Integration of an Augmented Reality Application into a Learning System Based on Kolb’s Experiential Learning Model
DOI:
https://doi.org/10.21831/elinvo.v11i1.90265Keywords:
Augmented Reality, Kolb Learning Style, Personalized Learning, Technology Acceptance Model (TAM)Abstract
Students’ learning motivation often decreases when the learning method does not align with their individual learning styles, posing a challenge for effective and meaningful education. Augmented Reality (AR) technology offers an interactive solution to increase student engagement. This study aims to develop an AR-based learning system adapted to Kolb’s learning styles: Diverger, Assimilator, Converger, and Accommodator, to support personalized and enjoyable learning. The system was developed using the ADDIE model and an object-oriented approach. Evaluation involved black box testing and user testing based on the Technology Ac-ceptance Model (TAM). Results showed over 80% of students were satisfied with the application, 75% found learning more interesting, and approximately 70% demonstrated increased active participation. TAM analysis revealed an average score of 80.26 and a positive correlation between perceived ease of use and motivation. The application encourages deeper exploration of material and boosts students’ confidence in facing academ-ic challenges. In conclusion, the developed system effectively supports technology-based personalized learn-ing. Its implication suggests that AR integration in education can enhance learning quality and serve as a foundation for future intelligent systems incorporating artificial intelligence.
References
[1] Á. Di Serio, M. B. Ibáñez, and C. D. Kloos, "Impact of an augmented reality system on students’ motivation for a visual," Computers and Education, vol. 68, pp. 586–596, 2013.
[2] Y. S. Chang, "Applying the arcs motivation theory for the assessment of ar digital media design learning effectiveness," Sustainability, vol. 13, no. 21, p. 12296, 2021.
[3] M. D. Gómez‐Rios, M. Paredes‐Velasco, R. D. Hernández‐Beleño, and J. A. Fuentes‐Pinargote, "Analysis of emotions in the use of augmented reality technologies in education: A systematic review," Computer Applications in Engineering Education, vol. 31, no. 1, pp. 216-234, 2023.
[4] M. Dunleavy, "Design principles for augmented reality learning," TechTrends, vol. 58, no. 1, pp. 28-34, Dec. 2014.
[5] S. A. Mohamad, R. Zaharudin, Y. Kamin, and N. H. M. N. Mustapha, "Integrating augmented reality with cognitive constructivist theory: A systematic review of enhancing learning in education," Journal of Contemporary Social Science and Education Studies (JOCSSES), vol. 4, no. 3, pp. 124-132, 2024.
[6] J. Welker and L. Berardino, "Blended learning: Understanding the middle ground between traditional classroom and fully online instruction," Journal of Educational Technology Systems, vol. 34, no. 1, pp. 33-55, 2005.
[7] P. R. Humanante-Ramos, F. J. García-Peñalvo, and M. Á. Conde-González, "Personal learning environments and online classrooms: An experience with university students," IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, vol. 10, no. 1, pp. 26-32, 2015.
[8] P. Liu, Z. Yang, J. Huang, and T. K. Wang, "The effect of augmented reality applied to learning process with different learning styles in structural engineering education," Engineering, Construction and Architectural Management, 2024.
[9] N. A. M. Mokmin, S. Hanjun, C. Jing, and S. Qi, "Impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course," Journal of Computers in Education, vol. 11, no. 2, pp. 557-574, 2024.
[10] W. B. Latif, I. M. Y. Yasin, M. A. Rahaman, M. S. Forid, M. N. Islam, and M. Z. Hossain, "Impact of augmented reality (AR) and virtual reality (VR) on interactive learning systems," Pacific Journal of Advanced Engineering Innovations, vol. 1, no. 1, pp. 23-32, 2024.
[11] C. Y. Hung, Y. T. Lin, S. J. Yu, and J. C. Y. Sun, "Effects of AR‐and VR‐based wearables in teaching English: The application of an ARCS model‐based learning design to improve elementary school students' learning motivation and performance," Journal of Computer Assisted Learning, vol. 39, no. 5, pp. 1510-1527, 2023.
[12] Y. Hwang and P. Huang, "Augmented Reality-Assisted Learning: Enhancing Vocabulary Acquisition and Motivation in Elementary English Education," SSRN, 2025. [Online]. Available: https://ssrn.com/abstract=5134189
[13] W. O. Riniati, D. Jiao, and S. N. Rahmi, "Application of augmented reality-based educational technology to increase student engagement in elementary schools," International Journal of Educatio Elementaria and Psychologia, vol. 1, no. 6, pp. 305-318, 2024.
[14] P. Liu, N. D. Georganas, and P. Boulanger, "Designing real-time vision based augmented reality environments for 3D collaborative applications," in Proc. IEEE Canadian Conference on Electrical and Computer Engineering (CCECE), 2002.
[15] N. I. Adhani and D. R. A. Rambli, "A survey of mobile augmented reality applications," in 1st International Conference on Future Trends in Computing and Communication Technologies, 2012, pp. 89-96.
[16] S. Mystakidis, A. Christopoulos, and N. Pellas, "A systematic mapping review of augmented reality applications to support STEM learning in higher education," Education and Information Technologies, vol. 27, no. 2, pp. 1883-1927, 2022.
[17] M. Akçayır and G. Akçayır, "Advantages and challenges associated with augmented reality for education: A systematic review of the literature," Educational Research Review, vol. 20, pp. 1-11, 2017.
[18] M. Antonioli, C. Blake, and K. Sparks, "Augmented reality applications in education," The Journal of Technology Studies, pp. 96-107, 2014.
[19] M. Akçayır, G. Akçayır, H. M. Pektaş, and M. A. Ocak, "Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories," Computers in Human Behavior, vol. 57, pp. 334-342, 2016.
[20] J. M. Andujar, A. Mejías, and M. A. Márquez, "Augmented reality for the improvement of remote laboratories: an augmented remote laboratory," IEEE Transactions on Education, vol. 54, no. 3, pp. 492-500, 2010.
[21] M. Dunleavy, C. Dede, and R. Mitchell, "Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning," Journal of Science Education and Technology, vol. 18, no. 1, pp. 7-22, 2009.
[22] F. Reyes-Aviles and C. Aviles-Cruz, "Handheld augmented reality system for resistive electric circuits understanding for undergraduate students," Computer Applications in Engineering Education, vol. 26, no. 3, pp. 602-616, 2018.
[23] M. Z. Iqbal, E. Mangina, and G. C. Abraham, "Current challenges and future research directions in augmented reality for education," Multimodal Technologies and Interaction, vol. 6, no. 9, p. 75, 2022.
[24] K.-H. Cheng and C.-C. Tsai, "Affordances of augmented reality in science learning: Suggestions for future research," Journal of Science Education and Technology, vol. 22, pp. 449-462, 2013.
[25] M.-B. Ibáñez, Á. Di-Serio, D. Villarán-Molina, and C. Delgado-Kloos, "Support for augmented reality simulation systems: The effects of scaffolding on learning outcomes and behavior patterns," IEEE Transactions on Learning Technologies, vol. 9, no. 1, pp. 46-56, 2015.
[26] J. Martín-Gutiérrez, P. Fabiani, W. Benesova, and M. D. Meneses, "Augmented reality to promote collaborative and autonomous learning in higher education," Computers in Human Behavior, vol. 51, pp. 752-761, 2015.
[27] Y. Lee and J. Choi, "Tideland animal AR: Superimposing 3D animal models to user defined targets for augmented reality game," International Journal of Multimedia and Ubiquitous Engineering, vol. 9, no. 4, pp. 343-348, 2014.
[28] N. Omarov, B. Omarov, Z. Azhibekova, and B. Omarov, "Applying an augmented reality game-based learning environment in physical education classes to enhance sports motivation," Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, no. 60, pp. 269-278, 2024.
[29] P. Soltani and A. H. Morice, "Augmented reality tools for sports education and training," Computers & Education, vol. 155, p. 103923, 2020.
[30] O. Y. B. Keat, N. Wahid, N. Murli, and R. A. Hamid, "Augmented reality to induce enjoyment in edutainment mobile game," JOIV: International Journal on Informatics Visualization, vol. 2, no. 3-2, pp. 188-193, 2018.
A. Angelopoulou, D. Economou, V. Bouki, A. Psarrou, L. Jin, C. Pritchard, dan F. Kolyda, "Mobile augmented reality for cultural heritage," dalam Mobile Wireless Middleware, Operating Systems, and Applications: 4th International ICST Conference, Mobilware 2011, London, UK, June 22-24, 2011, Revised Selected Papers 4, Springer Berlin Heidelberg, 2012, pp. 15-22.
[31] Y. Li, E. Ch’ng, S. Cai, dan S. See, "Multiuser interaction with hybrid VR and AR for cultural heritage objects," dalam 2018 3rd Digital Heritage International Congress (DigitalHERITAGE) held jointly with 2018 24th International Conference on Virtual Systems & Multimedia (VSMM 2018), 2018, pp. 1-8.
[32] G. Bozzelli, A. Raia, S. Ricciardi, M. De Nino, N. Barile, M. Perrella, ... dan A. Palombini, "An integrated VR/AR framework for user-centric interactive experience of cultural heritage: The ArkaeVision project," Digital Applications in Archaeology and Cultural Heritage, vol. 15, p. e00124, 2019.
[33] S. L. Tang, C. K. Kwoh, M. Y. Teo, N. W. Sing, dan K. V. Ling, "Augmented reality systems for medical applications," IEEE Engineering in Medicine and Biology Magazine, vol. 17, no. 3, pp. 49-58, 1998.
[34] J. Sutherland, J. Belec, A. Sheikh, L. Chepelev, W. Althobaity, B. J. Chow, ... dan D. J. La Russa, "Applying modern virtual and augmented reality technologies to medical images and models," Journal of Digital Imaging, vol. 32, pp. 38-53, 2019.
[35] K. Lee, "Augmented reality in education and training," TechTrends, vol. 56, pp. 13-21, 2012.
[36] M. Sripathi dan T. Bhuvaneswari, "Role of augmented reality (AR) in marketing," Emerging Trends in Business, Commerce & Management, vol. 1, 2022.
[37] D. Nurdiana, D. A. Aprijani, F. Amastini, M. R. Maulana, dan M. R. P. A. Utama, "Pengembangan Sistem Informasi Pengelolaan Pembimbing Lapangan Praktik Kerja Lapangan (PKL) Prodi Sistem Informasi Universitas Terbuka," Decode: Jurnal Pendidikan Teknologi Informasi, vol. 4, no. 2, pp. 418-436, 2024.
[38] M. A. Rau, "Conditions for the effectiveness of multiple visual representations in enhancing STEM learning," Educational Psychology Review, vol. 29, pp. 717-761, 2017.
[39] J. Zajda dan J. Zajda, "Constructivist learning theory and creating effective learning environments," dalam Globalisation and education reforms: Creating effective learning environments, pp. 35-50, 2021.
[40] D. I. Prastiawan, S. Aisjah, dan R. Rofiaty, "The effect of perceived usefulness, perceived ease of use, and social influence on the use of mobile banking through the mediation of attitude toward use," APMBA (Asia Pacific Management and Business Application), vol. 9, no. 3, pp. 243-260, 2021.
[41] Kemp, E. Palmer, dan P. Strelan, "A taxonomy of factors affecting attitudes towards educational technologies for use with technology acceptance models," British Journal of Educational Technology, vol. 50, no. 5, pp. 2394-2413, 2019.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The article published in ELINVO became ELINVO's right in publication.
This work by ELINVO is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
