Research literature on augmented reality (AR) in science learning suggests high technology acceptance, citing its immersive nature that enhances students' engagement and understanding. Studies highlight AR's ability to merge abstract scientific concepts with tangible experiences, fostering positive attitudes and increased acceptance among learners towards technology-infused education. This study aimed to develop an AR mobile application to visualize biological concepts of genetics and then evaluate students’ acceptance toward the AR app. This study engaged 47 ninth-grade students from Thailand's northeastern region to examine their acceptance of the AR app, which emphasized an interconnection among macroscopic, microscopic, and symbolic representations. Employing a pre-experimental research of one-group posttest-only design, they independently interacted with the genetic AR app for 70 minutes and then a 20-item 5-point Likert scale questionnaire was administered at the end of the session for 10 minutes. The results found that students positively perceived the genetic AR app measuring in four key dimensions: perceived usefulness (PU), perceived ease of use (PEU), attitude toward using (ATT), and behavioral intention to use (BI). The positive acceptance of the AR app suggests its potential as an effective tool for enhancing genetics education, meriting its integration into science curricula to improve learning outcomes.

Authors:
Khwuanchira Chamnankul, Khon Kaen University, Thailand
Phattaraporn Pondee, Khon Kaen University, Thailand
Niwat Srisawasdi, Khon Kaen University, Thailand

About the Presenter(s)
Miss Khwuanchira Chamnankul is currently a science teacher in the science and technology, Faculty of Education at Khon Kaen University, Thailand.

See this presentation on the full schedule – Wednesday Schedule

Bookmark