Facilitating 3D Geometry Learning with Augmented Reality in Authentic Contexts

In this study, we developed 3D-UG with augmented reality (AR) to facilitate students while learning 3D geometry in authentic contexts. 3D-UG provided exploring activity with real-time measuring the authentic 3D objects in surrounding with AR. Students learn 3D geometry, measure 3D objects and calculate the volume or surface of the authentic 3D objects in their home during pandemic Covid-19 for one month. Participants were forty fifth-grade elementary schools’ students that divide into two groups, twenty students in the experimental group (EG) used our purpose 3D-UG and twenty students in the control group (CG) used ruler. The results found that students in EG have improved geometry ability and outperformed compared with CG. Students in EG has a better understanding of geometry concept than CG. In addition, students in EG made fewer mistakes in their formula input and calculation process. It is because students carefully complete the solution and 3D-UG has clear steps to accomplish the solution. Therefore, our 3D-UG with AR could facilitate students to learn geometry learning in their home during Covid-19, exploring 3D objects their surroundings, and experienced 3D object measurement with augmented reality to enhance their geometry ability. © 2021, Springer Nature Switzerland AG.

Improving Student's Motivation in Pandemic Covid-19 Era Using an Authentic English Learning App

A habit of the learning process in the classroom where students only receive lessons from the teacher makes students passive in the learning process. Therefore, students learning motivation decreases when it comes to distance learning. The development of Authentic English Learning App aims to motivate and facilitate students during the distance learning process. This system is designed for students to learn English in an authentic context in their surrounding at home. Moreover, students can collaborate with their peers and give feedback to their peers' work. The App was tested using black box testing before it used by students. Black Box testing show a Very Good performance of the App. Furthermore, The result of this study shows that in the post-motivation, there is a significant difference of learning motivation between students who use Authentic English Learning App (EG) and students who only read a book (CG) (F = 4.664, p < 0.05). Therefore, Authentic English Learning App can motivate students to learn English effectively. Moreover, Technology Acceptance Model (TAM) questionnaire shows a high level of trust in each dimension (M > 4.5), It shows that Authentic English Learning App can facilitate students during Covid-19 in distance learning. © 2021 Published under licence by IOP Publishing Ltd.