Development of ARcell Apps for The Topic of the Structure of Cells and Organelles
Keywords:
Augmented Reality, Biology, Usability, education 4.0, ADDIE model, COVID-19Abstract
This research aimed to develop and evaluate the level of usability of Augmented Reality apps named ARcell for the topic of The Structure of Cells and Organelles. The research design used was development research. The development of this ARcell apps was based on the ADDIE model, with the integration of Constructivism learning theory and Mayer Cognitive theory of multimedia learning. The validity of the ARcell apps was determined by experts, while the reliability was based on the pilot study. The level of usability of ARcell apps was determined through 101 Form 6 student’s perceptions randomly selected from three schools in Malacca. The data were analyzed descriptively using the SPSS software. The findings showed that the ARcell mobile apps had good validity from the content aspect (S- CVI = 1.00), technical aspect (S- CVI = 0.97) and also had good reliability with Cronbach’s Alpha value of 0.94 from the student’s perspective. ARcell mobile apps also had good usability in terms of design, functionality, ease of use, learnability, satisfaction, future use, and system reliability, with a high mean value of 3.94. Essentially, the ARcell apps had good validity, reliability and usability and are very suitable for the use in the learning of Form 6 biology in the topic of Cell Structure and Organelles. The implications of this study indicated that the ARcell mobile apps could be used as an additional teaching aid and can be a catalyst for a new global learning approach in Malaysia. It is very relevant and practical particularly in applying student self-learning during the country as well as the rest of the world facing the Covid-19 pandemic situation.
Downloads
References
Kamarudin, N., et al., Development and perception of students on e-Assessment Module for Chemistry Massive Open Online Course (MOOC). Journal of Science and Mathematics Letters, 2020. 8(2): p. 109-121.DOI: https://doi.org/10.37134/jsml.vol8.2.13.2020.
Afrianto, A., Being a professional teacher in the era of industrial revolution 4.0: opportunities, challenges and strategies for innovative classroom practices. English Language Teaching and Research, 2018. 2(1).
Mohmmed, A.O., et al., Emergency remote teaching during Coronavirus pandemic: the current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 2020. 5(3): p. 1-11.DOI: https://doi.org/10.1007/s41062-020-00326-7.
Hussin, A.A., Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 2018. 6(3): p. 92-98.DOI: https://doi.org/10.7575/aiac.ijels.v.6n.3p.92.
Martin-Gonzalez, A., A. Chi-Poot, and V. Uc-Cetina, Usability evaluation of an augmented reality system for teaching Euclidean vectors. Innovations in Education and Teaching International, 2016. 53(6): p. 627-636.DOI: https://doi.org/10.1080/14703297.2015.1108856.
Pranoto, H. and F.M. Panggabean, Increase the interest in learning by implementing augmented reality: Case studies studying rail transportation. Procedia Computer Science, 2019. 157: p. 506-513.DOI: https://doi.org/10.1016/j.procs.2019.09.007.
Muhammad Biki Saputra, Z. Petrus Bayu Cristnawan, and A. Zamnah., 3D Heart Anatomy Augmented Reality: C-Heart. In R. K. Mohd Syukri Nordin, Muhammad Sabri Sahrir, Norsaremah Salleh, Faizah Idrus (Ed.), Humanizing Technologies (pp. 27–28). 2018.
Noh, S.M. and J. Ahmad, Module Construction: How to build training modules and academic modules (2nd ed.). Selangor: Universiti Putra Malaysia. 2008.
Phang, F.A., et al., Contributing factors to the decline in student participation in science streams: An analysis of thesis highlights. Human Science, 2 (4), 63-71. 2014.
Mustami, M.K., et al., Validity, practicality, and effectiveness development of biology textbooks integrated with augmented reality on high school students. International Journal of Technology Enhanced Learning, 2019. 11(2): p. 187-200.DOI: https://doi.org/10.1504/IJTEL.2019.10018869.
Huk, T., Who benefits from learning with 3D models? The case of spatial ability. Journal of computer assisted learning, 2006. 22(6): p. 392-404.DOI: https://doi.org/10.1111/j.1365-2729.2006.00180.x.
Hung, Y.H., C.H. Chen, and S.W. Huang, Applying augmented reality to enhance learning: A study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252–266. 2017.DOI: https://doi.org/10.1111/jcal.12173.
Hoog, T.G., et al., Rapid deployment of smartphone‐based augmented reality tools for field and online education in structural biology. Biochemistry and Molecular Biology Education, 2020. 48(5): p. 448-451.DOI: https://doi.org/10.1002/bmb.21396.
Yen, J.-C., C.-H. Tsai, and M. Wu, Augmented reality in the higher education: Students’ science concept learning and academic achievement in astronomy. Procedia-social and behavioral sciences, 2013. 103: p. 165-173.DOI: https://doi.org/10.1016/j.sbspro.2013.10.322.
Yoon, S., et al., How augmented reality enables conceptual understanding of challenging science content. Journal of Educational Technology & Society, 2017. 20(1): p. 156-168.
Polit, D.F., C.T. Beck, and S.V. Owen, Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in nursing & health, 2007. 30(4): p. 459-467.
Fuchsova, M. and L. Korenova, Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in Human Biology Education Using Augmented Reality. European Journal of Contemporary Education, 2019. 8(1): p. 92-102.DOI: https://doi.org/10.13187/ejced.2019.1.92.
Jamali, S.S., et al., Utilising mobile-augmented reality for learning human anatomy. Procedia-Social and Behavioral Sciences, 2015. 197: p. 659-668.DOI: https://doi.org/10.1016/j.sbspro.2015.07.054.
Grimble, G.K., The significance of peptides in clinical nutrition. Annual review of nutrition, 1994.14(1): p. 419-447.DOI: https://doi.org/10.1146/annurev.nu.14.070194.002223.
Vilkoniene, M., Influence of Augmented Reality Technology upon Pupils' Knowledge about Human Digestive System: The Results of the Experiment. Online Submission, 2009. 6(1): p. 36-43.
Chiang, T.H.C., S.J.H. Yang, and G.-J. Hwang, An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Journal of Educational Technology & Society, 2014. 17(4): p. 352-365.
de Oliveira, M.L. and E. Galembeck, Mobile applications in cell biology present new approaches for cell modelling. Journal of Biological Education, 2016. 50(3): p. 290-303.DOI: https://doi.org/10.1080/00219266.2015.1085428.
Wu, H.K., J.S. Krajcik, and E. Soloway, Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 2001. 38(7): p. 821- 842.DOI: https://doi.org/10.1002/tea.1033.
Saputra, M.B., P.B. Cristnawan, and Z.A. Zamnah, Id no. Apu 003 topic: 3d heart anatomy augmented reality: c-heart. University carnival on e-learning (iucel) 2018, 2018: p. 27.
Spector, M., Intelligent support for instructional development: Approaches and limits, in Design approaches and tools in education and training. 1999, Springer. p. 279-290.DOI: https://doi.org/10.1007/978-94-011-4255-7_23.
Branch, R.M., Instructional design: The ADDIE approach. Vol. 722. 2009: Springer Science & Business Media.DOI: https://doi.org/10.1007/978-0-387-09506-6.
Krejcie, R. and S. Morgan, Sample size determination. Business Research Methods, 1970. 4(5): p. 34-36.
Marcell, M. and A. Falls, Online data collection with special populations over the World Wide Web. Down Syndrome Research and Practice, 2001. 7(3): p. 106-123.DOI: https://doi.org/10.3104/reports.120.
Sauro, J. and J.R. Lewis, Chapter 8 - Standardised usability questionnaires. In Standardised usability questionnaires. Quantifying the User Experience (Second Edi). . 2016.DOI: https://doi.org/10.1016/B978-0-12-802308-2.00008-4.
Wang, M. and R. Shen, Message design for mobile learning: Learning theories, human cognition and design principles. British Journal of Educational Technology, 2012. 43(4): p. 561-575.DOI: https://doi.org/10.1111/j.1467-8535.2011.01214.x.
Park, S., The effects of social cue principles on cognitive load, situational interest, motivation, and achievement in pedagogical agent multimedia learning. Journal of Educational Technology & Society, 2015. 18(4): p. 211-229.
Cheung, L., Using the ADDIE model of instructional design to teach chest radiograph interpretation. Journal of Biomedical Education, 2016. 2016: p. 1-6.DOI: https://doi.org/10.1155/2016/9502572.
Gray, C.S., et al., The electronic patient reported outcome tool: testing usability and feasibility of a mobile app and portal to support care for patients with complex chronic disease and disability in primary care settings. JMIR mHealth and uHealth, 2016. 4(2): p. e5331.DOI: https://doi.org/10.2196/mhealth.5331.
Yapici, I.Ü. and F. Karakoyun, Using Augmented Reality in Biology Teaching. Malaysian Online Journal of Educational Technology, 2021. 9(3): p. 40-51.DOI: https://doi.org/10.52380/mojet.2021.9.3.286.
Y.P, C., Research methods (Third Edition). Selangor: McGraw-Hill (Malaysia) Sdn. Bhd. 2014.
Hamid, S.N.M., et al., E-content module for Chemistry Massive Open Online Course (MOOC): Development and students’ perceptions. JOTSE: Journal of Technology and Science Education, 2021. 11(1): p. 67-92.DOI: https://doi.org/10.3926/jotse.1074.
Tavakol, M. and R. Dennick, Making sense of Cronbach's alpha. International journal of medical education, 2011. 2: p. 53.DOI: https://doi.org/10.5116/ijme.4dfb.8dfd.
Kumar, C.V., et al., Effect of jigsaw co-operative learning method in improving cognitive skills among medical students. Int J Curr Microbiol, 2017. 6(3): p. 164-173.DOI: https://doi.org/10.20546/ijcmas.2017.603.018.
Suranakkharin, T., Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L, Language, Linguistics, Literature, 2017. 23(3).DOI: https://doi.org/10.17576/3L- 2017-2303-01.
Hashim, N.C., et al. Mobile augmented reality application for early Arabic language education-: Arabic. IEEE.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
