Problem-Based Learning Integrated With Augmented Reality: Development and Teacher Perspective

Abstract

The study aimed to develop a Problem-Based Learning (PBL) model integrated with augmented reality (AR) and to analyze teachers’ perceptions of using the AR application for teaching mathematics. This research followed a Research and Development (R&D) design to develop and validate the PBL model using an AR application. Five experts evaluated the model, and fifty secondary school teachers tested the GLARE (Geometry Learning using Augmented Reality Experience) application. Data was collected using a 5-point Likert scale for expert evaluation and teacher perception scales. Experts reported the model, learning content, and AR application were implementable, with a mean score of 4.28 (SD=0.55). They reported that the PBL-based lesson plan provided a comprehensive overview of the learning process and clearly outlined the steps for using the model. They also found that the learning content was consistent with the learning objectives, and the PBL activities were clearly explained and relevant to the material. The illustrations in the learning materials were relatable to everyday life. Additionally, based on teacher perceptions, the total mean score was 4.43 (SD=0.59), indicating teachers provided positive feedback on using the GLARE for teaching. Most teachers agreed it would create a joyful, fun, and interesting learning environment and help teach geometry topics. However, some teachers were unsure if GLARE would simplify teaching, enhance effectiveness, or promote student self-learning. They were also uncertain about using GLARE regularly in their teaching or recommending it to colleagues.

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Author Information
Risma Nurul Auliya, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Jirarat Sitthiworachart, King Mongkut’s Institute of Technology Ladkrabang, Thailand
Thanin Ratanaolarn, King Mongkut’s Institute of Technology Ladkrabang, Thailand