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
Recommended Citation
Manlapig, E. F. (2025). Developing augmented reality-based worksheets to enhance student conceptual understanding and attitude in thermodynamics. Retrieved from https://animorepository.dlsu.edu.ph/etdm_scied/68
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Embargo Period
3-31-2025