EFFECT OF AUGMENTED REALITY APPLICATION ON THE MOTIVATION OF GRADE 10

ARALING PANLIPUNAN LEARNERS

MARK JUSTIN O. RUZOL

RAMON V. NAVARRO
CRISTINE ELAINE C. EJERCITO

FRANCISCO P. FELIX MEMORIAL NATIONAL HIGH SCHOOL

ABSTRACT

PURPOSE
This action research investigated the effect of Augmented Reality Application on the
motivation of selected grade 10 Araling Panlipunan learners.

DESIGN / METHODOLOGY / APPROACH

The Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivational
design was used to determine the effects Augmented Reality on the motivation of
learners. The researchers used a pre-usage and post-usage questionnaire which was
based in ARCS model in the data collection. The overall mean of the pre-usage and
post-usage questionnaire were compared to determine if the teacher-made
augmented reality really improved the motivation of learners.

FINDINGS
Teacher-Made Augmented Reality Application improved the motivation of 18 grade 10
Araling Panlipunan learners by 6.15%. Based from the ARCS model of motivational
design the attention, relevance, confidence and satisfaction of learners had increased
from the pre-usage to the post-usage.

RESEARCH LIMITATIONS / IMPLICATIONS

Since the research was an action research the findings were confined to the class
section that the action research was implemented. Also the research should be
implemented to other subject aside Araling Panlipunan.

ORIGINALITY / VALUE
Augmented Reality is one available technology that can be used to improve the
teaching-learning process in education.

KEYWORDS
Augmented Reality, Action Research
Introduction
In a parallel session during the World Education Forum in 2015 it was highlighted
that “in the forthcoming years, technology will remain one of the most valuable sources
of inspiration for innovation in education” (World Education Forum, 2015, p.19).
Cognizant with this and confronted with the forth industrial revolution Education Chief,
Secretary Leonor Magtolis Briones “highlighted the challenges of technological
advancements confronting today’s educators during the Third National Assembly of
Education Leaders last September 24, 2019 at Marriot Hotel Pasay City” (Press Release,
DepEd). The Secretary stated: “We are going beyond the Fourth industrial Revolution as
we are moving from Homo sapiens to Homo deus brought by scientific and
technological advances. We are not talking about what is to come, but what is now,
and our response to the challenges of the Fourth Industrial Revolution which transforms
institutions and industries” (Press Release, DepEd).
In 2001 Marc Prensky, stated in his essay entitled ‘Digital Natives, Digital
Immigrants’ that: “Our students have changed radically. Today’s students are no longer
the people our educational system was designed to teach”. The researchers think that
when Prensky coined the term Digital Natives in 2001 to describe learners of today he
was describing how learners were affected by the technological advances of the
Fourth Industrial Revolution. Since learners were always interacting with these
technologies, somehow the way these learners think and process information were
fundamentally different (Prensky, 2001, p. 1). In the article of Ma. Antoinette C.
Montealegre entitled Education 4.0: Rebooting Phl Teacher Education for Philippines
Star dated July 28, 2019, she talked about Dr. Darla Rothman’s findings on how “brains
of this internet generation are wired to perceive information visually because the region
of the brain for visual ability is more developed due to constant exposure to fast-paced,
sensory-laded multimedia environment”. She also added that according to Dr.
Rothman the brain of learners which were exposed to the technological advances of
I.R. 4.0 “are wired to expect information immediately in bites and chunks, shortening
their attention span” and as a result “the average attention of this generation in the
classroom is 7 to 10 minutes” (Montealegre,2001).
The Fourth Industrial Revolution, the insight of Prensky, and the findings of Dr.
Rothman explained why learners today are different. Thus it necessitate fundamental
change in the teaching learning Process. Accepting the challenge of Secretary Briones
and acknowledging the fundamental change in our leaners brought about by the
Fourth Industrial Revolution the researchers came up with an augmented reality
application.
Augmented Reality (AR) is a relatively new technology which is according to
techopedia ‘is a type of interactive, reality based display environment that takes the
capabilities of computer generated display, sound, text and effects to enhance the
user’s real-world experience’.

Literature Review
In the study of Tasneem Khan et al., the authors stated that research “on
augmented reality applications in education is still in an early stage, and that there is a
lack of research on the effects and implication of augmented reality in the field of
education” (Khan et al. 2019). Because of this the researchers were only able to find six
literature reviews that study the application of augmented reality and how it affects
and impacts the motivation of learners. In the research of Khan et al. entitled ‘The
impact of an Augmented reality Application on Learning Motivation of Students’, they
were able to “measure and understand the impact of an augmented reality mobile
application on the learning motivation of undergraduate health science students at the
University of Cape Town” (Khan et al., 2019). In their study, they used “the attention,
relevance, confidence and satisfaction (ARCS) model guided the understanding of the
augmented reality on student motivation, and the Instructional Materials Motivation
Survey was used to design the research instrument” (Khan et al., 2019). The results of
their finding showed that using an augmented reality mobile application increased the
motivations of students and the differences in mean values were found to be significant
(Khan et al., 2019). Chiang et al. in their research entitled ‘An Augmented Reality-based
Mobile learning System to Improve Student’ Learning Achievements and Motivations in
Natural Inquiry Activities’ conducted an experiment of their augmented reality-based
mobile learning system. The “experimental results showed that the proposed approach
is able to improve the students’ learning achievements” (Chiang et al., 2014). Their
study also found out “that the students who learned with the augmented reality-based
mobile learning approach showed significantly higher motivations in attention,
confidence and relevance” (Chiang et al., 2014). In another research entitled
‘Augmented History: Case Study Measuring Motivation of Students Using Augmented
Reality Apps in History Classes’ the author “discusses a case study that uses a low
upfront development approach and examines the impact on generation-Z students’
motivation” (Badhi, 2018). The author found out that the approach with the
incorporation of augmented reality had a noticeable increase in student motivation.
Like the study of Khan et al., Di Serio et al. research used Instructional Materials
Motivation Survey (IMMS) which is based on the ARCS model of Keller. Their study
entitled ‘Impact of an augmented reality system on students, motivation for a visual art
course’ found out that “motivational factors of attention and satisfaction in an
augmented reality based learning environment were better rated” (Di Serio et al.,2012).
The authors also found out that when “the impact of the augmented reality system was
analysed in isolation; the attention and confidence factors were best rated” (Di Serio et
al., 2012). In another case study entitled “A case study of learners’ motivation and
intention to use augmented reality learning system’ Huang and Liam “attempts to build
a prototype of augmented reality system for health care” (Huang, Liam, 2014). The
result of their case study indicated that “learners’ motivation is the most important
factor to affect learner’s behavioural intention to use an AR learning system” (Huang
and Liam, 2014). In the study of Solak and Cakir they determine the motivational level
of learners in a language classroom with course materials in accordance with
augmented reality technology. The result of their research “suggested that AR
technology materials had positive impact on increasing undergraduate students’
motivation towards vocabulary learning” (Solack and Cakir, 2015).

Research Questions
The research answered the following questions.
1. What was the level of motivation of learners before and after the use of
augmented reality application?
2. What was the difference in motivation of learners before and after the use of
augmented reality application?
3. Is there a significant difference in the motivation of learners before and after the
use of augmented reality application?
Scope and Limitation
The findings of this research were confined to the class section that the action
research was implemented.

Research Methodology
The participants of the research were 18 grade 10 students of Francisco P. Felix
Memorial National High School. These students’ participants all belong to section
Brilliance. They were selected as participants of the research because these students
have smartphones that they can use inside the classroom.
To understand motivation in the context of learning the intrinsic theory of
motivation was used in the research. “Intrinsic motivation can influence students to
participate in academic activities without external rewards. Participation is influenced
based on the desire to experience fun, challenge and the uniqueness of the academic
activity.” (Khan et. al., 2019)
The research also used the ARCS model of motivational design developed
by J.M. Keller. The Attention, Relevance, Confidence, and Satisfaction or ARCS model
was used in the research in determining the effect of augmented reality application to
motivation of students.

ATTENTION CONFIDENCE
MOTIVATION

RELEVANCE SATISFACTION

Figure 1. Keller’s ARCS model of motivation design

Figure 1 represent Keller’s ARCS model wherein if the lesson caught the attention
of the student, if the lesson is relevant to learners, if student is confident with the
materials and if learners were satisfied with the learning materials it safe to assume that
there were motivation from the learners.
A before and after survey instruments were used in collecting the data. The
survey questionnaires were adapted from the research of Tasneem Khan, Kevin
Johnston and Jacques Ophoof entitled “The Impact of an Augmented Reality
Application on Learning Motivation of students. The survey questionnaires were
modified by the researchers to suits the current research. These questionnaires were
(IMMS) or Instructional Material Motivation Survey which were based on the ARCS
model and in the form of a five-point Likert Scale. The survey have 30 questions and the
participants were asked to answer 1 if the statement or question is not true, 2 if the
statement or question is slightly true, 3 if the statement or question is moderately true, 4 if
the question or statement is mostly true, 5 if the statement or question is very true.
 During the administration of the survey questionnaire the lead researcher gave
the participants a text that came directly from the learning module of Araling
Panlipunan 10. The participants were given enough time to read the text. After reading
the text, the lead researcher gave the pre-usage or the before questionnaire and
asked the participant to answer the question carefully. After the participants finished
the pre-usage questionnaire the lead researcher started the second stage of the
administration of the survey. The lead researcher asked the participants to open and
use the researcher made augmented reality application together with the text that
came directly from the Araling Panlipunan learning module. After the participants used
the AR App the researcher gave the participants the post-usage questionnaire and
were asked again to answer the questionnaire carefully. After the administration of
survey questionnaire the mean value for the pre-usage and post usage were
calculated by the researchers.
The data that were gathered were analysed using the central measure of
tendency, specifically mean. The pre-usage and post-usage questioner which was
based on ARCS model of Keller and in the form of five-point liker scale were analyse
using mean. Mean of Attention, Relevance, Confidence, Satisfaction were computed
for both the pre-usage and post-usage. The mean of pre-usage and post-usage were
compared and the percentage differences were computed in determining the
learning motivation of learner-respondents. Z-test was used to determine if the
difference in mean were significant.
Results and Discussions
Table 1: Globalization Text (Attention Factor)
Attention Mea SD
n
2 When I first looked at the globalization notes, I had the impression 4.33 0.91
that studying from them would be easy for me.
8 Successfully learning from the globalization notes is important to 4.61 0.78
me.
11 As I read through the globalization notes, I was confident that I 4.17 0.86
could learn the content.
12 I enjoyed studying the globalization notes so much that I would like 4.00 0.82
to know more about this topic.
15 The way that information is arranged on the globalization notes 3.89 0.96
helped keep my attention.
17 The globalization notes have things that stimulated my curiosity. 4.0 0.91
20 The content and style of writing in the globalization notes convey 4.11 1.02
 the impression that its content is worth knowing.
22 The globalization notes were not relevant to my needs because I 3.05 1.00
already knew most of it.
24 The style of writing of the globalization notes is not boring. 3.70 1.02
28 I could not really understand the globalization notes. 4.22 .88
29 The good organization of the content of the globalization notes 3.83 0,79
helped me be confident that I would learn this material.
over 3.99 0.90
all
Table 1 shows the mean and standard deviation of attention factor for the
globalizations notes.
Table 2: Globalization (Relevance Factor)
Relevance Mean SD

6 The globalization notes had enough information that it was easy 3.56 0.98
to pick out and remember the important points.

9 The quality of the writing in the globalization notes helped to 3.56 1.19
hold my attention.

10 The globalization notes were not so abstract that it was hard to 2.78 1.31
keep my attention on it.

16 The exercises in the globalization notes were not too difficult. 3.11 1.18

18 I really enjoyed studying the globalization notes. 3.78 0.88

23 The variety of reading passages, exercises, illustration etc., 3.89 0.76

helped keep my attention on the globalization notes.

26 There were so many words on each page of the globalization 2.56 0.78
notes that it is not irritating.

30 It was a pleasure to work on such well-designed the globalization 4.44 0.70

notes.

overall 3.59 0.97

Table 2 indicates the mean and standard deviation of relevance factor of

globalization notes.

Table 3: Globalization Text (Confidence Factor)

 Confidence Mean SD

1 When I first looked at the globalization notes, I had the 2.89 o.76
impression that studying from them would be easy for me.

3 The globalization notes were not difficult to understand than I 3.67 1.24
would like for it to be.

4 After reading the introductory information, I felt confident that I 3.83 1.04
knew what I was supposed to learn from the globalization notes.

7 The globalization notes are eye-catching. 3.44 1.20

13 The pages of the globalization notes were not dry and 3.38 1.20
unappealing.

19 The amount of repetition in the globalization notes caused me 2.78 1.31

not to get bored sometimes.

25 I could relate the content of the globalization notes to things I 4.61 0.50
have seen, done, or thought about in my own life.

Overall 3.51 1.04

Table 3 shows the mean and standard deviation of confidence factor of

globalizations notes.

Table 4: Globalization Text (Satisfaction Factor)

Satisfaction Mean SD

5 It is clear to me how the content of the globalization notes were 4.00 1.18
related to things I already know.

14 The content of the globalization notes were relevant to my 3.50 1.15

interests.

21 After working on the globalization notes for a while, I was 3.83 0.96
confident that I would be able to pass a test on it.

27 The content of the globalization notes will be useful to me. 4.28 0.82

Overall 3.90 1.03

Table 4 indicates the mean and standard deviation of confidence factor of

globalization notes.

Table 5: Globalization Augmented (Attention Factor)

Attention Mea SD
n
2 When I first looked at the augmented globalization notes, I had 4.67 0.84
the impression that studying from them would be easy for me.
8 Successfully learning from the augmented globalization notes is 4.39 0.98
important to me.
11 As I read through the augmented globalization notes, I was 4.39 0.70
confident that I could learn the content.
12 I enjoyed studying from the augmented globalization notes so 4.50 0.79
much that I would like to know more about this topic.
15 The way that information is arranged on the augmented 4.44 0.92
globalization notes helped keep my attention.
17 The augmented globalization notes have things that stimulated 4.61 0.61
my curiosity.
20 The content and style of writing in the augmented globalization 4.39 0.78
notes convey the impression that its content is worth knowing.
22 The augmented globalization notes augmented globalization 3.94 0.94
notes were not relevant to my needs because I already knew
most of it.
24 The style of writing of the augmented globalization notes is not 4.00 0.97
boring.
28 I could not really understand the augmented globalization notes 3.06 1.16
.
29 The good organization of the augmented globalization notes 4.11 0.96
helped me be confident that I would learn this material.
Overall 4.23 0.79
Table 5 shows the mean and standard deviation of attention factor for the
augmented globalizations notes.

Table 6: Globalization Augmented (Relevance Factor)

Relevance Mean SD

6 The augmented globalization notes had so enough information 4.11 0.90

that it was easy to pick out and remember the important points.
9 The quality of the writing of the augmented globalization notes 3.94 0.80
helped to hold my attention.

10 The augmented globalization notes were not so abstract that it 3.17 1.29
was hard to keep my attention on it.

16 The exercises in the augmented globalization notes were not too 3.94 0.80
difficult.

18 I really enjoyed studying the augmented globalization notes . 4.67 0.84

23 The variety of reading passages, exercises, illustration etc., 4.33 0.84

helped keep my attention on the augmented globalization
notes.

26 There are so many words on each page of the augmented 4.33 0.84
globalization notes that it is not irritating.

30 It was a pleasure to work on such well-designed the augmented 4.78 0.55

globalization notes.

overall 4.16 0.86

Table 6 shows the mean and standard deviation of relevance factor for the
augmented globalizations notes.

Table 7: Globalization Augmented (Confidence Factor)

Confidence Mean SD

1 When I first looked the augmented globalization notes, I had the 4.22 1.06
impression that studying from them would be easy for me.

3 The augmented globalization notes were not difficult to 3.83 0.92

understand than I would like for it to be.

4 After reading the introductory information, I felt confident that I 3.78 0.94
knew what I was supposed to learn from the augmented
globalization notes.

7 The augmented globalization notes eye-catching. 4.61 0.85

13 The augmented globalization notes were not dry and 3.78 1.35
unappealing.

19 The amount of repetition in the augmented globalization notes 3.17 1.34

caused me not to get bored sometimes.

25 ) I could relate the content of the augmented globalization notes 4.28 0.75
 to things I have seen, done, or thought about in my own life.

Overall 3.95 1.03

Table 7 shows the mean and standard deviation of confidence factor for the augmented
globalizations notes.

Table 8: Globalization Augmented (Satisfaction Factor)

Satisfaction Mean SD

5 It is clear to me how the content of the augmented 4.22 0.71

globalization notes were related to things I already know.

14 The content of the augmented globalization notes were 4.06 0.87

relevant to my interests.

21 After working on the augmented globalization notes for a while, 4.22 0.81
I was confident that I would be able to pass a test on it.

27 The content of the augmented globalization notes will be useful 4.50 0.74
to me.

Overall 4.25 0.78

Table 8 shows the mean and standard deviation of satisfaction factor for the augmented
globalizations notes.

Table 9: Mean and SD of before and after survey questionnaire

Txt mean Txt SD Percentage AR mean AR SD

Difference

Attention 3.99 0.90 5.83% 4.23 0.79

Relevance 3.59 0.97 14.71% 4.16 0.86

Confidence 3.51 1.04 11.80% 3.95 1.03

Satisfaction 3.90 1.03 8.59% 4.25 0.78

Overall 3.75 0.99 10.13% 4.15 0.87

The level of motivation of leaners prior to the usage of Augmented Reality

Application which was based on the ARCS model of motivation design was 3.75. The
mean value for attention was 3.99. While the mean value for relevance, confidence,
and satisfaction were 3.59, 3.51, and 3.90 respectively.
 Table 2 show that the level of motivation of learners after the use of augmented
reality application was 4.15. The mean value for attention, relevance, confidence, and
satisfaction were 4.23, 4.16, 3.95, and 4.15 respectively.

The difference of motivation of leaners before and after the use of Augmented
Reality Application was 10.13%. There was an increase of motivation by 6.15% after the
used of AR App as was shown in table number 3. Attention, relevance, confidence and
satisfaction factors have an increase in difference percentage. These were 5.40%,
9.84%, 1.72% and 7.69% respectively. Relevance factor had the highest percentage
difference which was 9.84% while the confidence factor had the lowest increase in
percentage difference.

Conclusions

References