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All Journal Journal of Noesantara Islamic Studies Journal of Moeslim Research Technik Journal of Selvicoltura Asean Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon Research of Scientia Naturalis Journal of Biomedical and Techno Nanomaterials Journal of Social Entrepreneurship and Creative Technology Journal of Humanities Research Sustainability Journal of Multidisciplinary Sustainability Asean Journal Markcount Finance Sharia Oikonomia Law Journal Journal of World Future Medicine, Health and Nursing Pengabdian: Jurnal Abdimas Journal Emerging Technologies in Education International Journal of Educational Narratives
Ravi Dara
South East University
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Other

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Augmented Reality in Multicultural Education: Bridging Language and Cultural Barriers through Immersive Tools Azhariah Rachman; Ravi Dara; Vanna Sok
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2713

Abstract

Background. The increasing globalization of education necessitates innovative approaches to overcome language and cultural barriers in multicultural classrooms. Augmented Reality (AR) technology offers immersive tools that can bridge these gaps, enhancing both language learning and cultural understanding. Purpose. This study explores the role of AR in multicultural education, specifically how it can facilitate communication and cultural exchange among students from diverse backgrounds. The research aims to evaluate the effectiveness of AR tools in promoting language acquisition and cultural awareness in multicultural educational settings.   Method. A mixed-methods approach was used, combining quantitative data from pre- and post-intervention language proficiency tests and qualitative data from student and teacher interviews. The study was conducted in three multicultural schools, involving 200 students and 10 teachers. Results. Results showed that AR significantly improved students' language skills, particularly in speaking and comprehension, and increased their cultural sensitivity. Teachers also reported that AR provided a more engaging and interactive learning experience, fostering a deeper understanding of cultural contexts.   Conclusion. The study concludes that AR technology can be an effective tool in multicultural education, facilitating better communication, enhancing language learning, and fostering respect for cultural diversity. Future research should focus on the long-term impact of AR in diverse educational settings and explore how to further integrate AR tools into existing curricula.
Beyond Immersion: A Comparative Analysis of Cognitive Learning Outcomes in Augmented Reality (AR) versus Traditional Laboratory Settings Ravi Dara; Roya Zahir; Jamil Khan
Journal Emerging Technologies in Education Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i6.3188

Abstract

Background. The integration of Augmented Reality (AR) in education has garnered attention for its potential to enhance student engagement and learning outcomes. While much of the research focuses on the immersive nature of AR, its impact on cognitive learning outcomes compared to traditional laboratory-based learning environments remains underexplored. Purpose. This study aims to compare the cognitive learning outcomes of students who engage with content in AR environments versus those who participate in traditional laboratory settings. The research seeks to determine whether AR offers significant advantages in terms of knowledge retention, problem-solving, and conceptual understanding. Method. A mixed-methods design was employed, combining quantitative pre- and post-test assessments to measure cognitive outcomes and qualitative focus group discussions to capture students' experiences. The study involved 200 students, with 100 participating in AR-based learning and 100 in traditional laboratory settings. Results. The AR group showed a greater improvement in cognitive learning outcomes (23% increase) compared to the traditional laboratory group (14% increase). Students in the AR environment also reported higher levels of engagement, which correlated with their cognitive improvements. Conclusion. AR-based learning environments offer significant cognitive benefits over traditional laboratory settings, particularly in enhancing conceptual understanding and problem-solving skills.
Narrative-Based Assessment: Using Student Stories for Measuring Learning Progress and Metacognition Siri Lek; Ming Pong; Ravi Dara; Widiharto Purnomo
International Journal of Educational Narratives Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i1.3068

Abstract

Background. Narrative-based assessment has emerged as an alternative approach to traditional evaluation practices that often prioritize standardized outcomes over learning processes. Conventional assessments provide limited insight into how students develop understanding and regulate their thinking. Student narratives, in contrast, offer rich representations of learning experiences and reflective engagement, yet their systematic use for measuring learning progress and metacognition remains underexplored. Purpose. This study aims to examine how narrative-based assessment using student stories can be utilized to measure learning progress and metacognitive development. The research seeks to identify narrative features that indicate cognitive growth, reflective depth, and self-regulatory awareness in learning contexts. Method. A qualitative descriptive research design with a longitudinal narrative approach was employed. Participants were students engaged in reflective learning activities selected through purposive sampling. Data were collected through student narratives, reflective prompts, and learning artifacts, and analyzed using thematic, structural, and linguistic analysis to identify indicators of learning progress and metacognition. Results. Findings indicate that repeated narrative engagement leads to increased metacognitive awareness, strategy articulation, and evaluative reflection. Student stories demonstrated progressive development from descriptive accounts toward coherent and self-regulated learning narratives. Case analysis further illustrated individual learning transformation through narrative expression. Conclusion. Narrative-based assessment is effective for capturing learning progress and metacognition as dynamic and developmental processes. The novelty of this study lies in operationalizing student narratives as systematic assessment evidence, positioning storytelling as a valid and inclusive approach for measuring learning development.
Co-Authors Anam Besari Aylin Erdoan Azhariah Rachman Bagus Ardiyansyah Benny Novico Zani Chak Sothy Dara Van Dara Vann Dita Nurul Savitri Hamzah Al Imran Jamil Khan Livia Alves Ming Kiri Ming Pong Mismiwati Mismiwati Nopianti, Rina Prastika Suwandi Tjeng Rashid Rahman Rithy Vann Rohan Kumar Roya Zahir Siri Lek Siti Shofiah Sokha Dara Sota Yamamoto Sulaiman Sulaiman Thiago Rocha Ton Kiat Vann Sok Vanna Sok Vicheka Rith Vicheka Rith Widiharto Purnomo Wijaya Wijaya Yohanes Kamakaula Kamakaula Yohanes Kamakaula Kamakaula