Centre for Pre-University Studies, Universiti Malaysia Sarawak, Malaysia
Faculty of Computer Science and Information Technology, Universiti Malaysia Sarawak, Malaysia
Abstract
Recent advances in learning approaches and technology made the teaching and learning process became more complex. While many researchers have examined the capabilities of empowering student learning and AR for the purpose of teaching and learning, quantitative evidence for its impacts is still scarce. To contribute to filling this research gap, we applied a two times post-test and collected an instructional materials motivation survey with 280 participants at a pre-university center to measure the effectiveness and motivational impact of design-based learning approach on acquiring practical AR knowledge in an immersive learning experience. We hypothesized that students gained more knowledge and interest on AR by participating in DBL. The theoretical rationale for our hypothesis is that DBL experiences promote higher-order thinking skill and informal learning to happen. The empirical results we obtained show that students performed better academically and provided positive feedback in terms of motivation and interest.
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