2.2.3.

Behavioral measures of self-directed learning In addition to the classroom instruction, students

were given accounts for a supplemental web-based study tool. Students preparing for the SAT could view
tutorials and answer practice questions. The website provided practice questions in seven areas: algebra,
geometry, arithmetic, data analysis, sentence completion, reading passages, and grammar. In addition,
tutorials with content reviews and strategies are offered for each area. For example, the arithmetic
tutorial consists of 32 pages reviewing numerical operations, fractions, and includes a lesson on how to
fill in arithmetic SAT questions. Students could choose to skip to the practice questions. Practice
questions were delivered computer adaptively; a running estimate of ability level, based on previous
performance, was used to select the next most appropriate practice questions. For the current study,
measured variables included: whether a student used the site (operationalized as ever logging on for a
total of more than 5min), the length of time using the website, the number of questions attempted, and
the proportion of the tutorials viewed in each section. The length of time using the website and the
number of questions answered were log transformed, as is appropriate for positively skewed data
(Tabachnick & Fidell, 2001). These behavioral measures represent aspects of self-directed study behavior
that might differ across types of self-regulated learner.

The main advantage of using AR is that students actually see three-dimensional objects, which they, until
now, had to calculate and construct with traditional methods (mostly pen and paper). We speculate that
by working directly in 3D space, complex spatial problems and spatial relationships can be
comprehended better and faster than with traditional methods (Kaufmann, H., & Schmalstieg, D. (2002).
Mathematics and geometry education with collaborative augmented reality. ACM SIGGRAPH 2002
Conference Abstracts and Applications on - SIGGRAPH ’02. doi:10.1145/1242073.1242086).

Augmented reality can lower the barrier to entry for students engaging virtual content, as it makes use
of natural interactions that allow more – and potentially younger – students to engage with educational
content. The ease of interacting within AR-based experiences can invite teachers to bring virtual
educational experiences into the early school years. AR technology allows students to interact with the
educational content by leveraging what they already know about interacting with the physical world.
They can move around to change perspective, move closer/farther to change scale, they can select
virtual objects by pointing to them, they can reach out to touch and move objects, etc. Because AR
permits these natural interactions, there is a reduction in the knowledge and skills required of users,
increasing the transparency of the interface between student and educational content. The user still
needs to learn interactions specific to the application itself, but the operations of basic navigation and
object manipulation are likely to be intuitive to most users. In a study of an AR storytelling system where
children controlled story characters through movement of paddles (Hornecker & Dünser, 2009), the
authors observed that children were not only comfortable with controlling the characters through simple
movements, but that children also expected the characters to react to complex interactions found in the
real world (such as jumping when flicked, or colliding when bumped), which were not programmed into
the AR system’s repertoire of interactions (Bujak, Keith R.; Radu, Iulian; Catrambone, Richard; MacIntyre,
Blair; Zheng, Ruby; Golubski, Gary (2013). A psychological perspective on augmented reality in the
mathematics classroom. Computers & Education, 68(), 536–544. doi:10.1016/j.compedu.2013.02.017).
Augmented reality dapat menurunkan hambatan masuk bagi siswa yang terlibat dalam konten virtual,
karena augmented reality memanfaatkan interaksi alami yang memungkinkan lebih banyak – dan
berpotensi lebih muda – siswa untuk terlibat dengan konten pendidikan. Kemudahan berinteraksi dalam
pengalaman berbasis AR dapat mengundang guru untuk menghadirkan pengalaman pendidikan virtual
di tahun-tahun awal sekolah. Teknologi AR memungkinkan siswa berinteraksi dengan konten pendidikan
dengan memanfaatkan apa yang sudah mereka ketahui tentang berinteraksi dengan dunia fisik. Mereka
dapat bergerak untuk mengubah perspektif, bergerak lebih dekat/jauh untuk mengubah skala, mereka
dapat memilih objek virtual dengan menunjuk ke sana, mereka dapat menjangkau untuk menyentuh dan
memindahkan objek, dll. Karena AR memungkinkan interaksi alami ini, maka terjadi pengurangan
pengetahuan dan keterampilan yang dibutuhkan pengguna, meningkatkan transparansi antarmuka
antara konten siswa dan pendidikan. Pengguna masih perlu mempelajari interaksi khusus untuk aplikasi
itu sendiri, namun pengoperasian navigasi dasar dan manipulasi objek cenderung intuitif bagi sebagian
besar pengguna. Dalam studi tentang sistem bercerita AR di mana anak-anak mengendalikan karakter
cerita melalui gerakan dayung (Hornecker & Dünser, 2009), penulis mengamati bahwa anak-anak tidak
hanya merasa nyaman mengendalikan karakter melalui gerakan sederhana, namun anak-anak juga
mengharapkan karakter untuk mengendalikan karakter cerita melalui gerakan dayung (Hornecker &
Dünser, 2009). bereaksi terhadap interaksi kompleks yang ditemukan di dunia nyata (seperti melompat
ketika dijentik, atau bertabrakan ketika terbentur), yang tidak diprogram ke dalam repertoar interaksi
sistem AR

Keuntungan utama dari

menggunakan AR adalah siswa benar-benar melihat benda tiga dimensi,

yang sampai sekarang, harus mereka hitung dan bangun

metode tradisional (kebanyakan pena dan kertas). Kami berspekulasi bahwa oleh

bekerja langsung dalam ruang 3D, masalah spasial yang kompleks dan

hubungan spasial dapat dipahami lebih baik dan lebih cepat daripada

dengan metode tradisional.

Augmented reality is a recent technological trend, and it can be applied to various fields [2]. Due to its
intensive interactivity and high immersion, it is suitable for digital learning, as it can enhance the
learner’s learning motivation, attention, imagination, creativity, logical thinking, and other abilities, thus,
it boasts great potential for development [3].

Augmented reality merupakan tren teknologi terkini dan dapat diterapkan di berbagai bidang [2]. Karena
interaktivitasnya yang intensif dan imersi yang tinggi, maka cocok untuk pembelajaran digital, karena
dapat meningkatkan motivasi belajar, perhatian, imajinasi, kreativitas, pemikiran logis, dan kemampuan
lainnya, sehingga memiliki potensi besar untuk dikembangkan [3].
Its core concept is to provide three-dimensional interactions that combine virtual and real-world
interactions. While this interactive system does not consist of accurate alignment, it presents the whole
interactive relationship and immersion of the real world, which is applied to enhance users’ perceptions
of virtual and real worlds. A virtual object can present information that users cannot perceive with their
own senses to help users accumulate experience, and such accumulations make it easier for users to
complete future work and study.

Konsep intinya adalah menyediakan interaksi tiga dimensi yang menggabungkan interaksi dunia maya
dan dunia nyata. Meskipun sistem interaktif ini tidak terdiri dari penyelarasan yang akurat, sistem ini
menyajikan keseluruhan hubungan interaktif dan pencelupan dunia nyata, yang diterapkan untuk
meningkatkan persepsi pengguna tentang dunia maya dan dunia nyata. Objek virtual dapat menyajikan
informasi yang tidak dapat dirasakan pengguna dengan indranya sendiri untuk membantu pengguna
mengumpulkan pengalaman, dan akumulasi tersebut memudahkan pengguna untuk menyelesaikan
pekerjaan dan studi di masa depan.

A number of researchers have documented that mAR devices improve the success rate of physical
interactionrelated learning tasks, support memory related learning activities and enable personalized,
and self-directed learning (Dunleavy et al., 2009; Chien et al., 2010; Kuc€ ¸uk et al., € 2014a; Shirazi and
Behzadan, 2015)

Sejumlah peneliti telah mendokumentasikannya Perangkat mAR meningkatkan tingkat keberhasilan

tugas pembelajaran terkait interaksi fisik, mendukung pembelajaran terkait memori kegiatan dan
memungkinkan pembelajaran yang dipersonalisasi dan diarahkan sendiri(Dunleavy dkk., 2009; Chien
dkk., 2010; Kuc€ ¸uk dkk., € 2014a; Shirazi dan Behzadan, 2015)