Development of Augmented Reality-Based Interactive Learning Media to Improve Elementary School Students’ Learning Motivation

Abstract

Learning motivation is an important factor influencing elementary school students’ participation and achievement in science learning. However, many students still experience low motivation due to conventional teaching methods and limited interactive learning media. Therefore, this study aimed to develop Augmented Reality (AR)-based interactive learning media and analyze its effectiveness in improving elementary school students’ learning motivation. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 30 fifth-grade elementary school students. Data were collected through observations, interviews, questionnaires, documentation, and learning motivation scales. Quantitative data were analyzed using percentage analysis, mean scores, and paired sample t-tests, while qualitative data were analyzed descriptively. The findings showed that the AR-based interactive learning media significantly improved students’ learning motivation. The average motivation score increased from 61.0 in the pretest to 84.9 in the posttest, with an improvement percentage of 39.2% categorized as high. The highest improvement occurred in students’ curiosity toward science learning. The immersive visualization, interactive features, and contextual learning experiences provided by AR technology successfully increased students’ attention, participation, confidence, and enthusiasm during science learning activities. Therefore, AR-based interactive learning media can be considered an effective and innovative solution for improving elementary school students’ learning motivation