STUDENTS’ PREFERENCE FOR USING AUGMENTED REALITY IN TEACHING AND LEARNING A CONCEPT IN COMPUTER STUDY

Abstract

Augmented reality (AR) has come a long way since it was previously only shown in science fiction films; it is now widely employed in the educational sector as well. The educational industry should not fall behind in the use of augmented reality to improve student teaching and learning. In addition, a few published studies have studied the use of AR in education, but the majority of these studies have not focused on content creation or the long-term impact of augmented reality on the respondents. This research is intended to fill a gap in the existing literature. The initiative is significant to the extent that understanding these areas is a useful indicator of what teachers and other stakeholders can do to improve the situation. The purpose of the study was to (a) determine whether there were any significant gender or academic qualification inequalities among respondents, and (b) determine how AR affected their learning process. A total of 76 students, 36 males and 40 females, participated in the study. Over ninety percent of the students surveyed in the study said that the augmented materials effectively communicated teaching and were beneficial to them. In addition, females (N = 40, mean = 29.35, SD = 3.13) showed a more positive outlook on the application of augmented reality than males. In addition, students with a higher level of education were more enthusiastic about the application of augmented reality.