The Effects of using Mobile-Augmented Reality Learning Environment with Cognitive and Affective Learning Outcomes using Structural Equation Modeling Approach
Siti Salmi Jamali
Siti Salmi Jamali, School of Creative Industry Management and Performing Arts, Universiti Utara Malaysia, Sintok, Kedah, Malaysia.
Manuscript received on 24 March 2019 | Revised Manuscript received on 03 April 2019 | Manuscript Published on 27 April 2019 | PP: 158-171 | Volume-7 Issue-6S2 April 2019 | Retrieval Number: F10240476S219/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Mobile-Augmented Reality (mAR) technology enables the mobilization of a learning environment, providing greater student access to learning material, regardless of location. This study contributes to cognitive and effective learning by investigating the differences in the learning outcomes and performance achievement of mAR within a classroom-learning centered and self-centered learning environment. There are 260 students from public and private universities involved. The implementation of quantitative method has been conducted to establish mAR as an effective learning technology. In addition, a theoretical model comprising of causal factors for effective mAR-based learning was developed. This model provides insight into the relationship between the important determinants that integrate and facilitate learning in mAR-based environment. The findings confirmed that mAR could leverage and used as an optimum learning tool in educational context.
Keywords: Affective Learning; Cognitive Learning; Motivation; Mobile-Augmented Reality.
Scope of the Article: Smart Learning Methods and Environments