Abstract
Research literature on augmented reality (AR) in science learning suggests high technology acceptance, citing its immersive nature that enhances students' engagement and understanding. Studies highlighted AR's ability to merge abstract scientific concepts with tangible experiences and to foster positive attitudes and increased acceptance among learners towards technology-infused education. This study aimed to develop an AR mobile application to visualize biological concepts of genetics and then evaluate students’ acceptance toward the AR app. This study engaged 47 ninth-grade students from the Northeastern region of Thailand to examine their acceptance of the AR app. It emphasized an interconnection among macroscopic, microscopic, and symbolic representations. Employing pre-experimental research of one-group posttest-only design, they independently interacted with the genetic AR app for 70 minutes, and then a 20-item 5-point Likert scale questionnaire was administered at the end of the session for 10 minutes. The results found that students positively perceived the genetic AR app measuring in four key dimensions: perceived usefulness (PU), perceived ease of use (PEU), attitude toward using (ATT), and behavioral intention to use (BI). The positive acceptance of the AR app suggested its potential as an effective tool for enhancing genetics education, meriting its integration into science curricula to improve learning outcomes.
Author Information
Khwuanchira Chamnankul, Khon Kaen University, Thailand
Phattaraporn Pondee, Khon Kaen University, Thailand
Niwat Srisawasdi, Khon Kaen University, Thailand
Paper Information
Conference: ACEID2024
Stream: Design
This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Chamnankul K., Pondee P., & Srisawasdi N. (2024) A Preliminary Evaluation of Secondary School Students’ Acceptance Toward Augmented Reality Learning Materials in Genetics ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings (pp. 905-915) https://doi.org/10.22492/issn.2189-101X.2024.72
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.72
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