The effect of AR and ARCS with different cognitive styles an primary school students’ recycling knowledge

This study aimed to examine the effect of Augmented Reality (AR) with ARCS motivation model and cognitive style on students’ recycling knowledge. ARCS stands for Attention, Relevance, Confidence, and Satisfaction. Digital media has created new ways of working, living, and learning. One of the technology, AR technology, has made a lot of contributes to education and many fields. It provides a mode of interaction between the real and virtual worlds simultaneously. Research works have found out that AR applications enrich students’ learning motivation and learning effectiveness. This present study integrates AR technology with the recycling concept into a workshop for primary school students. The purpose of this study is to enhance students’ recycling knowledge by applying the AR application. The present study designs the teaching approaches for AR by applying the ARCS motivation model. The ARCS model states the four elements provide better learning achievement. A systematic process is implemented. Four steps include define, design, develop, and evaluate. This present study applies the four steps into classes to teach the AR content and enhance students’ motivation. Field-dependent and field-independent are two different cognitive concepts. Both concepts are based on the mental ability of one person in analyzing or decoding an implication. AR technology provides an interactive mode between the real and virtual worlds. By employing AR with the ARCS model in field-dependent and field-independent cognitive styles, students’ recycling knowledge is compared in this study. 104 primary school students participated in the experiment. Group Embedded Figures and Test (GEFT) instrument was adopted. It is implemented to classify field-dependent students from field-independent ones. The ARCS instrument also was used with four factors. The results show that students with the field-independent concept in research dimensions have a higher effect than with field-dependent ones. Generally, learning by AR with the ARCS model has positive effects on students.