Marker-Based Augmented Reality Learning Media for Introducing Professions and Occupational Tools to Elementary Students

Haida Dafitri (Universitas Harapan Medan, Medan, Indonesia)
Kalvin Chiuluto (Universitas Harapan Medan, Medan, Indonesia)
Muhammad Irwan Padli Nasution (Universitas Islam Negeri Sumatera Utara, Medan, Indonesia)

Information Technology Education Journal
Vol. 5, No. 4, November (2026)

Purpose: This study aimed to develop and preliminarily evaluate a marker-based augmented reality (AR) learning medium for introducing professions and occupational tools to elementary school students. Design/methodology/approach: An Android application was developed using Unity and Vuforia Engine following the six stages of the Multimedia Development Life Cycle (MDLC). The application presents three professions (doctor, police officer, and chef) and six occupational tools through three-dimensional (3D) objects, text, and audio narration. Black Box Testing was used to assess 14 application functions, each tested once. Marker detection was evaluated at distances of 10–80 cm using a 7 × 7 cm printed marker and a Samsung Galaxy S9 running Android 10, with three trials per distance. A descriptive questionnaire was completed by 40 respondents (20 teachers and 20 parents) after an application demonstration. Findings: All 14 tested functions produced their expected outputs. Marker detection succeeded in all trials at distances of 10–60 cm, in two of three trials at 70 cm, and in one of three trials at 80 cm. Teachers and parents reported positive perceptions across five aspects: ease of use, attractiveness of 3D objects, support for introducing professions and occupational tools, support for understanding occupational-tool functions, and perceived usefulness as a supplementary learning medium. For perceived usefulness, 65% of each respondent group selected Strongly Agree and 35% selected Agree. Research implications/limitations: The application may serve as a supplementary resource for teacher-guided observation and classroom discussion. However, the evaluation was limited to one device configuration and preliminary stakeholder perceptions. Respondents evaluated the application after a demonstration, the questionnaire was not formally validated, and students’ learning outcomes were not measured. Therefore, the study does not establish educational effectiveness. Future research should involve students directly, assess learning outcomes, and test the application across devices and environmental conditions.