The Impact of Augmented Reality-Based Learning Media on Students’ Digital Literacy Skills: A Study on Junior High School Students
Abstract
Purpose of the study: This study examines influence of augmented reality (AR)-based learning media on junior high school students' digital literacy skills, exploring its potential to enhance technology integration in education.
Methodology: Conducted in Jambi, the research involved 220 students and employed a mixed-method approach, collecting data through questionnaires that assessed students’ responses to AR use and their digital literacy levels. Data analysis using SPSS 21 included descriptive statistics and regression analysis to evaluate the relationship between AR media and digital literacy development.
Main Findings: The findings revealed overwhelmingly positive student perceptions of AR-based learning media, with 58.6% rating it as “Good” and 24.2% as “Very Good.” Additionally, 62.3% of students demonstrated “Good” digital literacy skills, with an average score of 28. Regression analysis indicated a significant relationship between the use of AR learning media and improvements in students' digital literacy, with AR contributing 65.1% to the observed variance. The study further highlighted that AR media fostered interactive and immersive learning experiences, making abstract concepts more accessible and engaging for students.
Novelty/Originality of this study: The novelty of this study lies in its focus on the dual impact of AR in promoting both academic learning and essential 21st-century skills like digital literacy. By illustrating the practical benefits of AR in junior high school education, this research offers valuable insights for educators and policymakers aiming to integrate innovative technologies into curricula. These findings underscore AR's potential to transform traditional classrooms, preparing students for a digitally-driven future while enhancing their learning outcomes.
References
C. Zhang, I. Khan, V. Dagar, A. Saeed, and M. W. Zafar, “Environmental impact of information and communication technology: Unveiling the role of education in developing countries”, Technological Forecasting and Social Change, vol. 178, pp. 121570, 2022, doi: 10.1016/j.techfore.2022.121570.
Z. Shoraevna, Z. Eleupanovna, S. Tashkenbaevna, Z. Zulkarnayeva, L. Anatolevna, and U. Nurlanbekovna, “Teachers’ views on the use of Information and Communication Technologies (ICT) in education environments”, International Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 3, pp. 261-273, 2021, doi: 10.3991/ijet.v16i03.18801.
A. M. Sayaf, M. M. Alamri, M. A. Alqahtani, and W. M. Al-Rahmi, “Information and communications technology used in higher education: An empirical study on digital learning as sustainability”, Sustainability, vol. 13, no. 13, pp. 7074, 2021, doi: 10.1016/j.techfore.2020.120552.
W. Lamine, S. Mian, A. Fayolle, and J. D. Linton, “Educating scientists and engineers for technology entrepreneurship in the emerging digital era”, Technological forecasting and social change, vol. 164, pp. 120552, 2021, doi: 10.1016/j.techfore.2020.120552.
A. Pregowska, K. Masztalerz, M. Garlińska, and M. Osial, “A worldwide journey through distance education—from the post office to virtual, augmented and mixed realities, and education during the COVID-19 pandemic”, Education Sciences, vol. 11, no. 3, pp. 118, 2021, doi: 10.3390/educsci11030118.
M. A. Adarkwah, “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19”, Education and information technologies, vol. 26, no. 2, pp. 1665-1685, 2021, doi: 10.1007/s10639-020-10331-z.
N. N. Jili, C. I. Ede, and M. M. Masuku, “Emergency remote teaching in higher education during COVID-19: challenges and opportunities”, International Journal of Higher Education, vol. 10, no. 5, pp. 1-9, 2021, doi: 10.1186/s41239-021-00262-1.
J. Cullinan, D. Flannery, J. Harold, S. Lyons, and D. Palcic, “The disconnected: COVID-19 and disparities in access to quality broadband for higher education students”, International Journal of Educational Technology in Higher Education, vol. 18, pp. 1-21, 2021, doi: 10.1186/s41239-021-00262-1.
M. Liu, and D. Yu, “Towards intelligent E-learning systems”, Education and Information Technologies, vol. 28, no. 7, pp. 7845-7876, 2023, doi: 10.1007/s10639-022-11479-6.
M. J. Alam, and K. Ogawa, “Future-readiness and employable ICT skills of university graduates in Bangladesh: an analysis during the post-covid era”, Cogent Social Sciences, vol. 10, no. 1, pp. 2359014, 2023, doi: 10.1080/23311886.2024.2359014.
S. Fathali, S. S. Marandi, and T. Okada, “ICT beyond the language classroom in technologically advanced and advancing countries: The case of Japan and Iran”, Iranian Journal of Language Teaching Research, vol. 10, no. 2, pp. 55-75, 2022, doi: 10.30466/ijltr.2022.121183.
S. Lee, and K. Lee, “Smart teachers in smart schools in a smart city: teachers as adaptive agents of educational technology reforms”, Learning, media and technology, vol. 49, no. 3, pp. 456-477, 2024, doi: 10.1080/17439884.2023.2207143.
H. E. O. JeongChul, O. H. Jongwook, N. A. Eunchang, and H. A. N. Sumi, “The Mediating Effect of Online Student's LMS Literacy Between Motivation and Online Teaching Effectiveness: Focusing on the Importance of Technology Literacy After COVID-19”, Educational Technology International, vol. 25, no. 2, pp. 369-392, 2024.
M. Singh, S. O. Adebayo, M. Saini, and J. Singh, “Indian government E-learning initiatives in response to COVID-19 crisis: A case study on online learning in Indian higher education system”, Education and Information Technologies, vol. 26, no. 6, pp. 7569-7607, 2021, doi: 10.1007/s10639-021-10585-1.
S. Joshi, “Rising importance of remote learning in India in the wake of COVID-19: issues, challenges and way forward”, World Journal of Science, Technology and Sustainable Development, vol. 18, no. 1, pp. 44-63, 2021, doi: 10.1108/WJSTSD-10-2020-0079.
K. Jafar, K. Ananthpur, and L. Venkatachalam, “Digital divide and access to online education: new evidence from Tamil Nadu, India”, Journal of Social and Economic Development, vol. 25, no. 2, pp. 313-333, 2023, doi: 10.1007/s40847-023-00236-1.
A. V. Y. Lee, E. Koh, and C. K. Looi, “AI in education and learning analytics in Singapore: An overview of key projects and initiatives”, Information and Technology in Education and Learning, vol. 3, no. 1, 2023, doi: 10.12937/itel.3.1.Inv.p001.
Y. K. Ow-Yeong, I. H. Yeter, and F. Ali, “Learning data science in elementary school mathematics: a comparative curriculum analysis”, International Journal of STEM Education, vol. 10, no. 1, pp. 8, 2023, doi: 10.1186/s40594-023-00397-9.
M. Ssenyonga, “Imperatives for post COVID-19 recovery of Indonesia’s education, labor, and SME sectors”, Cogent Economics & Finance, vol. 9, no. 1, pp. 1911439, 2021, doi: 10.1080/23322039.2021.1911439.
T. N. Fitria, “Augmented reality (AR) and virtual reality (VR) technology in education: Media of teaching and learning: A review”, International Journal of Computer and Information System (IJCIS), vol. 4, no. 1, pp. 14-25, 2023, doi: 10.29040/ijcis.v4i1.102.
M. A. AlGerafi, Y. Zhou, M. Oubibi, and T. T. Wijaya, “Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education”, Electronics, vol. 12, no. 18, pp. 3953, 2023, doi: 10.3390/electronics12183953.
G. Baxter, and T. Hainey, “Using immersive technologies to enhance the student learning experience”, Interactive Technology and Smart Education, vol. 21, no. 3, pp. 403-425. 2024, doi: 10.1108/ITSE-05-2023-0078.
D. P. Kaur, A. Kumar, R. Dutta, and S. Malhotra, “The role of interactive and immersive technologies in higher education: A survey”, Journal of Engineering Education Transformations, vol. 34, no. 2, pp. 79-86, 2022, doi: 10.16920/jeet/2022/v36i2/22156.
S. R. Shihab, N. Sultana, and A. Samad, “Pedagogy Designing With Augmented Reality: a Paradigm Shift in Educational Approaches”, Interdiciplinary Journal and Hummanity (INJURITY), vol. 2, no. 11, pp. 878-892, 2023, doi: 10.58631/injurity.v2i11.136.
S. Y. Chen, P. H. Lin, Y. H. Lai, and C. J. Liu, “Enhancing education on aurora astronomy and climate science awareness through augmented reality technology and mobile learning”, Sustainability, vol. 16, no. 13, pp. 5465, 2024, doi: 10.3390/su16135465.
H. T. Hung, and H. C. Yeh, “Augmented‐reality‐enhanced game‐based learning in flipped English classrooms: Effects on students' creative thinking and vocabulary acquisition”, Journal of Computer Assisted Learning, vol. 39, no. 6, pp. 1786-1800, 2023, doi: 10.1111/jcal.12839.
S. Kaeophanuek, J. Na-Songkhla, and P. Nilsook, “How to enhance digital literacy skills among”, International Journal of Information and Education Technology, vol. 8, no. 4, pp. 292-297, 2018, doi: 10.18178/ijiet.2018.8.4.1050.
P. Phuapan, C. Viriyavejakul, and P. Pimdee, “An analysis of digital literacy skills among Thai university seniors”, International Journal of Emerging Technologies in Learning (Online), vol. 11, no. 3, pp. 24, 2016, doi: 10.3991/ijet.v11i03.5301.
H. Tinmaz, Y. T. Lee, M. Fanea-Ivanovici, and H. Baber, “A systematic review on digital literacy”, Smart Learning Environments, vol. 9, no. 1, pp. 21, 2022, doi: 10.1186/s40561-022-00204-y.
C. Iordache, I. Mariën, and D. Baelden, “Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models”, Italian Journal of Sociology of Education, vol. 9, no. 6-30, 2017, doi: 10.14658/pupj-ijse-2017-1-2.
S. Nikou, M. De Reuver, and M. Mahboob Kanafi, “Workplace literacy skills—how information and digital literacy affect adoption of digital technology”, Journal of Documentation, vol. 78, no. 7, pp. 371-391, 2022, doi: 10.1108/jd-12-2021-0241.
N. B. Hamutoğlu, M. Savaşçı, and G. Sezen-Gültekin, “Digital literacy skills and attitudes towards e-learning”, Journal of Education and Future, vol. 16, pp. 93-107, 2019, doi: 10.30786/jef.509293.
A. I. Vodă, C. Cautisanu, C. Grădinaru, C. Tănăsescu, and G. H. S. M. de Moraes, “Exploring digital literacy skills in social sciences and humanities students”, Sustainability, vol. 14, no. 5, pp. 2483, 2022, doi: 10.3390/su14052483.
K. Erwin, and S. Mohammed, “Digital Literacy Skills Instruction and Increased Skills Proficiency”, International Journal of Technology in Education and Science, vol. 6, no. 2, pp. 323-332, 2022, doi: 10.46328/ijtes.364.
N. Khan, A. Sarwar, T. B. Chen, and S. Khan, “Connecting digital literacy in higher education to the 21st century workforce”, Knowledge Management & E-Learning, vol. 14, no. 1, pp. 46-61, 2022, doi: 10.34105/j.kmel.2022.14.004.
H. Park, H. S. Kim, and H. W. Park, “A scientometric study of digital literacy, ICT literacy, information literacy, and media literacy”, Journal of Data and Information Science, vol. 6, no. 2, pp. 116-138, 2021, doi: 10.2478/jdis-2021-0001.
H. M. Alakrash, and N. Abdul Razak, “Technology-based language learning: Investigation of digital technology and digital literacy”, Sustainability, vol. 13, no. 21, pp. 12304, 2021, doi: 10.3390/su132112304.
J. Li, S. Y. Ju, C. Zhu, Y. Yuan, M. Fu, L. K. Kong, and M. Li, “The development of a digital intelligence quotient scale: A new measuring instrument for primary school students in China”, Heliyon, vol. 10, no. 16, 2024, doi: 10.1016/j.heliyon.2024.e36437.
D. Lin, B. Fu, K. Xie, W. Zheng, L. Chang, and J. Lin, “Research on the improvement of digital literacy for moderately scaled tea farmers under the background of digital intelligence empowerment”, Agriculture, vol. 13, no. 10, pp. 1859, 2023, doi: 10.3390/agriculture13101859.
A. Almufarreh, and M. Arshad, “Promising emerging technologies for teaching and learning: Recent developments and future challenges”, Sustainability, vol. 15, no. 8, pp. 6917, 2023, doi: 10.3390/su15086917.
A. M. Baabdullah, A. A. Alsulaimani, A. Allamnakhrah, A. A. Alalwan, Y. K. Dwivedi, and N. P. Rana, “Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’e-learning experience”, Computers & Education, vol. 177, pp. 104383, 2022, doi: 10.1016/j.compedu.2021.104383.
E. Yeşilyurt, and R. Vezne, “Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education”, Education and Information Technologies, vol. 28, no. 8, pp. 9885-9911, 2023, doi: 10.1007/s10639-022-11311-1.
A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review”, Sustainable operations and computers, vol. 3, pp. 275-285, 2022, doi: 10.1016/j.susoc.2022.05.004.
S. Timotheou, O. Miliou, Y. Dimitriadis, S. V. Sobrino, N. Giannoutsou, R. A. M. Cachia, M. Mones, and A. Ioannou, “Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review”, Education and information technologies, vol. 28, no. 6, pp. 6695-6726, 2023, doi: 10.1007/s10639-022-11431-8.
A. M. Sayaf, M. M. Alamri, M. A. Alqahtani, and W. M. Alrahmi, “Factors influencing university students’ adoption of digital learning technology in teaching and learning”, Sustainability, vol. 14, no. 1, pp. 493, 2022, doi: 10.3390/su14010493.
G. Papanastasiou, A. Drigas, C. Skianis, M. Lytras, and E. Papanastasiou, “Virtual and augmented reality effects on K-12, higher and tertiary education students’ twenty-first century skills”, Virtual Reality, vol. 23, no. 4, pp. 425-436, 2019, doi: 10.1007/s10055-018-0363-2.
Q. H. Tran-Duong, “The effect of media literacy on effective learning outcomes in online learning”, Education and Information Technologies, vol. 28, no. 3, pp. 3605-3624, 2023, doi: 10.1007/s10639-022-11313-z.
N. M. Sabah, and A. A. Altalbe, “Learning outcomes of educational usage of social media: The moderating roles of task–technology fit and perceived risk”, Sustainability, vol. 14, no. 14, pp. 8895, 2022, doi: 10.3390/su14148895.
Z. Yu, L. Yu, Q. Xu, W. Xu, and P. Wu, “Effects of mobile learning technologies and social media tools on student engagement and learning outcomes of English learning”, Technology, Pedagogy and Education, vol. 31, no. 3, pp. 381-398, 2022, doi: 10.1080/1475939X.2022.2045215.
M. Tubagus, and S. Muslim, “The impact of the development of blended learning models using computer applications in higher education”, International Journal of Educational Research Review, vol. 4, no. 4, pp. 573-581, 2019, doi: 10.24331/ijere.628410.
Copyright (c) 2024 Risnawati, Mohamed Ramadan, Khalib Baba, Sali Hammad, Mohammad Ali Rustaminezhad
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
