Exploring the Effect of Marker-Based AR Gamification on Primary Students' Science Concepts and Motivation

Authors

  • Pawat CHAIPIDECH Faculty of Education, Khon Kaen University; and Digital Education and Learning Engineering Association Author
  • Sasivimol PREMTHAISONG Demonstration School International Division, Khon Kaen University Author
  • Phattaraporn PONDEE Faculty of Education, Khon Kaen University Author
  • Niwat SRISAWASDI Faculty of Education, Khon Kaen University; and Digital Education and Learning Engineering Association Author

DOI:

https://doi.org/10.58459/icce.2024.4988

Abstract

The integration of advanced technologies in education, such as Augmented Reality (AR) and gamification, has been recognized significant attention for its potential to improve student learning outcomes. However, there remains a gap in understanding how these technologies, particularly when combined, affect younger learners in primary education. This study addresses this gap by investigating the impact of Marker-Based Augmented Reality (MBAR) gamification on primary students' understanding of scientific concepts and their motivation to learn science. Conducted with 46 students aged 9-10 from a school in Northeastern Thailand, the study employed a pre-test post- test design to assess the effects of the MBAR intervention, which focused on teaching phase changes in matter through interactive and gamified activities. The results revealed a significant improvement in students' conceptual understanding. Additionally, the intervention revealed that intrinsic motivation, extrinsic motivation, and self-efficacy, demonstrating the effectiveness of gamified AR in enhancing both cognitive and motivational outcomes. These findings suggested that MBAR gamification can make abstract scientific concepts more accessible and learning experiences more engaging for young students.

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Published

2024-11-25

How to Cite

Exploring the Effect of Marker-Based AR Gamification on Primary Students’ Science Concepts and Motivation. (2024). International Conference on Computers in Education. https://doi.org/10.58459/icce.2024.4988