Abstract—The COVID-19 pandemic has significantly
disrupted education and has instantaneously shifted education
from being conducted predominately ‘face to face’ to being
totally ‘online’. For most teachers, this unexpected teaching
approach has impelled them into finding ways to provide the
same quality of education to their students. One way of doing
this is by adopting educational technologies in learning and
teaching, including the use of augmented reality (AR)
technology. AR technology has been integrated into the field of
physics education. In this study, the effects of AR technology on
understanding of the concepts of electricity in an online
learning environment for 11th-grade students was investigated.
Pretest and posttest were carried out in the control group and
the experimental group. The results showed that AR technology
improved understanding of electrical concepts for the students
in the experimental group compared to the control group, with
a very significant difference between both groups. This research
contributes to the development of AR technology in education,
especially in relation to the teaching and learning of abstract
physics concepts.
Index Terms—Augmented reality, conceptual understanding,
COVID-19, online learning, physics.
The authors are with the Faculty of Education, Universiti Kebangsaan
Malaysia, Bandar Baru Bangi 43600, Malaysia (Corresponding author: Lilia
Halim; e-mail: p96161@siswa.ukm.edu.my, lilia@ukm.edu.my,
hazrati@ukm.edu.my).
Cite: Doni Ropawandi, Lilia Halim, and Hazrati Husnin, "Augmented Reality (AR) Technology-Based Learning: The Effect on Physics Learning during the COVID-19 Pandemic," International Journal of Information and Education Technology vol. 12, no. 2, pp. 132-140, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).