ENHANCING HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN 3D POSITIONING THROUGH AUGMENTED REALITY
This study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split int...
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Veröffentlicht in: | Kalamatika (Online) 2024-11, Vol.9 (2) |
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Format: | Artikel |
Sprache: | eng |
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Zusammenfassung: | This study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split into pilot and teaching phases), and retrospective analysis. The study incorporates three AR-based activities in a student worksheet. In the first activity, students observe the AR simulation of a futsal field to identify spatial elements. In the second, they interact with the AR to determine positions in three-dimensional space. In the third, students solve related spatial problems, applying their numeracy skills. The AR-based design aims to enhance students' understanding of three-dimensional positioning for Grade XII high school students and assess improvements in their numeracy literacy through these interactive, structured activities. |
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ISSN: | 2527-5615 2527-5607 |
DOI: | 10.22236/KALAMATIKA.vol9no2.2024pp192-212 |