doi: 10.18178/ijiet.2025.15.4.2292
The Use of Augmented Reality in Sensor and Actuator Device Learning: Is It Effective in Enhancing Students’ Conceptual Understanding?
Ika Parma Dewi1,*
,
Lativa Mursyidaa1 ,
Titi Sriwahyuni1 ,
Nuzul Hidayat2 ,
Soeharto Soeharto3 ,
Muhammad Dhanil4 ,
Erni Marlina Saari5
- 1Department of Electronic Engineering, Universitas Negeri Padang, Padang, Indonesia
- 2Automotive Engineering Department, Universitas Negeri Padang, Padang, Indonesia
- 3Research Center for Education, National Research and Innovation and Agency (BRIN), Jakarta, Indonesia
- 4Department of Physics, Universitas Negeri Padang, Padang, Indonesia
- 5Faculty of Computing and Meta Technology, Universiti Pendidikan Sultan Idris, Negeri Perak Malaysia
- Manuscript receivedOctober 24, 2024
- revisedNovember 22, 2024
- acceptedDecember 13, 2024
- publishedApril 24, 2025
Abstract
Augmented Reality (AR) technology allows Three- Dimensional (3D) visualization to resemble real conditions. The advantages of AR complement the limitations of previous visual media in supporting material explanations. This study aims to investigate the effects of AR in enhancing students’ conceptual understanding of sensor and actuator materials. The method applied was a quasi-experiment involving two groups, namely the control group and the experimental group, with 60 participants aged 15–16 years. AR learning was applied in the experimental group, while the control group followed traditional learning. Data were collected through pretest and posttest using a conceptual understanding test and analyzed using the W test, N-Gain, U test, and effect size analysis. The W test assessed enhancement within each group, while the N-Gain analysis compared score enhancements between groups. The U test evaluated the relative effectiveness of the two learning methods, and effect size analysis determined the magnitude of the impact. Results showed significant enhancement in conceptual understanding for both groups, as indicated by W test outcomes (control group: Z = −4.63, p = 0.000; experimental group: Z = −4.79, p = 0.000). However, the experimental group improved more (N-Gain = 54%) than the control group (N-Gain = 35%). The U test (Z = −4.21, p = 0.000) highlighted that learning with AR was more effective than traditional learning in enhancing students’ conceptual understanding, with effect size analysis categorizing its impact as large (d = 1.14, g = 1.14). These findings confirm that AR is an effective tool for enhancing students’ conceptual understanding and is recommended for teaching sensor and actuator materials in educational contexts.
Keywords
- Augmented Reality (AR)
- conceptual understanding
- sensor and actuator
How to Cite
Ika Parma Dewi, Lativa Mursyidaa, Titi Sriwahyuni, Nuzul Hidayat, Soeharto Soeharto, Muhammad Dhanil, and Erni Marlina Saari, "The Use of Augmented Reality in Sensor and Actuator Device Learning: Is It Effective in Enhancing Students’ Conceptual Understanding?," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 858-866, 2025. https://doi.org/10.18178/ijiet.2025.15.4.2292
Copyright & License
Copyright © 2025 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).