The Development of an Augmented Reality Media Using Inquiry-Based Learning on the Topic of the Force and Motion Object

Abstract

          The purposes of this research were to (1) create and assess the quality of augmented reality (AR)  media using Inquiry-Based Learning (IBL) processes on the topic of “the force and motion object” of 9th grade students, (2) compare the learning achievement between pre and post learning from AR media using IBL processes, (3) compare learning achievement between the experimental group and control group, and (4) examine the satisfaction of students toward the AR media using IBL processes with the use of a posttest on the topic of “the force and motion object” of  9th grade students. The samples were consisted a total of two classes of 52 students in the first semester of the academic year 2016, Udomvittaya School, Thanyaburi district, Pathum Thani Province, Thailand. A class of 28 students was designated as the experimental group learning with AR media, another group was designated as the control group learning with traditional teaching method. The samples were selected by simple random sampling. The research findings were as follows: (1) AR media quality was high with the Index of  Item-Objective Congruence (IOC) between .60 and 1.00, which was based on the hypothesis (2) the posttest score of learning achievement with AR media using IBL processes was significantly higher than the pretest score at the level of .05 (3) the posttest score of learning achievement of the experimental group was higher than the control group with the statistically significant difference at the level of 0.5 (4) the satisfaction of students learning from AR media using IBL processes was found at the high level. The results suggested that AR media using IBL processes on the topic of “the force and motion object” of 9th grade students could be used for instruction and learning.