Developing augmented reality-based worksheets to enhance student conceptual understanding and attitude in thermodynamics

Date of Publication

3-2025

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics

Subject Categories

Instructional Media Design | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Honor/Award

Outstanding Master's Thesis Award

Thesis Advisor

Nikko Lorenz P. Lawsin

Defense Panel Chair

Voltaire Mallari Mistades

Defense Panel Member

Maricar S. Prudente
Socorro E. Aguja

Abstract/Summary

For several years, students perceived thermodynamics as a difficult and boring subject due to its abstraction and complex nature. Some students struggle with thermodynamics due to problems visualizing the phenomena, leading to decreased understanding and engagement. Augmented Reality (AR) offers a potential tool for scaffolding improved visualization and interaction in learning thermodynamics by superimposing the real world with computer-generated information. This study examined the effectiveness of AR-based worksheets on the conceptual understanding and attitude of low-performing students learning thermodynamics through a mixed-methods approach. Multiple sources were utilized, including survey questionnaires, conceptual tests, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Wilcoxon-signed rank test, and effect size, while qualitative data were analyzed using reflexive thematic analysis. Findings revealed an improvement in students’ conceptual understanding after AR exposure (Z=5.65, p< .001, d=.87), with Cohen’s d indicating a large effect size. Also, there was a statistically positive significant change in students’ attitude after remedial sessions (Z=2.58, p=.001, d=.40) suggesting that AR fostered a positive attitude in learning Thermodynamics. However, Cohen’s d suggests only a small positive effect possibly due to short AR-based worksheets implementation. Results of the thematic analysis revealed students’ improved retention, comprehension, and engagement in learning Thermodynamics. Overall, the implementation of AR-based worksheets revealed an enhanced conceptual understanding and attitude in learning Thermodynamics of low-performing students. However, some students suggested improvements in AR application embedded in worksheets such as device compatibility and additional application features including calculation support.

Keywords: Augmented reality, conceptual understanding, attitude in physics,

thermodynamics, low-performing students, and remedial sessions

Abstract Format

html

Language

English

Format

Electronic

Keywords

Augmented reality in education; Thermodynamics—Study and teaching; Teaching—Aids and devices

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Embargo Period

3-31-2025

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