doi: 10.18178/ijiet.2024.14.10.2171
Leveraging Augmented Reality to Cultivate Higher-Order Thinking Skills and Enhance Students’ Academic Performance
Muhammad Anwar1,*
,
Yuni Rahmawati2 ,
Nurhening Yuniarti3 ,
Hendra Hidayat1 ,
Elsa Sabrina1
- 1Department of Electronics Engineering Education, Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
- 2Department of Electrical Engineering Education, Faculty of Engineering, Universitas Negeri Malang, Malang, Indonesia
- 3Department of Electrical Engineering Education, Faculty of Engineering, Universitas Negeri Yogyakarta, Sleman, Indonesia
- Manuscript receivedNovember 30, 2023
- revisedJanuary 29, 2024
- acceptedMarch 29, 2024
- publishedOctober 15, 2024
Abstract
This paper aims to investigate the potential of Augmented Reality (AR) technology as a valuable tool in enhancing students’ academic performance through higher-order thinking skills. The participants of this study were students with undergraduate degrees in education at three state level universities, in Indonesia. This research employed a quantitative survey consisting of 26 questionnaire items administered through Google Forms. The results showed the enhancement of higher-order skills through AR integration in education, leading to better academic outcomes. Additionally, the study explored how gender and the selected program impact students’ academic performance, showing intricate connections between these variables. The results have significant implications in equipping students with the strong higher-order thinking skills necessary to meet the demands of the modern world.
Keywords
- higher-order thinking skills
- augmented reality
- students’ academic performance
- problem solving skills
- critical thinking skills
- creative thinking skills
- electronics engineering education
How to Cite
Muhammad Anwar, Yuni Rahmawati, Nurhening Yuniarti, Hendra Hidayat, and Elsa Sabrina, "Leveraging Augmented Reality to Cultivate Higher-Order Thinking Skills and Enhance Students’ Academic Performance," International Journal of Information and Education Technology, vol. 14, no. 10, pp. 1405-1413, 2024. https://doi.org/10.18178/ijiet.2024.14.10.2171
Copyright & License
Copyright © 2024 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).