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Ahmad Tohir
Sekolah Tinggi Keguruan dan Ilmu Pendidikan Al Islam Tunas Bangsa
Education Other

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Augmented Reality in Learning: Its Impact on the Understanding of Abstract Concepts Arimbi Pamungkas; Rahayu Soraya; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xjs9bx55

Abstract

This study investigates the effect of immersive simulation-based learning on students’ empathy development compared to video-based learning and non-technology instruction. A randomized controlled trial with a pre-test–post-test design involving three groups was employed. A total of 120 undergraduate students aged 18–25 years were randomly assigned to a virtual reality (VR) simulation group, a video-based learning group, and a control group. Empathy was measured as a latent construct consisting of cognitive and emotional dimensions, adapted from established empathy theory. Data were analyzed using repeated measures ANOVA and Structural Equation Modeling–Partial Least Squares (SEM–PLS). The results indicate that the VR simulation group demonstrated a significantly greater increase in empathy compared to the other groups. Structural modeling further revealed that immersive simulation had a stronger positive effect on empathy than video-based learning. These findings suggest that immersive learning environments effectively support empathy development through integrated cognitive and emotional engagement
Evaluating the Effectiveness of Technology-Based Learning through an Evidence-Based Education Framework Arimbi Pamungkas; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4zkfbq42

Abstract

The accelerated adoption of technology-based learning in the post-pandemic era has encouraged educational institutions to integrate various digital innovations into instructional practices. However, increased technology use does not consistently translate into measurable learning gains, highlighting the need for evidence-based evaluation. This study aims to evaluate the effectiveness of technology-based learning through an evidence-based education framework using a Systematic Literature Review (SLR) approach. Literature searches were conducted in reputable academic databases with inclusion criteria emphasizing empirical quality and pedagogical relevance. A total of 32 empirical studies were selected and analyzed through thematic and comparative synthesis. The findings indicate that technology-based learning tends to produce positive learning outcomes when supported by evidence-informed instructional design, alignment between learning objectives, activities, and assessment, and the use of objective learning outcome measures. In contrast, technology implementations that merely substitute traditional methods without strong pedagogical grounding yield limited effects. This study concludes that the effectiveness of technology-based learning is conditional rather than universal and must be evaluated within an evidence-based education framework. The findings underscore the need to shift from innovation-driven technology adoption toward pedagogical decision-making grounded in robust empirical evidence.
Co-Authors Arimbi Pamungkas Rahayu Soraya