DESIGN AND VALIDATION OF A MULTI-INTERACTION-BASED AUGMENTED REALITY LEARNING MODEL TO OVERCOME ABSTRACTNESS IN PHYSICS CONCEPTS AT THE SECONDARY EDUCATION LEVEL
DOI:
https://doi.org/10.18623/rvd.v22.n2.3461Palavras-chave:
Augmented Reality, Conceptual Understanding, Multi-Interaction Learning Model, Physics Education, Secondary EducationResumo
This study aims to test the effectiveness of Augmented Reality (AR)-based learning models with a multi-interaction approach in improving the quality of physics learning, especially in wave and force materials. Using a quasi-experimental design with a pretest-posttest control group, the study involved high school students who were divided into experimental and control groups. Data was collected through concept comprehension tests, motivational questionnaires, inquiry engagement observation sheets, and student and teacher responses. The results of the study showed that the AR-based model significantly improved students' understanding of concepts, as seen from the increase in posttest scores. In addition, students in the experimental group showed higher learning motivation, involvement in scientific inquiry, and positive perception of learning than the control group. This model facilitates the interactive visualization of abstract concepts and supports a variety of learning styles through simulations and collaborative activities. Teachers also responded positively, assessing this model as technologically relevant and effective for learning differentiation. Although additional technical training is needed, this model is considered feasible to be applied in the context of 21st-century learning. The results of this study support the integration of AR as an innovative strategy in physics learning that is more contextual, participatory, and student-centered.
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