Learning Outcomes Following Assemblr EDU-Based Augmented Reality Instruction on the Human Respiratory System

Murti Handayani; Nurhayani H. Muhiddin; Rifda Nurhikmawati Arif

doi:10.61255/itej.v4i2.1610

Authors

Murti Handayani Universitas Negeri Makassar
Nurhayani H. Muhiddin Universitas Negeri Makassar, Indonesia
Rifda Nurhikmawati Arif Universitas Negeri Makassar, Indonesia

DOI:

https://doi.org/10.61255/itej.v4i2.1610

Keywords:

Assemblr EDU, Augmented Reality, Human Respiratory System, Learning Outcomes, Science Education

Abstract

The human respiratory system involves complex anatomical structures and physiological processes that are difficult to observe directly, creating challenges for students in developing conceptual understanding. This study aimed to describe changes in middle school students’ learning outcomes following instruction supported by Assemblr EDU-based augmented reality on the human respiratory system. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. Participants were selected through purposive sampling, and learning outcomes were assessed using a multiple-choice achievement test covering remembering, understanding, applying, and analyzing cognitive processes. The data were analyzed descriptively by comparing pretest and posttest performance and evaluating normalized learning gains. The findings showed that students achieved substantially higher learning outcomes after participating in augmented reality-supported instruction, with overall learning gains categorized as high. Improvements were also observed across all cognitive-process categories, although differences among these categories should be interpreted cautiously because of unequal item distribution. These findings indicate that Assemblr EDU can serve as a useful three-dimensional representational resource for supporting the learning of internal anatomical structures when integrated with appropriate explanations and cognitive learning activities. However, because the study did not include a comparison group or inferential analysis, the findings should be interpreted as preliminary evidence of learning changes rather than causal evidence of instructional effectiveness.

Abstract views: 0 ,

PDF downloads: 2

Downloads

Download data is not yet available.

References

Abdul Hanid, M. F., Mohamad Said, M. N. H., Yahaya, N., & Abdullah, Z. (2022). Effects of augmented reality application integration with computational thinking in geometry topics. Education and Information Technologies, 27, 9485–9521. https://doi.org/10.1007/s10639-022-10994-w

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Annisa, D. N., & Subiantoro, A. W. (2022). Mobile augmented reality in socioscientific issues-based learning: The effectiveness on students’ conceptual knowledge and socioscientific reasoning. Jurnal Pendidikan IPA Indonesia, 11(4), 611–625. https://doi.org/10.15294/jpii.v11i4.38993

Arıcı, F., Yıldırım, P., Çalıklar, Ş., & Yılmaz, R. M. (2019). Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis. Computers & Education, 142, 103647. https://doi.org/10.1016/j.compedu.2019.103647

Assemblr. (n.d.). Assemblr EDU: Immersive 3D/AR platform for teachers & learning. Retrieved July 11, 2026, from https://edu.assemblrworld.com/

Chang, H.-Y., Binali, T., Liang, J.-C., Chiou, G.-L., Cheng, K.-H., Lee, S. W.-Y., & Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-)experimental studies to investigate the impact. Computers & Education, 191, 104641. https://doi.org/10.1016/j.compedu.2022.104641

Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557–569. https://doi.org/10.1016/j.compedu.2013.02.015

De Lima, C. B., Walton, S., & Owen, T. (2022). A critical outlook at augmented reality and its adoption in education. Computers and Education Open, 3, 100103. https://doi.org/10.1016/j.caeo.2022.100103

Distrik, I. W., Ertikanto, C., Purwati, Y. S., Saregar, A., & Ab Rahman, N. F. (2024). Digital problem-based worksheet with 3D PageFlip: An effort to address concept understanding problems and enhance digital literacy skills. Jurnal Pendidikan IPA Indonesia, 13(1), 116–127. https://doi.org/10.15294/jpii.v13i1.48604

Eisinga, R., te Grotenhuis, M., & Pelzer, B. (2013). The reliability of a two-item scale: Pearson, Cronbach, or Spearman–Brown? International Journal of Public Health, 58(4), 637–642. https://doi.org/10.1007/s00038-012-0416-3

Faria, A. (2024). Augmented reality and teaching strategies in the study of volcanism in elementary and secondary schools. Journal of New Approaches in Educational Research, 13, 18. https://doi.org/10.1007/s44322-024-00018-5

Ferrer-Torregrosa, J., Torralba, J., Jimenez, M. A., García, S., & Barcia, J. M. (2015). ARBOOK: Development and assessment of a tool based on augmented reality for anatomy. Journal of Science Education and Technology, 24, 119–124. https://doi.org/10.1007/s10956-014-9526-4

Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, Article 103635. https://doi.org/10.1016/j.compedu.2019.103635

Garzón, J., & Acevedo, J. (2019). Meta-analysis of the impact of augmented reality on students’ learning gains. Educational Research Review, 27, 244–260. https://doi.org/10.1016/j.edurev.2019.04.001

Garzón, J., Kinshuk, Baldiris, S., Gutiérrez, J., & Pavón, J. (2020). How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis. Educational Research Review, 31, 100334. https://doi.org/10.1016/j.edurev.2020.100334

Gnidovec, T., Žemlja, M., Dolenec, A., & Torkar, G. (2020). Using augmented reality and the structure–behavior–function model to teach lower secondary school students about the human circulatory system. Journal of Science Education and Technology, 29, 774–784. https://doi.org/10.1007/s10956-020-09850-8

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002

Küçük, S., Kapakin, S., & Göktaş, Y. (2016). Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load. Anatomical Sciences Education, 9(5), 411–421. https://doi.org/10.1002/ase.1603

Moro, C., Birt, J., Stromberga, Z., Phelps, C., & Clark, J. (2021). Virtual and augmented reality enhancements to medical and science student physiology and anatomy test performance: A systematic review and meta-analysis. Anatomical Sciences Education, 14(3), 368–376. https://doi.org/10.1002/ase.2049

Prasetya, F., Fortuna, A., Samala, A. D., Rawas, S., Mystakidis, S., Syahril, Waskito, Primawati, Wulansari, R. E., & Kassymova, G. K. (2024). The impact of augmented reality learning experiences based on the motivational design model: A meta-analysis. Social Sciences & Humanities Open, 10, 100926. https://doi.org/10.1016/j.ssaho.2024.100926

Ratih, C. D., Anggoro, S., & Fukui, M. (2025). Development of augmented reality-based learning media using Assemblr EDU integrated with contextual teaching and learning (CTL) for the human respiratory system. Jurnal Penelitian Pendidikan IPA, 11(8), 720–732. https://doi.org/10.29303/jppipa.v11i8.12116

Şahin, D., & Yılmaz, R. M. (2020). The effect of augmented reality technology on middle school students’ achievements and attitudes towards science education. Computers & Education, 144, 103710. https://doi.org/10.1016/j.compedu.2019.103710

Sekarani, F., & Abdullah, K. (2025). Effect of Assemblr Edu on fifth graders’ learning outcomes in the respiratory system. Inovasi Kurikulum, 22(3), 1635–1646. https://doi.org/10.64014/jik.v22i3.91

Setiawaty, S., Lukman, I. R., Imanda, R., Sudirman, S., & Rauzatuzzikrina, R. (2024). Integrating of mobile augmented reality applications through inquiry learning to improve students’ science process skills and concept mastery. Jurnal Pendidikan IPA Indonesia, 13(1), 90–102. https://doi.org/10.15294/jpii.v13i1.48891

Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior, 108, 106316. https://doi.org/10.1016/j.chb.2020.106316

Wahyu, Y., Suastra, I. W., Sadia, I. W., & Suarni, N. K. (2020). The effectiveness of mobile augmented reality assisted STEM-based learning on scientific literacy and students’ achievement. International Journal of Instruction, 13(3), 343–356. https://doi.org/10.29333/iji.2020.13324a

Wen, Y., Wu, L., He, S., Ng, N. H.-E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Educational Technology Research and Development, 71, 1631–1651. https://doi.org/10.1007/s11423-023-10235-y

Weng, C., Otanga, S., Christianto, S. M., & Chu, R. J.-C. (2020). Enhancing students’ biology learning by using augmented reality as a learning supplement. Journal of Educational Computing Research, 58(4), 747–770. https://doi.org/10.1177/0735633119884213

Widiyatmoko, A., Nugrahani, R., Yanitama, A., & Darmawan, M. S. (2023). The effect of virtual reality game-based learning to enhance STEM literacy in energy concepts. Jurnal Pendidikan IPA Indonesia, 12(4), 648–657. https://doi.org/10.15294/jpii.v12i4.48265

Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024