With the rapid evolution of interactive technology, the popularity of mobile

augmented reality (MAR) as a learning aid has continued to grow. However, several
studies have revealed that research on the impact of AR in the educational domain
is both insufficient and in an early phase. More studies are required to evaluate
the effectiveness of utilizing MAR in this domain. The purpose of this study was to
measure the effect of a mobile training course designed using MAR on trainees’
motivation. We reviewed the associated concepts, highlighted the importance and
effectiveness of MAR and explained the benefits and challenges of employing MAR in
the educational domain. This study drew on John Keller’s motivational model
components and emphasized the significance of intrinsic motivation. We used a
quantitative approach and designed a mobile training course that uses MAR to train
government employees in Oman. A total of 32 employees were randomly divided into an
experimental group and a control group. The experimental group used the designed
application, and the control group took a training course online via computers. A
motivational survey was conducted, and SPSS statistical software was used for data
analysis. The results revealed that there was a significant difference in the mean
motivation value for the experimental group: the trainees from the experimental
group were more motivated than those from the control group. This study confirms
that learners are motivated to participate in mobile training courses designed
using MAR, which can contribute to the development of human resources in various
domains.

The study conducted to measure the effect of a mobile training course designed
using Mobile Augmented Reality (MAR) on trainees' motivation appears to be valuable
and provides useful insights. The research addresses the growing popularity of MAR
as a learning aid, but also acknowledges the insufficiency of research in the
educational domain regarding the impact of AR. The study highlights the importance
of evaluating the effectiveness of utilizing MAR in education and contributes to
bridging the gap in this area.

The use of John Keller's motivational model components and emphasis on intrinsic
motivation add a theoretical framework to the research, which can help in
understanding the factors that influence trainees' motivation in the context of
mobile training courses using MAR. The study's quantitative approach, using a
controlled experimental design with an experimental group and a control group, adds
rigor to the research and allows for comparative analysis.

The study's sample size of 32 government employees is adequate for the research
design, but it's worth noting that a larger sample size would have provided more
statistical power and generalizability of the results. Additionally, while the
research shows that trainees in the experimental group were more motivated than
those in the control group, it would be beneficial to explore other factors that
might have contributed to this difference, such as the level of familiarity or
previous exposure to AR technology.

The findings suggest that learners are motivated to participate in mobile training
courses designed using MAR, which can have positive implications for the
development of human resources in various domains. However, it would be helpful for
the study to discuss the potential limitations and challenges faced during the
course development and implementation. Additionally, future research could explore
the long-term effects of utilizing MAR in training and its impact on learning
outcomes beyond motivation.

Overall, the study makes a valuable contribution to the understanding of the

potential of MAR as a learning aid and its impact on trainees' motivation in the
educational domain. However, more research is needed in this area to build a
comprehensive understanding of the benefits and challenges of employing MAR in
education and training settings.
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Studi yang dilakukan untuk mengukur pengaruh kursus pelatihan seluler yang
dirancang menggunakan Mobile Augmented Reality (MAR) terhadap motivasi peserta
tampaknya bermanfaat dan memberikan wawasan yang bermanfaat. Penelitian tersebut
membahas semakin populernya MAR sebagai alat bantu pembelajaran, tetapi juga
mengakui ketidakcukupan penelitian dalam domain pendidikan mengenai dampak AR.
Studi tersebut menyoroti pentingnya mengevaluasi efektivitas pemanfaatan MAR dalam
pendidikan dan berkontribusi untuk menjembatani kesenjangan di bidang ini.

Penggunaan komponen model motivasi John Keller dan penekanan pada motivasi
intrinsik menambah kerangka teori penelitian, yang dapat membantu dalam memahami
faktor-faktor yang mempengaruhi motivasi peserta pelatihan dalam konteks kursus
pelatihan bergerak menggunakan MAR. Pendekatan kuantitatif studi, menggunakan
desain eksperimen terkontrol dengan kelompok eksperimen dan grup kontrol, menambah
kekakuan penelitian dan memungkinkan untuk analisis komparatif.

Ukuran sampel studi dari 32 pegawai pemerintah cukup untuk desain penelitian,
tetapi perlu dicatat bahwa ukuran sampel yang lebih besar akan memberikan lebih
banyak kekuatan statistik dan generalisasi hasil. Selain itu, sementara penelitian
menunjukkan bahwa peserta pelatihan dalam kelompok eksperimen lebih termotivasi
daripada kelompok kontrol, akan bermanfaat untuk mengeksplorasi faktor lain yang
mungkin berkontribusi pada perbedaan ini, seperti tingkat keakraban atau
keterpaparan sebelumnya terhadap teknologi AR.