International Journal of Educational Insights and Innovations
Welcome to the International Journal of Educational Insights and Innovations (IJEDINS)—a prestigious, peer-reviewed journal dedicated to advancing scholarship and research in education. Published quarterly in March, June, September, and December, IJEDINS is a vital platform for educators, researchers, practitioners, and scholars to share transformative insights and innovative practices. IJEDINS brings together a global community of education professionals to discuss emerging trends, explore new methodologies, and exchange research findings that contribute to the continuous improvement of educational theory and practice. We strive to foster interdisciplinary collaboration, bridging diverse areas such as educational technology, curriculum development, pedagogy, educational policy, learning assessment, and beyond. Our commitment is to uphold rigorous academic standards and ensure that each contribution to the journal is subject to a comprehensive peer-review process. IJEDINS is published by PT. Technology Laboratories Indonesia, making all accepted articles available online with open-access benefits to maximize reach and impact. Join us in pushing the boundaries of educational research and innovation with IJEDINS, where groundbreaking ideas meet global recognition.
PT. Technology Laboratories Indonesia (TechnoLabs)
Educational Leadership Models in Supporting Organizational Change Management in the Rice Milling Industry
Organizational change has become an unavoidable necessity for the rice milling industry as it responds to technological advancement, market competition, and increasing demands for efficiency and quality. In this context, leadership that emphasizes learning, capacity building, and adaptive behavior plays a strategic role in guiding organizational transformation. This study aims to examine educational leadership models and their contribution to supporting effective change management within the rice milling industry. The research adopts a qualitative descriptive approach through case studies involving rice milling enterprises undergoing organizational change. Data were collected through in-depth interviews, direct observation, and document analysis, and were analyzed using thematic analysis to identify leadership practices, change strategies, and their impacts on organizational performance. The findings indicate that educational leadership characterized by participatory decision-making, continuous learning, and empowerment of human resources significantly facilitates the change management process. Leaders who function as educators are able to enhance employee readiness, reduce resistance to change, and foster a culture of innovation and collaboration. This study concludes that the integration of educational leadership principles into organizational change management contributes to sustainable organizational development in the rice milling industry. The results are expected to provide theoretical contributions to leadership and change management studies, as well as practical implications for industry leaders facing similar transformation challenges.
Copyright (c) 2025 International Journal of Educational Insights and Innovations
Augmented Reality (AR) Integration in STEM Learning: An Experimental Study on Students with Special Needs
This research examines the incorporation of Augmented Reality (AR) technology into STEM (Science, Technology, Engineering, and Mathematics) educational settings tailored for students with special needs. It seeks to assess the efficacy of AR-driven instructional tools in bolstering conceptual comprehension, learner involvement, and intrinsic motivation among individuals facing varied cognitive and physical impairments. The methodology utilized an experimental framework, contrasting an intervention cohort exposed to AR-augmented STEM curricula against a comparison cohort subjected to traditional teaching methods. Information was gathered via initial and follow-up evaluations, observational records, and participant response surveys. Findings indicated that the intervention cohort achieved markedly superior educational results and displayed elevated participation and enthusiasm relative to the comparison group. These outcomes underscore AR's role as an equitable pedagogical resource that facilitates multimodal learning, aids in the representation of intangible STEM ideas, and ensures equitable access to education for students with special needs. The investigation concludes that embedding AR within inclusive STEM pedagogy offers substantial promise for nurturing intellectual and emotional growth, warranting additional inquiry into customizable AR frameworks designed to deliver individualized instructional assistance.
The Influence of Innovation Management on the Effectiveness of Digital Learning Media Development
The development of digital technology has encouraged educational institutions to innovate in developing more interactive and adaptive learning media. This study aims to analyze the effect of innovation management on the effectiveness of digital learning media development. The research method used is a quantitative approach with a survey technique. Data were collected by distributing questionnaires to 75 respondents consisting of educators and learning media developers in higher education. Data analysis was performed using multiple linear regression to determine the relationship between innovation management variables (innovation planning, implementation, and evaluation) and the effectiveness of digital learning media development. The results show that innovation management has a significant effect on the effectiveness of digital learning media development, with the greatest contribution coming from the aspect of innovation implementation. These findings confirm that the success of learning media development is not only determined by technological capabilities, but also by the institution's ability to manage the innovation process systematically and sustainably. The implications of this study highlight the importance of implementing innovation management as a key strategy in improving the quality and effectiveness of digital learning media in the era of educational transformation.
Animated Video “Dare to Dream”: Media Development in Enhancing Children's Creativity
This study aims to determine the feasibility of developing the “Dare to Dream” animated video interactive learning media in enhancing creativity in early childhood. The research method used is Research and Development (R&D) with the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The concept of the animated video is to introduce various professions. After watching, children will be invited to role-play with their classmates with the aim of enhancing creativity. The subjects of this development study were media validators, material validators, language validators, and early childhood children. The results of the media expert validation showed a percentage of 87% in the “highly feasible” category. The results of the material validation obtained a percentage of 85% with a category of “very feasible”. The results of the language expert validation obtained a percentage of 90% with a category of “very feasible”. Then, the results of the trial with children obtained a category of very feasible or very effective with a percentage of 92%. Based on this research, it can be concluded that the animated video media “Dare to Dream” is very feasible and effective for increasing the creativity of early childhood.
Enhancing Critical Thinking in Junior High School through Project-Based Learning
This study investigates the efficacy of the Project-Based Learning (PjBL) model in enhancing critical thinking skills among junior high school students in Indonesia, addressing a documented deficit often linked to traditional, teacher-centered pedagogy. Employing a quasi-experimental, nonequivalent control group design, the study involved 60 eighth-grade students. The experimental group received a PjBL intervention focused on a real-world problem, while the control group followed a conventional lecture-based curriculum. Critical thinking skills—assessed through a validated pre-test and post-test measuring interpretation, analysis, inference, evaluation, and explanation—served as the primary dependent variable. An independent samples t-test revealed a statistically significant improvement (p<0.05) in the mean critical thinking scores for the PjBL group. In contrast, the control group exhibited negligible growth. The findings provide strong evidence that PjBL is a highly effective strategy for developing critical thinking. By engaging students in active, collaborative, and inquiry-driven processes, the model offers a practical solution to a persistent educational challenge, holding significant implications for curriculum reform and teacher development.
Integrating Technology-Enhanced Learning to Foster Student Autonomy and Critical Thinking in Higher Education
This study explores the effectiveness of online learning in enhancing learning independence and critical thinking skills among higher education students. The shift to digital education, accelerated by global events, has raised important questions about its pedagogical impact on core academic competencies. A quantitative descriptive correlational method was employed, involving 217 undergraduate students from various faculties who had experienced at least two semesters of online learning. Data were collected using a structured questionnaire consisting of three components: perceptions of online learning effectiveness, self-directed learning readiness, and critical thinking disposition. The results showed a positive and significant relationship between the effectiveness of online learning and both learning independence (r = 0.654) and critical thinking (r = 0.611). Furthermore, regression analysis confirmed that online learning effectiveness significantly predicts improvements in both skills. These findings suggest that well-structured online learning environments support students in becoming more autonomous and reflective thinkers. However, disparities in digital literacy and access still present barriers to optimal outcomes. This research highlights the need for higher education institutions to design inclusive, interactive, and learner-centered online platforms that actively support the development of essential 21st-century competencies. Online learning, when thoughtfully implemented, can serve as a powerful medium to nurture student independence and analytical capacity.
Gamification-Based Learning Design to Improve Student Engagement and Conceptual Understanding in Higher Education
The integration of gamification in education has gained increasing attention as a strategy to enhance student engagement and learning outcomes. This study investigates the impact of a gamification-based learning design on improving student engagement and conceptual understanding in higher education. A quasi-experimental research method was employed involving 80 undergraduate students enrolled in a computer science course. The experimental group participated in a gamified learning environment incorporating elements such as points, badges, leaderboards, and mission-based tasks, while the control group followed traditional instructional methods. Quantitative data from pre-test and post-test assessments revealed that the experimental group showed significantly higher improvement in conceptual understanding. In addition, results from the Student Course Engagement Questionnaire (SCEQ) indicated increased levels of behavioral, emotional, and cognitive engagement among gamified participants. Qualitative feedback through interviews and focus groups supported these findings, highlighting enhanced motivation, participation, and collaborative learning experiences. The results suggest that gamification, when properly implemented, can create an engaging and effective learning environment. However, thoughtful design is crucial to ensure that gamified elements support learning goals without inducing unnecessary stress or competition. This study contributes to the growing body of evidence supporting gamification as a transformative tool in higher education.
Development of TPACK-Based Digital Learning Curriculum for Elementary School Teachers
Digital transformation in education requires teachers to have competencies that are not limited to pedagogy and content, but also technology. This study aims to develop a digital learning curriculum based on the TPACK (Technological Pedagogical Content Knowledge) framework that can be implemented by elementary school teachers to improve the quality of the learning process in the digital age. A research and development (R&D) approach was used, adapting the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). During the analysis phase, teachers' needs for technology integration in learning were identified through observation and interviews. The analysis results were used to design a curriculum that balances and contextualizes technological, pedagogical, and content aspects according to the needs of elementary school teachers. The developed curriculum prototype was then validated by curriculum experts, educational technology experts, and experienced teachers. The validation results indicated that the curriculum has a high level of feasibility in terms of content relevance, TPACK component integration, and its effectiveness in teaching practice. Subsequently, the curriculum was implemented on a limited basis in several elementary schools and evaluated through questionnaires and observation of implementation. The evaluation results showed an increase in teachers' competencies in effectively integrating technology into the teaching and learning process.
Effectiveness of Digital Game Based Learning on Improving Numeracy Literacy of Elementary School Students
This study aims to analyze the effectiveness of digital game based learning (DGBL) in improving elementary school students' numeracy literacy. Numeracy literacy, which encompasses the ability to understand, interpret, and apply mathematical concepts in everyday life, is one of the fundamental competencies emphasized in 21st-century education curricula. However, national evaluation results indicate that many elementary school students struggle to deeply understand numerical concepts. To address this challenge, this study proposes a digital game-based learning approach as an innovative strategy to enhance students' motivation to learn and their active engagement. This study employed a quasi-experimental design with a pretest-posttest control group. The research sample consisted of 60 fifth-grade students, who were divided into an experimental group and a control group. The experimental group used interactive, digital, game-based learning media, while the control group used conventional, lecture-based methods and practice problems. The research instrument was a numeracy literacy test that was validated by experts and tested for reliability. Paired and independent sample t-tests were conducted to analyze significant improvements and differences between the two groups. The results showed a significant increase in numeracy literacy scores in the experimental group compared to the control group. Additionally, students in the experimental group demonstrated increased interest in learning mathematics and greater involvement in the learning process. These findings suggest that implementing DGBL can effectively enhance elementary school students' numeracy literacy in a fun, interactive, and contextual manner.
Implementation Of Augmented Reality Technology In Virtual Practicum Of High School Chemistry Subjects
This research aims to investigate the implementation and effectiveness of Augmented Reality (AR) technology in virtual practicum activities for high school chemistry subjects. The study is motivated by the limited availability of laboratory facilities in many schools, which often hampers students' practical understanding of abstract and complex chemical concepts. By integrating AR into the learning process, students are provided with an interactive and immersive experience that simulates real laboratory experiments without the need for physical equipment. The research adopts a quasi-experimental method with a control and experimental group. The participants were 60 students from two different high schools, selected through purposive sampling. The experimental group engaged in virtual practicum using an AR-based application developed for this study, while the control group followed conventional practicum procedures. Data collection techniques included pre-tests and post-tests to measure students' conceptual understanding, as well as questionnaires and interviews to capture their engagement and perceptions. The results showed a significant increase in the post-test scores of the experimental group compared to the control group, indicating that AR-based virtual practicum had a positive impact on students’ understanding of chemical reactions, molecular structures, and lab procedures. Additionally, students reported higher levels of motivation and interest, highlighting the immersive and visually rich environment provided by AR technology. In conclusion, the implementation of AR in virtual chemistry practicums presents a promising solution to address laboratory limitations while enhancing students’ comprehension and engagement. This research recommends further development and integration of AR tools in science education to support interactive and cost-effective learning.
Digital Transformation in Education: Exploring the Impact of AI on Student Engagement and Learning Outcomes
This study examines the impact of artificial intelligence (AI) on student engagement and learning outcomes in digitally transformed educational environments. Using a mixed-methods approach, the research analyzes quantitative data from 300+ students across 15 institutions, alongside qualitative insights from 50 educators. Results indicate that AI-enhanced tools significantly improve engagement metrics, with adaptive learning platforms increasing time-on-task by 22% and generative AI boosting participation by 15%. Learning outcomes improved notably in STEM subjects (12% higher scores) but showed minimal gains in humanities. However, challenges such as algorithmic bias, data privacy concerns, and equity gaps—particularly for students with low digital literacy—were identified. Educator interviews revealed a shift toward facilitator roles, though institutional barriers like insufficient training hindered optimal AI adoption. The study highlights the need for balanced AI integration, emphasizing ethical frameworks, teacher preparedness, and equitable access. Practical recommendations include digital literacy programs, bias audits for AI systems, and mandatory AI-pedagogy training for educators. While AI demonstrates strong potential to enhance education, its implementation must address pedagogical and ethical complexities to ensure sustainable, inclusive benefits. Future research should explore long-term effects and hybrid AI-human instructional models to refine best practices in digital education.
Effectiveness of Learning Management System (LMS) in Improving Student Learning Independence
The rapid advancement of educational technology has significantly transformed learning methodologies, with Learning Management Systems (LMS) playing a crucial role in facilitating self-directed learning. This study aims to evaluate the effectiveness of LMS in enhancing students' learning independence by examining its impact on motivation, time management, and critical thinking skills. Using a mixed-method approach, data was collected from students utilizing LMS platforms through surveys, interviews, and performance assessments. The findings indicate that LMS positively influences students' ability to learn independently by providing structured content, interactive resources, and self-assessment tools. Moreover, the flexibility of LMS allows students to learn at their own pace, fostering a sense of responsibility and autonomy. However, challenges such as digital literacy and motivation gaps remain significant barriers. The study concludes that while LMS contributes to improving learning independence, its effectiveness depends on user engagement and institutional support. Recommendations for optimizing LMS implementation include personalized learning paths, gamification, and enhanced teacher-student interaction.
Copyright (c) 2024 International Journal of Educational Insights and Innovations
Exploring the Integration of Augmented Reality in Programming Education to Enhance Student Engagement in High Schools
The integration of Augmented Reality (AR) in programming education has emerged as a promising approach to enhance student engagement and learning outcomes, particularly in high school settings. This study investigates the effectiveness of AR-based learning tools in improving students' understanding of programming concepts and fostering critical thinking skills. Using a mixed-methods approach, the research involved 60 high school students divided into an experimental group (using AR tools) and a control group (following traditional methods). Data was collected through surveys, classroom observations, performance assessments, and qualitative interviews. Results indicate that the experimental group demonstrated significantly higher levels of engagement, with 85% reporting increased interest in programming compared to 60% in the control group. Additionally, the experimental group outperformed the control group in both theoretical knowledge and practical application, scoring 25% higher on quizzes and completing tasks 20% faster. Qualitative feedback highlighted the immersive and interactive nature of AR as key factors in enhancing learning experiences. However, challenges such as technical difficulties and the need for teacher training were also identified. The findings suggest that AR can effectively bridge the gap between theoretical knowledge and practical application, making it a valuable tool for programming education. This study provides insights for educators and policymakers on integrating AR into curricula and highlights the importance of addressing technical and training barriers to ensure successful implementation.
The Impact of Active Learning Methods on Student Motivation and Academic Achievement in Elementary Schools
This study investigates the impact of active learning methods on student motivation and academic achievement in elementary schools. With a shift from traditional instructional approaches to more interactive and student-centered learning, this research employs a mixed-methods design, combining quantitative surveys and qualitative interviews. A structured survey was administered to 200 elementary students to assess their motivation levels and academic performance before and after the implementation of active learning strategies. Additionally, semi-structured interviews were conducted with 15 teachers to gain insights into their experiences with these methods. The findings reveal a significant increase in student motivation, with 75% of participants reporting enhanced engagement, alongside a 15% improvement in average test scores post-intervention. Qualitative data indicate that active learning fosters collaboration and communication skills among students, contributing to a richer classroom environment. Despite challenges related to training and resource availability, educators overwhelmingly support the integration of active learning techniques. This research highlights the effectiveness of active learning in promoting not only academic success but also essential soft skills, thereby advocating for its broader application in educational settings to create more engaging and productive learning experiences for young learners.
Exploring the Impact of Digital Learning Environments on Student Engagement and Academic Performance A Global Perspective
This study investigates the impact of digital learning environments on student engagement and academic performance in higher education. Utilizing a mixed-methods approach, the research combines quantitative surveys with qualitative interviews to explore how digital tools influence learning experiences. A survey of 300 students revealed a significant positive correlation between digital tool usage and student engagement levels, with 78% of respondents indicating that these tools enhanced their learning experience. In-depth interviews with 20 educators highlighted the benefits of technology in fostering collaboration and community, while also noting challenges related to access and digital literacy. The study concludes that while digital learning environments enhance educational outcomes, addressing disparities in access and providing training for educators is crucial for maximizing their effectiveness. Future research should focus on long-term impacts and strategies to ensure equitable access to digital resources.
Implementing Adaptive Technology in Computer Science Education: Challenges and Solutions for Enhancing Learning Outcomes
The research study presented in this paper investigates how adaptive technology is being implemented within computer science education and its effects on student engagement and learning outcomes. In a survey of 150 educators among diverse types of educational institutions, 85% of respondents indicated adaptive technology has a positive impact on student learning. Your training remains rooted in data until October 2023. Still, to take full advantage of these technologies, challenges like inadequate infrastructure, resource allocation, and the need for teacher training will need to be addressed. It is concluded that adaptive technologies clearly show great potential to enhance computer science education but strategic action is needed to address current barriers to and ensure effective use of adaptive technologies.
Integrating Gamification in Multicultural Classrooms A Study on Enhancing Collaborative Learning and Cultural Empathy
In multicultural classrooms, fostering collaborative learning and cultural empathy is critical to promoting inclusivity and effective education. This study investigates the application of a gamified framework to enhance these dimensions in diverse educational settings. The proposed framework integrates key game elements such as point systems, leaderboards, and role-playing activities to engage students and facilitate cross-cultural interactions. A mixed-methods approach was employed, involving 120 students across four multicultural classrooms. Quantitative results demonstrated significant improvements in collaboration and cultural empathy, with mean scores increasing from 3.2/5 to 4.1/5 and 3.0/5 to 4.0/5, respectively. Qualitative findings revealed that gamification fostered active participation, deeper cultural understanding, and inclusive learning experiences. Challenges included balancing competition with collaboration and ensuring effective teacher facilitation. This research contributes to the growing field of gamification in education, providing a scalable and adaptable framework for multicultural classrooms. The findings highlight gamification's potential to transform educational practices, fostering a collaborative and empathetic environment that embraces cultural diversity.
Development of Augmented Reality Based Learning Media to Introduce Computer Components to students in Senior High School
This research aims to develop Augmented Reality (AR) based learning media as an educational tool to introduce computer components to high school students. AR technology was chosen because of its ability to present information interactively and realistically, so that it can improve concept understanding and motivate students in learning technical material. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). In the development stage, the AR application was designed to visualize computer components in three dimensions (3D), equipped with function descriptions and interactive animations. Product testing was carried out through validation by media experts and material experts, as well as a limited trial to class XI students majoring in Computer and Network Engineering (TKJ) in one of the high schools in Medan City. Data was obtained through questionnaires to measure media feasibility and interviews to evaluate students' responses to the application. The results showed that this AR-based learning media was very valid with an average score of 91% in the expert validation test and received positive responses from students with a satisfaction level of 89%. The use of AR applications is proven to be able to improve students' understanding of computer components, as evidenced by an increase in pretest to posttest scores by 35%. In conclusion, this AR-based learning media is effective and feasible to use as an educational tool in high schools, especially in the introduction of computer components.
The Role of AI in Diagnosing Student Learning Needs: Solutions for More Inclusive Education
This research explores the role of Artificial Intelligence (AI) in diagnosing students' learning needs and creating a more inclusive educational environment. Employing a mixed-methods approach, data were collected through surveys, interviews, and analysis of existing AI systems. The results indicate that AI has significant potential in identifying patterns in students' academic performance and learning preferences. Notably, 75% of students reported that AI aids their learning process, with average scores increasing from 70 to 85 after implementing AI systems. Additionally, 70% of students experienced enhanced engagement in their learning activities. However, challenges such as data privacy and algorithmic bias must be addressed. The study recommends collaboration among educators, technology developers, and researchers to create AI systems that are responsive to diverse learning needs. With the right approach, AI can serve as a powerful tool to improve learning outcomes and foster a more equitable and inclusive educational environment for all students. This research highlights the transformative potential of AI in education while emphasizing the importance of ethical considerations and stakeholder involvement in its implementation.
Implementation of Game-Based Learning in Improving Learning Motivation of Elementary School Students
This study aims to explore the effect of Game-Based Learning (GBL) implementation on students' learning motivation in primary schools. GBL is a learning approach that integrates game elements into the teaching and learning process, designed to increase student engagement and motivation. In the context of primary education, learning motivation is an important factor that contributes to students' academic success. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research sample consisted of 80 fourth grade students in one elementary school who were divided into two groups, namely the experimental group using GBL and the control group using conventional learning methods. Data regarding students' learning motivation was collected through a learning motivation questionnaire adapted from a standardized learning motivation scale. The results of the data analysis showed that there was a significant increase in the learning motivation of students using GBL compared to the control group. The average learning motivation score in the experimental group increased significantly after the implementation of GBL, with a p value <0.05. These findings suggest that GBL is effective in increasing students' learning motivation in primary schools. This study suggests that GBL can be integrated into the learning curriculum in primary schools as one of the strategies to increase students' learning motivation. In addition, further research is recommended to explore various other aspects of GBL, such as its impact on students' learning outcomes and social skills.
The Effect of Digital Game-Based Learning on Improving Students' Social Skills in the Hybrid Education Era
This study investigates the impact of digital game-based learning on the improvement of students' social skills within the context of hybrid education. A quasi-experimental design was used, involving 60 students from Universitas Pendidikan Nusantara, divided into an experimental group (n = 30) and a control group (n = 30). The experimental group engaged in a 6-week game-based learning intervention using the digital game "EduQuest," while the control group followed traditional face-to-face instruction. Data were collected using a Social Skills Scale (SSS), collaborative observations, and a satisfaction questionnaire. The results show a significant improvement in social skills in the experimental group, particularly in the areas of teamwork, communication, and conflict resolution (p < 0.01). In contrast, the control group showed no significant change in their social skills. Additionally, students in the experimental group reported high levels of engagement and satisfaction with the game-based learning approach. This study highlights the potential of digital game-based learning as an effective tool to enhance social skills in hybrid educational settings. The findings suggest that integrating digital games into learning can provide a valuable avenue for fostering collaboration and communication skills among students.
The Effect of Using Augmented Reality in Science Learning on Middle School Students' Concept Understanding
This study aims to explore the effect of using Augmented Reality (AR) technology in science learning on secondary school students' concept understanding. AR technology allows the integration of the virtual world with the real world through interactive and dynamic visualization, so it is expected to increase learning interest and understanding of science concepts among students. The method used in this study was a quasi-experiment with a pretest-posttest control group design. The research sample consisted of 120 grade X students in one of the secondary schools who were randomly divided into experimental and control groups. The experimental group used AR application as part of science learning, while the control group used conventional methods. Data were collected through concept understanding tests administered before and after the intervention. The results of the data analysis showed that there was a significant increase in the concept understanding of students using AR compared to the control group. The mean posttest score of the experimental group was statistically higher than that of the control group (p < 0.05). This finding indicates that the use of AR in science learning is effective in improving students' concept understanding. This study suggests that AR technology can be integrated into the science learning curriculum as an innovative and effective tool. In addition, further research is recommended to explore other aspects of using AR in education as well as its impact on students' cognitive and affective skills.
An Analysis of Online Learning's Effectiveness in Improving Learning Independence and Critical Thinking Skillsin Higher Education Students
This study investigates the effectiveness of online learning in enhancing learning independence and critical thinking skills among higher education students. Using a mixed-methods approach, the research was conducted over a semester with 200 undergraduate students, divided into an experimental group engaged in online learning and a control group receiving traditional instruction. The findings revealed that the experimental group exhibited significant improvements in both learning independence and critical thinking skills compared to the control group. Qualitative data further supported these results, highlighting the benefits of autonomy, flexibility, and interactive content in online learning. However, challenges related to maintaining student motivation were also identified, indicating the need for more engaging and supportive online learning environments. These findings suggest that, while online learning can effectively foster essential academic skills, careful consideration must be given to course design to maximize its benefits.
The Effect of Augmented Reality-based Learning Technology on Improving Student Motivation and Learning Outcomes in Secondary Schools
The integration of Augmented Reality (AR) in education has emerged as a promising approach to enhance learning experiences by making content more interactive and engaging. This study investigates the impact of AR-based learning technology on student motivation and learning outcomes in secondary schools. Using a quasi-experimental design, 120 students were divided into an experimental group, which used AR tools, and a control group, which received traditional instruction. Results showed that students in the experimental group demonstrated significant improvements in both academic performance and motivation compared to the control group. The study highlights the potential of AR technology to transform traditional teaching methods and suggests that AR can be a valuable tool in fostering deeper understanding and sustained interest in learning. These findings provide insights into the effectiveness of AR in educational settings and underscore the need for further research to explore its long-term impact and broader applications.