Recalibrating Technology in Education using the Augmented Reality Mobile Application

• Main Authors: Naorbe, Daina Faith E., Galupar, Maria Cecilia D.
• Format: text
• Published: Animo Repository 2024
• Subjects: recalibration; augmented reality; inquiry-based learning; QIMS model
• Online Access: https://animorepository.dlsu.edu.ph/conf_archers/2023/paper_innov/2; https://animorepository.dlsu.edu.ph/context/conf_archers/article/1016/viewcontent/ARCHERS_Naorbe_Galupar_formatted.docx.pdf
• Institution: De La Salle University

Recalibration focuses on how teachers reevaluate and modify their teaching approach to provide quality education to the learners. Inquiry-based learning (IBL) allows the students to develop their investigatory skills and improve their critical thinking adeptness. The researchers adopted the Questioning, Investigation, Making, and Synthesizing (QIMS) model in teaching IBL. Integrating the Augmented Reality (AR) mobile application in IBL creates opportunities for student-centered learning. The AR app detects a marker and displays to the user the many facets of the Earth's interior. This study aimed to investigate the students’ achievement and experiences in learning Earth Science using the Augmented Reality, as it was the first time that the teacher and the students utilized this technology in a classroom setting. The 30 Grade 8 Junior High School learners were purposively selected. The data needed were gathered using a researcher-made test. The test questionnaires focused on the different layers of the Earth, its composition, and the different types of the seismic waves. The researcher administered a pretest-posttest and integrated AR mobile application in teaching the lesson. The non-parametric Wilcoxon Signed Rank Test was used and yielded a result of p=0.000 significant difference at α≤0.05, which is strong proof that the observed data are very significant. Furthermore, students’ experiences show positive attitudes towards AR in the classroom and considered it as an effective tool in learning since distant learning in times of pandemic hinders students’ full capabilities to explore. This study found that using AR had a positive impact on student motivation, engagement, and achievement in a high school science class. This study is anchored on SDG No. 4- Quality education that aims to promote lifelong learning opportunities for all. Integrating technology in classroom teaching improves the quality of education and enhances the learning process of students.