Augmented reality-based higher order thinking skills learning media: Enhancing learning performance through self-regulated learning, digital literacy, and critical thinking skills in vocational teacher education

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2024-08-19 DOI:10.1111/ejed.12725

Nurhening Yuniarti, Yuni Rahmawati, Muhammad Anwar, Vando Gusti Al Hakim, Hendra Hidayat, Didik Hariyanto, Amelia Fauziah Husna, Jen-Hang Wang

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引用次数: 0

Abstract

Preparing high-quality graduates is a pressing challenge in teacher education, particularly among vocational high school graduates in Indonesia who face elevated unemployment rates. This experimental study explores the impact of integrating augmented reality (AR) and higher order thinking skills (HOTS) into vocational teacher education, empowering future educators with essential skills to meet evolving educational demands. The proposed learning media served to assist students in better comprehending abstract content through HOTS-based learning activities, improving subject mastery. We investigated the effects of AR-based HOTS learning media on learning performance based on self-regulated learning, digital literacy, and critical thinking, using a mixed-method research design with 241 participants. Our results demonstrate a positive impact on these factors, underscoring the significance of effective AR-based learning tools in enhancing the quality of vocational teacher education.

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基于增强现实技术的高阶思维技能学习媒体：通过职业教师教育中的自我调节学习、数字素养和批判性思维技能提高学习成绩

培养高质量的毕业生是师范教育面临的一项紧迫挑战，尤其是在失业率较高的印度尼西亚职业高中毕业生中。本实验研究探讨了将增强现实技术（AR）和高阶思维技能（HOTS）融入职业教师教育的影响，以增强未来教育工作者的基本技能，满足不断发展的教育需求。拟议的学习媒体通过基于 HOTS 的学习活动帮助学生更好地理解抽象内容，从而提高对学科的掌握程度。我们采用混合方法研究设计，以 241 名参与者为对象，调查了基于 AR 的 HOTS 学习媒体对基于自我调节学习、数字素养和批判性思维的学习成绩的影响。我们的研究结果表明，基于 AR 的学习工具对这些因素产生了积极影响，凸显了基于 AR 的有效学习工具对提高职业教师教育质量的重要意义。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.