Enhancing Programming Logic Comprehension: A Usability Study and Learning Outcome Evaluation of an AR-Integrated Interactive Book
DOI:
https://doi.org/10.23917/ieltech.v1i2.17546Keywords:
Augmented Reality, Programming Logic, Interactive Learning, System Usability Scale, Vocational EducationAbstract
The mastery of programming logic and algorithms is essential for vocational computer science students, yet traditional lecture-based methods often struggle to effectively convey these abstract concepts. This study aims to develop and evaluate the effectiveness of an Augmented Reality (AR)-integrated interactive book, named "LOGAM AR", designed to enhance students' comprehension of programming logic. Utilizing the Research and Development (R&D) approach with the ADDIE model, the application was developed and tested on 36 tenth-grade students. The evaluation employed the System Usability Scale (SUS) to measure user experience and a pre-test/post-test design to assess learning outcomes, comparing an experimental group using the AR tool with a control group using conventional methods. The usability evaluation yielded a SUS score of 73.2, indicating a "Good" and acceptable user experience. Furthermore, the learning outcome analysis revealed a significant disparity; the experimental group achieved a "Medium" N-Gain score of 0.60, substantially outperforming the control group's "Low" N-Gain score of 0.24. These findings demonstrate that integrating marker-based AR with physical interactive modules successfully bridges the gap between abstract theory and visual simulation, significantly improving students' algorithmic comprehension.
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