Manuscript received March 22, 2024; revised May 13, 2024; accepted September 20, 2024; published November 19, 2024
Abstract—Physics education involves abstract concepts and mathematical problem-solving skills that can be potentially improved using Social Cognitive Theory (SCT). Although SCT has the potential to improve the learning of physics that involves abstract and mathematical problem-solving skills, there is still a lack of studies that examine the use of theories in the design and development of the topic of Gravitation. Based on a need analysis conducted in the preliminary step, there is a need to develop a learning kit to help students visualize abstract concepts and solve mathematical problems in the Physics subject. Therefore, a study was conducted at a high school to design and develop an Augmented Reality (AR) learning kit named FizaAR, specifically in the topic of Gravitation. FizaAR is an abbreviation that stands for Physics (Fiz), animation (a) and Augmented Reality (AR). The study utilized Design and Development Research (DDR). The implementation was carried out on 15 students at a high school. The result revealed that the desired learning outcomes on abstract concepts and solving mathematical problems in the Physics subject, especially in finding the escape velocity were achieved after the implementation of SCT that focused on observational learning. In this implementation in a classroom utilizing FizaAR as media and peer learning and SCT, the interaction between students during their class presentation was included in the expected learning outcomes. SCT states that peer learning approach could be useful to help students understand abstract concepts and problem solving. Thus, it might improve the learning of physics among high school students. This study suggested that the application of SCT, Cognitive Theory of Multimedia Learning (CTML), and AR is beneficial in developing Physics learning materials for high school students. Additionally, a stepby- step process of the design and development stages found in the DDR framework assisted the learning material design and development systematically.
Keywords—augmented reality, physics, social cognitive theory
Cite: Siti Nurqualbiah Mat Karim, Aidah Abdul Karim, and Intan Farahana Kamsin, "FizaAR: An Augmented Reality Learning Kit Integrating Social Cognitive Theory in Learning Physics," International Journal of Information and Education Technology vol. 14, no. 11, pp. 1600-1610, 2024.