User-Friendly Evaluation of Three-Dimensional Visualization of Atomic Models on Mobile Teaching Module Application: PyLo-AR
(1) Physics Education, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Makassar, Indonesia
(2) Physics Education, Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Makassar, Indonesia
(3) Faculty of Education and Teacher Training, Universitas Muhammadiyah Makassar, Indonesia
Abstract
Integrating augmented reality technology in physics education provides students with a novel learning experience, requiring proficient skills and effective organization. PyLo-AR, a Marker-Based Augmented Reality (M-AR) mobile app, teaches atomic models (Dalton, Thomson, Rutherford, Bohr). This study assesses PyLo-AR's user-friendliness using SUS and UEQ methods, involving highschool students. SUS scores indicate a satisfactory usability level (71). UEQ averages are 1.797 (Attractiveness), 1.700 (Perspicuity), 1.577 (Efficiency), 1.605 (Dependability), 1.941 (Stimulation), and 1.067 (Novelty). The category of the stimulation indicator is excellent, which means the PyLo-AR application is highly engaging for learners. The attractiveness, efficiency, and accuracy indicators are rated as "good," indicating that the PyLo-AR application is enjoyable and reliable in understanding the characteristics of each atom model through its 3D visualization features. Meanwhile, the clarity and novelty indicator categories are rated as "above average," suggesting that the PyLo-AR application is sufficiently efficient and easy to understand with an organized User Interface (UI). Thus, the PyLo-AR application has met the criteria for being a user-friendly application for learners to comprehend the characteristics of each atom model.
Keywords
Full Text:
PDFReferences
Amornkitpinyo, T., & Piriyasurawong, P. (2017). The concept framework of structural equation model of mobile cloud learning acceptance for higher education students in the 21st Century. TEM Journal, 6(3), 464–468.
https://doi.org/10.18421/TEM63-05
Bernard, R. M., Borokhovski, E., Schmid, R. F., Waddington, D. I., & Pickup, D. (2017). Protocol for a systematic review: a systematic review and meta-analysis of 21st century adaptive teaching and individualized learning operationalized as specific blends of student-centred instructional events. Campbell Systematic Reviews, 13(1), 1–24.
https://doi.org/10.1002/cl2.180
Brooke, J. (1986). SUS—A Quick and Dirty Usability Scale. Usability Evaluation in Industry, pp. 189–194. https://www.researchgate.net/publication/228593520
Brooke, J. (1995). SUS: A quick and Dirty usability scale System Usability Scale View project Decision Making in General Practice View project. https://www.researchgate.net/publication/228593520
Cheng, K, M. (2017). Advancing 21st Century Competencies in East Asian Education Systems.
Cronbach, L. J. (1951). Coefficient Alpha and The Internal Structure of Tests. PSYCHOMETRIKA, 16(3), 297–333.
Derisma. (2020). The usability analysis online learning site for supporting computer programming course using System Usability Scale (SUS) in a university. International Journal of Interactive Mobile Technologies, 14(9), 182–195. https://doi.org/10.3991/ijim.v14i09.13123
Fearn, W., & Hook, J. (2023). A Service Design Thinking Approach: What Are The Barriers And Opportunities Of Using Augmented Reality For Primary Science Education? Journal of Technology and Science Education, 13(1), 329–351. https://doi.org/10.3926/jotse.1394
Gürsoy, G. (2021). Digital storytelling: Developing 21st-century skills in science education. In European Journal of Educational Research (Vol. 10, Issue 1, pp. 97–113). Eurasian Society of Educational Research. https://doi.org/10.12973/EU-JER.10.1.97
Halimi, K., & Bouchelaghem, H. S. (2019). A Web3.0-based Intelligent Learning System Supporting Education in the 21st Century. Journal of Universal Computer, 25(10), 1373–1393.
Hendryadi. (2021). Editorial Note: Uji Validitas Dengan Korelasi Item-Total?. Jurnal Manajemen Strategi dan Aplikasi Bisnis, 4(1), 315–320.
Juniantari, N. K. R., Nyoman, I., & Putra, T. A. (2021). Analisis Sistem Informasi Dpmptsp Menggunakan Metode User Experience Questionnaire. Jurnal Informatika Dan Komputer) Akreditasi KEMENRISTEKDIKTI, 4(1). https://doi.org/10.33387/jiko
Kovalenko, V. V., Marienko, M. V., & Sukhikh, A. S. (2021). Use of Augmented and Virtual Reality Tools in A General Secondary Education Institution in The Context of Blended Learning. Information Technologies and Learning Tools, 86(6), 70–86. https://doi.org/10.33407/itlt.v86i6.4664
Kustijono, R., & Rahman Hakim, S. (2014). Pengaruh Intensitas Cahaya dan Jarak pada Sistem Augmented Reality Objek Animasi. Jurnal Pendidikan Fisika Dan Aplikasinya (JPFA), 4(2).
Lai, J. W., & Cheong, K. H. (2022). Educational Opportunities and Challenges in Augmented Reality: Featuring Implementations in Physics Education. IEEE Access, 10, 43143–43158. https://doi.org/10.1109/ACCESS.2022.3166478
Laugwitz, B., Held, T., & Schrepp, M. (2008). Construction and evaluation of a user experience questionnaire. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 5298 LNCS, 63–76. https://doi.org/10.1007/978-3-540-89350-9_6
Majgaard, G., Larsen, L. J., Lyk, P., & Lyk, M. (2017). Seeing the Unseen—Spatial Visualization of the Solar System with Physical Prototypes and Augmented Reality. International Journal of Designs for Learning, 8(2). https://doi.org/10.14434/ijdl.v8i2.22368
Pradini, R. S., Kriswibowo, R., & Ramdani, F. (2019). Usability Evaluation on the SIPR Website Uses the System Usability Scale and Net Promoter Score. 2019 International Conference on Sustainable Information Engineering and Technology (SIET), 280–284. https://doi.org/10.1109/SIET48054.2019.8986098
Rabbi, I., & Ullah, S. (2013). A Survey on Augmented Reality Challenges and Tracking Authors. In A Survey on Augmented..., acta graphica (Vol. 24).
Saputra, N., Wijaya, W., Santika, P. P., Ary, I. B., Iswara, I., Nyoman, I., & Arsana, A. (2021). Analisis Dan Evaluasi Pengalaman Pengguna Patik Bali Dengan Metode User Experience Questionnaire (UEQ). Jurnal Teknologi Informasi Dan Ilmu Komputer (JTIIK), 8(2), 217–226. https://doi.org/10.25126/jtiik.202182763
Schrepp, M., Hinderks, A., & Thomaschewski, J. (2017). Construction of a Benchmark for the User Experience Questionnaire (UEQ). International Journal of Interactive Multimedia and Artificial Intelligence, 4(4), 40. https://doi.org/10.9781/ijimai.2017.445
Setiawan, D., & Rafianto, N. (2020). Pengukuran usability pada learning management system perguruan tinggi menggunakan pedoman system usability scale. Teknologi: Jurnal Ilmiah Sistem Informasi , 10(1), 23–31.
Sutarsih, T., Apresziyanti, D., Wulandari, H., & Hasyyati, A. N. (2020). Staristik Telekominikasi Indonesia (E. Sari, N. Syam, P. Candraningtyas, P. S. Handayani, D. Arifatin, & W. Sunyoto, Eds.; 06300.2113). Badan Pusat Statistik Indonesia.
Tekedere, H., & Göker, H. (2016). Examining the Effectiveness of Augmented Reality Applications in Education: A Meta-Analysis. International Journal of Environmental & Science Education, 11(16), 9469–9481.
Volioti, C., Keramopoulos, E., Sapounidis, T., Melisidis, K., Zafeiropoulou, M., Sotiriou, C., & Spiridis, V. (2022). Using Augmented Reality in K-12 Education: An Indicative Platform for Teaching Physics. Information (Switzerland), 13(7). https://doi.org/10.3390/info13070336
Wibowo, F. C. (2023). Effects of Augmented Reality Integration (ARI) based Model Physics Independent Learning (MPIL) for facilitating 21st-century skills (21-CS). Journal of Technology and Science Education, 13(1), 178. https://doi.org/10.3926/jotse.1800
Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How Augmented Reality Enables Conceptual Understanding of Challenging Science Content. In Educational Technology & Society (Vol. 20, Issue 1).
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License