak Sikaraya, 2020). Among the benefits in AR was that teaching and learning become more easier in understanding abstract concepts (Akçayır et al.

2016). Next, teachers may attract pupils' attention to their lesson by using AR technology in the classroom (Bressler & Bodzin, 2013) and increase motivation (Chang & Hwang, 2018;

Ibanez et al. 2015). Furthermore, learning through AR technology can attract and delight pupils (Gün & Atasoy, 2017a) as well as improve spatial visualization capabilities (Lin et al. 2015).

2. LITERATURE REVIEW

Augmented Reality (AR)

Augmented Reality (AR) technology was the combining of 3D virtual objects with a 3D real environment in real time (Chen et al., 2019). Virtual and real objects appear together in a real time system in a way that the user sees the real world and the virtual objects superimposed with the real objects. The user’s perception of the real world was enhanced, and the user interacts in a more natural way. The virtual objects can be used to display additional information about the real world that are not directly perceived. Milgram and Kishino (1994) introduced the concept

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of a Virtuality Continuum (VC) classifying the different ways that virtual and real objects can be realized. In this taxonomy scheme, Augmented Reality is closer to the real world. Azuma (1997) defined AR systems as having three characteristics which were i) combining real and virtual, ii) interactive in real time and iii) registered in 3D. Generally, AR applications divided into two categories: (i) marker-based and (ii) marker less-based.

Marker-based requires a specific marker or label to register the position of a 3D virtual object to be displayed in a real-world environment. Hardware such as mobile device cameras and markers or labels in the form of QR codes were commonly used for marker-based AR applications. Image recognition was based on the location of the marker on the display screen.

Next, it will produce a matching 3D version of the image that can be rotated. So, the user can view the object in more detail and various angles. Next, marker less-based AR was a new advancement in AR technology that using sensors in mobile devices, global positioning systems (GPS) and any part of the real environment to detect real world environments, such as location and intersection points that allow users to place virtual objects into real context without having to read images (Yih & Chun, 2019).

3. METHODOLOGY

The design of the study used Design and Development Research (DDR) (Richey & Klien, 2007; Saedah, Ridhuan Tony & Rozaini, 2020) which consists of three phases, First Phase:

Need Analysis, Second Phase: Design and Development and Third Phase: Evaluation. In developing the LearnGeoAR application, the ADDIE model (Rossett, 1987) was applied as a framework which consists of five phases, Analysis (A), Design (D), Development (D), Implementation (I) and Evaluation (E). All three DDR stages are included in the phases of the ADDIE Model. Table 1 showed the relationship between DDR and ADDIE Model. There were two aspects to how this learning application was implemented. The first aspect was examined the development of LearnGeoAR learning application, while the second aspect looked the usability of the learning application.

Table 1: Relationship between DDR and ADDIE

Source: Nur Tutiani Ab. Wahid (2019)

Development of The LearnGeoAR Application

The development of LearnGeoAR application was based on the ADDIE Model (Rosset, 1987).

The ADDIE Model was selected in developing this learning application due to the model approach was systematic, organize and did not need many steps for the development of systems, applications, or software (Mohammad Taufiq Abdul Ghani & Wan Ab Aziz Wan Daud, 2018). Figure 2 showed the ADDIE instructional design model.

Phase Design and Development Research (DDR) Phase ADDIE Model

1 Analysis 1 Analysis

2 Design and Development 2 Design

3 Development

3 Evaluation 4 Implementation

5 Evaluation

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Figure 2: The ADDIE Instructional Design Model Source: Rosset (1987)

Analysis

A semi-structured interview was conducted with three experts’ teachers who had been teaching mathematics education for more than five years to determine the problems faced by pupils in learning Geometry and the need to develop this learning application (Akbari & Yazdanmehr, 2014; Berliner, 2004). The demographics of the experts’ teacher were shown in Table 2.

Table 2: Experts’ Teacher Demography

Item Category Frequency

Teaching Experience 5 – 10 years 1

11 – 15 years 1

16 – 20 years 0

21 – 25 years 1

Expertise Field STEM Coach 1

Master Teacher 2

Based on Table 2, it was found that a total of three experts teacher involved in the interviews of this study were expertise in teaching mathematics education for more than five years. Next, all the experts who were interviewed had expertise in specific areas which were STEM coach and master teacher.

Design

The findings from the first phase of analysis were used to guide the design of the LearnGeoAR application and identified the required learning objectives. Besides that, teaching and learning methods, learning theory, learning objectives, learning activities, teaching and learning plans, teaching strategies, and media selection were also considered for the design phase (Larson, M.

B., & Lockee, 2014; McKenney & Reeves, 2014; Morrison et al., 2013). In addition, it was important for researchers to create storyboard related to technical and visual design as well as multimedia elements such as text, graphics, animation and video through storyboards. The designed storyboard will illustrate the overall display of the application.

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Development

The development phase referred to the development of application prototypes. Multimedia elements such as the use of appropriate text and colour, the use of audio, image, animation, video and graphics to ensure that the applications developed will have impact on pupil’s learning (Saifolrudin & Khairi, 2019). This study will use mobile and marker-based AR in learning process. Besides that, the alpha test of expert evaluation was conducted to determine the robustness of the LearnGeoAR application user interfaces and functionalities (Alessi &

Trollip, 2001). The rationale was to detect error in the application before presenting it to the end users. Therefore, the application was validated by three experts in developing AR application using the Percentage Calculation Method (PCM) from Tuckman and Waheed (1981). The three experts were given the questionnaire adapted from Dayana Farzeeha Ali (2019) using 5-scale likert. The score which above 70% was considered achieved a high level of achievement. To determine the level of content validity of the LearnGeoAR application, the calculation method was based on the total score filled by the expert (x) will be divided by the total actual score (y) and multiplied by 100. The formula was as shown in Figure 3.

Figure 3: Percentage Calculation Method (PCM) Source: Tuckman and Waheed (1981)

The LearnGeoAR Application was evaluated by experts on five aspects which were (i) interaction design, (ii) content design, (iii) interface design, (iv) user -friendly design and (v) graphic and visual design. Based on the result, the percentage score of content validity for the LearnGeoAR application was 94.3. Thus, the contents in the LearnGeoAR were considered of good validity. Table 3 showed the content validity measurement for the LearnGeoAR.

Table 3: Content Validity Measurement

No. Aspect Expert 1 Expert 2 Expert 3

1. Interaction Design 22 24 25

2. Content Design 22 25 24

3. Interface Design 25 25 25

4. User-Friendly Design 21 22 25

5. Graphic and Visual Design 22 24 25

Total Expert Score (x) 112 120 124

Total Maximum Score (y) 125 125 125

Content Validation (%) 89.6 96 99.2

Average Content Validation (%) 94.93

Implementation

Once the AR learning applications developed had undergone the process of authenticity by experts and can be used, the next phase was the implementation phase to the actual sample of grade 2 pupils. It was a need to test the learning application developed that can be used in the context of real sample. The instrument used for the pilot study was adapted from the third edition of the Post Study Usability and User Satisfaction Test (PSSUQ) by Lewis, 2018. The

Total Expert Score (x)

X 100% = Content Validity Level Total Maximum Score (y)

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pilot study was given to 30 pupils to gain the reliability of the test. Cronbach alpha for PSSUQ instrument was 0.95. All the domains satisfied Nunnally and Bernstein (1994) internal reliability criterion where the Cronbach alpha values greater than 0.7 and indicating that overall scales had acceptable reliability.

Evaluation

For the instrument of usability assessment of learning applications, the Post-Study System Usability Questionnaire (PSSUQ) was conducted to 30 grade 2 pupils to obtain the feedback of usability and satisfaction after applying the application. Usability testing using PSSUQ had three domains covered of 16 questions, rated on a Likert scale from 1 to 7. The three main domains were (i) system usefulness, (ii) information quality and (iii) interface quality. The overall measurement score was the mean score of the three domains measured. The lowest PSSUQ’s score indicates the best satisfaction indicator (Boesell et al., 2016). The scales used in PSSUQ instrument were shown in Table 4.

Table 4: Scales in PSSUQ Instrument Scale Indicator

1 strongly agree to 2 true

3 applies to part 4 neutral

5 does not apply to part 6 not applicable 7 strongly disagree

Source: Boesell et al., (2016)

4. FINDINGS

Expert’s Interview

The results of experts’ teacher interview and user evaluations were discussed in the following sections. The interviews conducted concluded that there was a need to develop AR learning application. This statement is evidenced from the following quotes from the following experts.

“Yes, we need a new learning for instance an AR learning application on Geometry Topic because the physical learning aids are not enough in school”.

(Expert Teacher 1)

“Pupils in technology era are needed to learn by using any technology tools such as mobile, tablet and computer in class to explore more on this topic”.

Moreover, AR applications will help pupils to visualize the characteristics of shapes in virtual way rather than physical way”.

(Expert Teacher 3)

“There is a need for teacher to develop a suitable learning application on Geometry Topic to pupils especially in primary school because pupils were actively involved in class by using technology”.

(Expert Teacher 2)

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Users’ Evaluation

The average score for each aspect (1) system usefulness was 1.23, (2) information quality was 1.16 and (3) interface quality was 1.14. The overall mean score was 1.18 showed that pupils can use LearnGeoAR applications well and satisfied with the applications developed. Table 5 showed the average mean score from 30 pupils derived from PSSUQ instrument.

Table 5: PSSUQ Result

System Usefulness Information Quality Interface Quality Overall

1.23 1.16 1.14 1.18

5. DISCUSSIONS

Expert’s Interview

Based on the views of first and third expert teacher, there was a need for developing an application-based AR technology on Geometry topic. The first expert had stated that the physical learning aids especially for Geometry Topic were insufficient to all pupils. Therefore, by using AR application, variable learning aids can be applied to learn geometry in the classroom and pupils will have flexibility to revise the topic outside the classroom. Moreover, for third expert teacher, most of pupils had problem in visualizing the characteristics of 3D shapes such as faces, edges and vertices. Hence, it was necessary to create an appropriate learning application for pupils. Next, the second expert teacher further said that when teachers used technology as a teaching tool, pupils actively participate in the learning process especially for the alpha generation. They were raised in a fast-paced digital world and had extensive experience utilising technology (Fell & McCrindle, 2020).

Users’ Evaluation

According to the PSSUQ instrument, which was given to 30 grade 2 students, all domains had good to excellent scores. It had mentioned before, the lowest PSSUQ’s score indicates the best satisfaction indicator. Therefore, the users agreed on the system usefulness (1.23), information quality (1.16) and interface quality (1.14). The overall mean score for satisfaction of pupils utilizing this application is 1.18. It can be concluded that the LearnGeoAR developed was ready for used by pupils in grade 2.

6. RECOMMENDATION AND CONCLUSION

Research on using AR technology to promote primary school was still in its initial stages. The LearnGeoAR application was developed with the goal of attracting and educating primary school pupils on the topic of geometry. Since most pupils nowadays used smartphones, the idea for developing the application aligns with the needs of students today. The users also enjoyed using the LearnGeoAR applications and they would use it regularly and anytime focusing on this topic. It was hoped that the findings of this study will encourage more pupils to use the LearnGeoAR applications to understand more about Geometry Topic especially in 2D and 3D shapes. At the same time, this will help the teachers and Ministry of Education to introduce a new learning strategy using AR technology which is more creative, innovative, informative, usable, trending and up to date. Plus, this application will help pupils to achieve a good achievement in mathematics education and gave a lot of benefits of using mobile in learning mathematics.

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