Garuda - Garba Rujukan Digital

Augmented Reality in Vocational Education : Trend, Acquired Skills, and Future Work Ramadhan, Muhammad Oka; Rohendi, Dedi; Handayani, Mustika Nuramalia; Abdullah, Ade Gaffar; Koehler, Thomas
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12875

This study aims to explore the role of Augmented Reality (AR) in enhancing practical skills within vocational education, particularly in response to the evolving needs of the educational sector. Through a bibliometric analysis and comprehensive literature review, this research examines trends in AR research from 2003 to 2023. The study focuses on publication growth, citation impact, research focus, and subject area. The research method used includes bibliometric analysis and systematic literature review, with data visualized through tools like VOSviewer and Tableau. Data were collected from various academic databases, examining the distribution of publications, research impact, and citation patterns over the years. Data were analyzed using quantitative and cluster analysis to categorize research trends into six clusters: industrial architecture, biomedical surgery, product development, learning methods, AR's positive impact, and acquired skills. The study results showed that AR has a positive impact on several skill sets but may occasionally hinder others. The research also reveals that while AR applications are gaining momentum, certain areas such as Agricultural and Biological Sciences, Economics, and Nursing remain largely unexplored. This review highlights the importance of advancing AR in untouched fields and emphasizes the need for further investigation into the systematic assessment of skills acquired through AR, making this study vital for educational technology, vocational instructors, and institutions aiming to implement AR technologies effectively.

The The Barriers in Online Assessment for Professional Certification: A Case Study In Indonesia Citra Manggalasari, Lena; Jantos, Anne; Koehler, Thomas; Yuliastuti, Yuliastuti; Wijayanti, Yureana; Setyandito, Oki; Sutarto, Sutarto; Wisni Septiarti, Serafin
Journal of Education Reseach and Evaluation Vol 7 No 1 (2023): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v7i1.53839

Certification exams conducted online must be of the same quality as those conducted on-site. To achieve this, it is necessary to conduct a study in which assessors need to identify obstacles in implementing online certification examinations which have been implemented during the Covid-19 pandemic. The study aims to analyze the perspective of the assessors to identify the barrier factors, understand the interrelation among them, and propose improvements to the online application process. The method applied was the MICMAC (Matrix of Cross-impact Multiplications Applied to Classification), a structural model, to analyze the variables based on their influence and dependence driving force. A case study was conducted on the Indonesia Hydraulic Engineer Association. The data was collected from a focus-group discussion with the assessors. The result revealed that the barrier factors consist of technical aspects, such as internet connection delay, hackers and viruses, and unverified e-document; and social aspects, such as questioning skills limitation, non-verbal communication skills limitation, and environment distraction. The study found that internet connection delay and questioning skill limitations are the barriers with the highest influence beyond other barriers in the online assessment process. Also, the questioning skills limitation factor has the highest dependency on other barriers. Hence, it can be proposed that the curricula of the assessors’ training and/or certification program, should be incorporated with the questioning skill in an online assessment environment.

Examining the Role of Augmented Reality Interactivity on Student Performance: Mediating Effects of Visuospatial and Auditory Knowledge Wahyuni, Dessy Seri; Koehler, Thomas; Saari, Erni Marlina; Sindu, I Gede Partha
Jurnal Nasional Pendidikan Teknik Informatika: JANAPATI Vol. 14 No. 2 (2025)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v14i2.93234

Augmented Reality (AR) has been widely used to support collaborative learning and provide students with facilities to complete tasks during the learning process. This study examines the impact of Augmented Reality on the interactivity, including controllability, responsiveness, and playfulness, of student performance through visuospatial and auditory Knowledge concerning Cognitive Load Theory (CLT). These elements must be processed simultaneously (both visually and audibly), resulting in a higher cognitive load. The CLT posits that learning is optimized when intrinsic, extraneous, and germane cognitive loads are balanced. This study employs the PLS-SEM approach to examine the conceptual model, as completed by 94 students in a vocational high school in Gianyar Regency who filled out the questionnaire. The findings of this study are novel, with visuospatial and auditory Knowledge that mediates AR interactivity on student performance in vocational high schools in Bali. These two forms of knowledge act as cognitive bridges, combining visuospatial and auditory knowledge between interactivity and achievement. When these modalities are well-integrated, they distribute cognitive load across channels (dual-channel processing), enhancing student performance. Antecedents of perceived AR interactivity, such as controllability and responsiveness, have a more significant influence on the mediator variables than playfulness, which enhances and enhances students’ achievement in vocational high schools. Visuospatial Knowledge helps learners mentally simulate spatial relationships, which is crucial in tasks like shaping ring components, whereas auditory Knowledge supports sequencing and procedural memory. The interactivity of AR can boost engagement and motivation, which translates into enhanced student performance, especially in vocational tasks like crafting a ring, which require precision, tactile feedback, and procedural mastery.

Augmented Reality in Vocational Education : Trend, Acquired Skills, and Future Work Ramadhan, Muhammad Oka; Rohendi, Dedi; Handayani, Mustika Nuramalia; Abdullah, Ade Gaffar; Koehler, Thomas
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 4 (2024): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.12875

This study aims to explore the role of Augmented Reality (AR) in enhancing practical skills within vocational education, particularly in response to the evolving needs of the educational sector. Through a bibliometric analysis and comprehensive literature review, this research examines trends in AR research from 2003 to 2023. The study focuses on publication growth, citation impact, research focus, and subject area. The research method used includes bibliometric analysis and systematic literature review, with data visualized through tools like VOSviewer and Tableau. Data were collected from various academic databases, examining the distribution of publications, research impact, and citation patterns over the years. Data were analyzed using quantitative and cluster analysis to categorize research trends into six clusters: industrial architecture, biomedical surgery, product development, learning methods, AR's positive impact, and acquired skills. The study results showed that AR has a positive impact on several skill sets but may occasionally hinder others. The research also reveals that while AR applications are gaining momentum, certain areas such as Agricultural and Biological Sciences, Economics, and Nursing remain largely unexplored. This review highlights the importance of advancing AR in untouched fields and emphasizes the need for further investigation into the systematic assessment of skills acquired through AR, making this study vital for educational technology, vocational instructors, and institutions aiming to implement AR technologies effectively.

Title

Found 4 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 4 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 4 Documents
Search