Analysis of Interaction Patterns in Augmented Reality-Based Physics Learning
DOI:
https://doi.org/10.31571/ijcmasted.v1i1.1073Keywords:
Augmented reality, Interaction patterns, Physics educationAbstract
Augmented Reality (AR) has been increasingly integrated into physics education, providing an immersive and interactive learning experience. While numerous studies have examined AR’s impact on conceptual understanding, engagement, and motivation, limited research has explored the dynamic interaction patterns that emerge when AR is used over multiple learning sessions. This study investigates the evolving interaction patterns among students, teachers, and AR technology in a physics learning environment. Specifically, it examines how student-student, student-teacher, and student-AR interactions change across six AR-enhanced learning sessions on magnetism. A qualitative research approach was employed, involving 36 high school students from West Kalimantan, Indonesia. Data were collected through video-recorded classroom observations, interaction mapping, and field notes. Interaction frequency analysis and qualitative coding were applied to assess engagement trends and learning strategies over time. The findings indicate that student-student interactions fluctuated, with a noticeable decrease in session three, followed by a recovery in later sessions. Student-teacher interactions increased progressively, suggesting a growing reliance on teacher guidance as learning tasks became more complex. Meanwhile, student-AR interactions remained relatively stable, with peaks at the beginning and end of each session, indicating initial exploration and final knowledge validation phases. This study highlights the temporal dynamics of collaborative learning in AR-supported environments, emphasizing the need for strategic integration of AR and teacher scaffolding. The results provide valuable insights for designing more effective AR-based instructional strategies that sustain meaningful student engagement over multiple sessions.
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