Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program
Abstract According to the science, technology, engineering, arts, and mathematics (STEAM) program, this experimental research aims to advocate e-content based on augmented reality (AR) technology to enhance retention learning (LR) and reinforce critical thinking in the intermediate stage in Ha’il, K...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer Nature
2023-04-01
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| Series: | Humanities & Social Sciences Communications |
| Online Access: | https://doi.org/10.1057/s41599-023-01650-w |
| _version_ | 1797841159177895936 |
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| author | Yaser A. Alkhabra Usama M. Ibrahem Saleh A. Alkhabra |
| author_facet | Yaser A. Alkhabra Usama M. Ibrahem Saleh A. Alkhabra |
| author_sort | Yaser A. Alkhabra |
| collection | DOAJ |
| description | Abstract According to the science, technology, engineering, arts, and mathematics (STEAM) program, this experimental research aims to advocate e-content based on augmented reality (AR) technology to enhance retention learning (LR) and reinforce critical thinking in the intermediate stage in Ha’il, KSA. Then, we study the interaction between the technology of AR design (image/mark) and the mental capacity of learners (high/low) in developing critical thinking (CT) and practical skills, i.e., the interaction between AR (image/mark) and gender. The study’s sample consisted of 120 8th-grade junior high school students from six schools in Ha’il. 63 of the 120 participants are females, while 57 are males. They were divided into 2 control and 8 experimental groups. Our analysis revealed that students’ LR and CT skills after using AR were better than before using AR. The first result we found was that implementing AR in educational realms impacted students’ LR. Furthermore, statistically significant differences were exhibited in overall CT skills between those with high and low mental capacity (MC), favoring those with high MC. Even more interestingly, according to the STEAM program, male students’ outcomes in science learning were more reinforced by AR than females’. Future research could quantify learning outcomes and look at underserved communities. Moreover, future studies could reveal the educational benefits of augmented reality-based active learning. |
| first_indexed | 2024-04-09T16:26:33Z |
| format | Article |
| id | doaj.art-9526b5377834481196598b35ebcac5ff |
| institution | Directory Open Access Journal |
| issn | 2662-9992 |
| language | English |
| last_indexed | 2024-04-09T16:26:33Z |
| publishDate | 2023-04-01 |
| publisher | Springer Nature |
| record_format | Article |
| series | Humanities & Social Sciences Communications |
| spelling | doaj.art-9526b5377834481196598b35ebcac5ff2023-04-23T11:12:00ZengSpringer NatureHumanities & Social Sciences Communications2662-99922023-04-0110111010.1057/s41599-023-01650-wAugmented reality technology in enhancing learning retention and critical thinking according to STEAM programYaser A. Alkhabra0Usama M. Ibrahem1Saleh A. Alkhabra2University of Ha’ilUniversity of Ha’ilUniversity of Ha’ilAbstract According to the science, technology, engineering, arts, and mathematics (STEAM) program, this experimental research aims to advocate e-content based on augmented reality (AR) technology to enhance retention learning (LR) and reinforce critical thinking in the intermediate stage in Ha’il, KSA. Then, we study the interaction between the technology of AR design (image/mark) and the mental capacity of learners (high/low) in developing critical thinking (CT) and practical skills, i.e., the interaction between AR (image/mark) and gender. The study’s sample consisted of 120 8th-grade junior high school students from six schools in Ha’il. 63 of the 120 participants are females, while 57 are males. They were divided into 2 control and 8 experimental groups. Our analysis revealed that students’ LR and CT skills after using AR were better than before using AR. The first result we found was that implementing AR in educational realms impacted students’ LR. Furthermore, statistically significant differences were exhibited in overall CT skills between those with high and low mental capacity (MC), favoring those with high MC. Even more interestingly, according to the STEAM program, male students’ outcomes in science learning were more reinforced by AR than females’. Future research could quantify learning outcomes and look at underserved communities. Moreover, future studies could reveal the educational benefits of augmented reality-based active learning.https://doi.org/10.1057/s41599-023-01650-w |
| spellingShingle | Yaser A. Alkhabra Usama M. Ibrahem Saleh A. Alkhabra Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program Humanities & Social Sciences Communications |
| title | Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program |
| title_full | Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program |
| title_fullStr | Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program |
| title_full_unstemmed | Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program |
| title_short | Augmented reality technology in enhancing learning retention and critical thinking according to STEAM program |
| title_sort | augmented reality technology in enhancing learning retention and critical thinking according to steam program |
| url | https://doi.org/10.1057/s41599-023-01650-w |
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