Development and Preliminary Evaluation of Augmented Reality Media to Support Fifth-Grade Students’ Motivation and Science Learning Outcomes
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Abstract
Interactive learning media can help elementary students visualize abstract science concepts, yet the feasibility of augmented reality (AR) media and associated changes in students’ motivation and learning outcomes warrant further investigation. This study aims to develop and preliminarily evaluate AR-based interactive media for teaching the human respiratory system in fifth-grade science. The study employed a research and development approach guided by the ADDIE model, involving 53 students from two elementary schools in Indonesia. Data were collected through observations, interviews, expert validation, teacher and student evaluations, motivation questionnaires, and science learning outcome tests. Product feasibility was assessed descriptively, while pretest–posttest differences were analyzed using paired-samples t-tests. The findings revealed favorable expert evaluations, with mean media and material validation scores of 3.4 and 3.6, respectively, both classified as very good. Following implementation, motivation scores increased by an average of 14.36 points, t(52) = −18.590, p < .001, while science learning outcome scores increased by 15.72 points, t(52) = −11.691, p < .001. However, the absence of a reported comparison group prevents attributing these improvements solely to AR media. The study contributes preliminary evidence of AR media feasibility and observed within-group improvements, with implications for interactive elementary science instruction and future controlled evaluations.
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