Evaluating students readiness, expectancy, acceptance and effectiveness of augmented reality based construction technology education
DOI:
https://doi.org/10.11113/ijbes.v6.n1.309Keywords:
Augmented Reality, Quantity Surveying, Education, Construction TechnologyAbstract
Augmented reality (AR) has the potential to enhance the teaching and learning experience in construction technology which involves the learning of construction processes and understanding the construction elements. Augmented reality also provides the ability to change and improve the nature of education. This is due to the possibility of overlaying media onto the real world for content consumption using smartphones and tablets devices, which enables students to access information at anywhere and anytime. However, before implementing a new approach to teaching, the state of whether the students are ready to use AR have to be identified. This also goes toward what the students expect when using AR in learning, how do they accept using AR and effectiveness of using AR in learning. Therefore the purpose of this study is to (1) Identify the readiness of students on using AR in teaching; (2) Identifying what do the students expect when using AR in learning construction technology; (3) Identifying the student’s acceptance of AR in learning; (4) The effectiveness of AR in construction technology learning. A quantitative method of analysis has been implemented measuring the mean score of objective 1-3 based on the student’s responses to the questionnaire. On the other hand, the second phase of the study which is to determine whether using AR is effective in learning was done by comparing pre-test and post-test results. Results from the study shows assuring indicators that students accept the usage of AR in construction technology education, the application also fulfils their expectations on what AR could aid in the learning process and for student’s acceptance, the result shows that students accepted the usage of AR as a learning tool. Meanwhile, the results regarding AR effectiveness on construction technology displayed noticeable improvements regarding student’s pre-test and post-test results with 68% of students display improvements in their scores.
References
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Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
Dünser, A., Walker, L., Horner, H., & Bentall, D. (2012). Creating interactive physics education books with augmented reality. Proceedings of the 24th Australian Computer-Human Interaction Conference on - OzCHI ’12, 107–114. https://doi.org/10.1145/2414536.2414554
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Emiroğlu, B. G., & Kurt, A. A. (2018). Use of Augmented Reality in Mobile Devices for Educational Purposes. Virtual and Augmented Reality: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications, 254.
Georgilakis, P. S., Orfanos, G. A., & Hatziargyriou, N. D. (2014). Computer-assisted interactive learning for teaching transmission pricing methodologies. IEEE Transactions on Power Systems, 29(4), 1972–1980. https://doi.org/10.1109/TPWRS.2013.2295197
Hasan, S., & Rashid, K., A. (2005). Innovative Teaching Techniques in Quantity Surveying Training and Education: Measurement Studio for Building Quantities. COBRA 2005 (Construction and Building Research Conference).
Herrington, A., & Herrington, J. (2007). Authentic mobile learning in higher education. AARE 2007 International Educational Research Conference, (November), 10. https://doi.org/10.1109/ICNICONSMCL.2006.103
Ismail, S. A., Bandi, S., & Maaz, Z. N. (2018). An Appraisal into the Potential Application of Big Data in the Construction Industry. International Journal of Built Environment and Sustainability, 5(2).
Jacob, S. M., & Issac, B. (2008). Mobile technologies and its impact-an analysis in higher education context. International Journal of Interactive Mobile Technologies, 2(1).
Kallaya, J., Prasong, P., & Kittima, M. (2009). An acceptance of mobile learning for higher education students in Thailand.
Lam, P., Wong, K., Cheng, R., Ho, E., & Yuen, S. (2011). Changes in Student Mobile Learning Readiness–Comparison of Survey Data Collected Over a Nine-month Period. In Global Learn (pp. 180–189). Association for the Advancement of Computing in Education (AACE).
Lee, C. C. (2009). An Interactive Approach To Teaching Quantity Surveying Measurement. In In ICERI2013 Proceedings (pp. 3862–3871). IATED.
Lee, K. (2010). Augmented Reality in Education and Training Republic of Korea, 403–410.
Ligi and Dr B. William Dharma Raja. (2017). Mobile learning in higher education. International Journal of Research-Granthaalayah, 5(4), 1–6. https://doi.org/10.5281/zenodo.569363
Mahat, J., Ayub, A. F. M., Luan, S., & Wong. (2012). An Assessment of Students’ Mobile Self-Efficacy, Readiness and Personal Innovativeness towards Mobile Learning in Higher Education in Malaysia. Procedia - Social and Behavioral Sciences, 64, 284–290. https://doi.org/10.1016/j.sbspro.2012.11.033
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Abu-Al-Aish, A., Love, S., & Hunaiti, Z. (2012). Mathematics students’ readiness for mobile learning. International Journal of Mobile and Blended Learning (IJMBL), 4(4), 1–20.
Anshari, M., Almunawar, M. N., Shahrill, M., Wicaksono, D. K., & Huda, M. (2017). Smartphones usage in the classrooms: Learning aid or interference? Education and Information Technologies, 22(6), 3063–3079.
Boone, H. N., & Boone, D. A. (2012). Analyzing likert data. Journal of Extension, 50(2), 1–5.
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400
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Chen, J. L. (2011). The effects of education compatibility and technological expectancy on e-learning acceptance. Computers and Education, 57(2), 1501–1511. https://doi.org/10.1016/j.compedu.2011.02.009
Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers and Education, 59(3), 1054–1064. https://doi.org/10.1016/j.compedu.2012.04.015
Corbeil, J. R., & Valdes-Corbeil, M. E. (2007). Are you ready for mobile learning? Educause Quarterly, 30(2), 51.
D’Souza, D., Singh, U., Sharma, D., & Ranjan, P. (2013). Educational technology in teaching and learning: Prospects and challenges. Patna Women’s College Publication, Patna.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008
Delello, J. A. (2014). Insights from pre-service teachers using science-based augmented reality. Journal of Computers in Education, 1(4), 295–311.
Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159–165.
Dünser, A., Walker, L., Horner, H., & Bentall, D. (2012). Creating interactive physics education books with augmented reality. Proceedings of the 24th Australian Computer-Human Interaction Conference on - OzCHI ’12, 107–114. https://doi.org/10.1145/2414536.2414554
Emiroğlu, B. G., & Kurt, A. A. (2018). Use of Augmented Reality in Mobile Devices for Educational Purposes. Virtual and Augmented Reality: Concepts, Methodologies, Tools, and Applications: Concepts, Methodologies, Tools, and Applications, 254.
Georgilakis, P. S., Orfanos, G. A., & Hatziargyriou, N. D. (2014). Computer-assisted interactive learning for teaching transmission pricing methodologies. IEEE Transactions on Power Systems, 29(4), 1972–1980. https://doi.org/10.1109/TPWRS.2013.2295197
Hasan, S., & Rashid, K., A. (2005). Innovative Teaching Techniques in Quantity Surveying Training and Education: Measurement Studio for Building Quantities. COBRA 2005 (Construction and Building Research Conference).
Herrington, A., & Herrington, J. (2007). Authentic mobile learning in higher education. AARE 2007 International Educational Research Conference, (November), 10. https://doi.org/10.1109/ICNICONSMCL.2006.103
Ismail, S. A., Bandi, S., & Maaz, Z. N. (2018). An Appraisal into the Potential Application of Big Data in the Construction Industry. International Journal of Built Environment and Sustainability, 5(2).
Jacob, S. M., & Issac, B. (2008). Mobile technologies and its impact-an analysis in higher education context. International Journal of Interactive Mobile Technologies, 2(1).
Kallaya, J., Prasong, P., & Kittima, M. (2009). An acceptance of mobile learning for higher education students in Thailand.
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Ligi and Dr B. William Dharma Raja. (2017). Mobile learning in higher education. International Journal of Research-Granthaalayah, 5(4), 1–6. https://doi.org/10.5281/zenodo.569363
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Shafie, H., Mazlina, S., Khuzzan, S., & Mohyin, N. A. (2014). Soft Skills Competencies of Quantity Surveying Graduates in Malaysia : Employers ’ Views and Expecta- tions Context of Graduates : The Soft Skills : Definitions. International Journal of Built Environment and Sustainability, 1(1), 9–17.
Shanbari, H., Blinn, N., & Issa, R. R. A. (2016). Using augmented reality video in enhancing masonry and roof component comprehension for construction management students. Engineering, Construction and Architectural Management, 23(6), 765–781.
Shirazi, A., & Behzadan, A. H. (2014). Design and assessment of a mobile augmented reality-based information delivery tool for construction and civil engineering curriculum. Journal of Professional Issues in Engineering Education and Practice, 141(3), 4014012.
Shirazi, A., & Behzadan, A. H. (2015). Content Delivery Using Augmented Reality to Enhance Students’ Performance in a Building Design and Assembly Project. American Society for Engineering Education, 1–24. Retrieved from http://advances.asee.org/wp-content/uploads/vol04/issue03/papers/AEE-15-Shirazi.pdf
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