Introduction
This article review is based on the analysis of the cross-sectional study by Amir et al. (2020). The article in question dwells upon the utilization of augmented reality (AR) technology in elementary school settings when teaching mathematics. Amir et al. (2020) found that AR is a valuable teaching tool that can be beneficial for all elementary students irrespective of their spatial ability and perception level. The purpose of this article review is to evaluate the significance of the paper under consideration for the field of employing 3D technology in education. This article is chosen as it sheds light on the potential benefits of the use of 3D metrics in online education in a higher education environment.
Summary
Amir et al. (2020) implemented a cross-sectional study and used a mixed research method design. The focus of the study was on elementary-school students’ perceptions, as well as the relationship between participants’ spatial ability and perceptions, after the use of 3Dmetric when learning shapes. Overall, 36 Indonesian elementary-school students took part in the research. The researchers’ data collection methods included Spatial Ability Scale, Perception Scale for Using 3Dmetric in Geometry Teaching, and In-Depth Interview Form. Quantitative data were analyzed with the help of a normality test, prevalence ratio test, and paired t-test. Descriptive content analysis was employed to analyze qualitative data. According to Amir et al. (2020), AR technology is an effective tool for teaching shapes in the elementary school setting as the participants displayed positive perceptions irrespective of their spatial ability and perception levels.
Critical Analysis
The article under analysis is a credible source that provides valuable insights into the utilization of 3D technology and contributes to the expansion of the knowledge base on the matter. The authors of the article in question are professionals in the field of education, psychology, and social sciences with the corresponding educational background and working experience (Amir et al., 2020). For instance, Mohammad Faizal Amir is an elementary school teacher and has a degree in psychology and educational sciences. The researcher also has three other publications that are enlisted in Scopus. The article under consideration is a credible source that can be referred to in other studies due to its clarity and informativity. Amir et al. (2020) described their analysis in detail and shed light on the central points related to the subject matter of their research. The authors follow the standards of academic writing and divide their paper into core sections that provide in-depth details about the methodology and findings. The data is presented appropriately with the use of tables and pictures so that the reader can follow it easily.
The validity of the conclusions is high as Amir et al. (2020) employ a sound methodology that is consistent with the purpose of the study. Since the researchers aimed at identifying the relationship between the participants’ perceptions and their spatial ability, the use of measurements to identify students’ spatial ability and attitudes is justified. As for qualitative data, interviews are standard tools that have proved their effectiveness because they enable researchers to elicit meanings by analyzing participants’ accounts. Amir et al. (2020) also utilize the abovementioned instruments to measure students’ spatial ability that have been verified in other studies. The methods, as well as the findings, are validated by Amir et al. (2020) by the use of the corresponding statistical tests.
The conclusions Amir et al. (2020) made are also consistent with other studies on the utilization of AR in an educational environment. Alzahrani (2020) implemented a review of studies on the effects of AR on kinesthetic learners’ academic outcomes and stated that the positive effects are apparent. Both articles (the one in question and the one by Amir et al. (2020)) provide thorough evidence to support this claim. Amir et al. (2020) concentrated on elementary school students, while Alzahrani (2020) reviewed the articles that involved students of diverse educational levels. Thus, Amir et al. (2020) contributed to the development of a clear understanding of the mechanisms and peculiarities of the use of AR technology in teaching.
The primary strength of this study is the use of valid methodology and the detailed presentation of findings. The authors provided all the necessary information, including the description of exact applications employed (with pictures), methods of analysis, and their assumptions. Amir et al. (2020) also supported their beliefs with an appropriate number of valid studies, which is essential for a scholarly article. As for the weaknesses of this study, the paper could be enhanced if the authors provided more descriptive statistics related to the participants. It could be beneficial to have more data about the proportion of boys and girls, age groups, and even learning styles.
The article in question is also associated with certain limitations. For instance, the sample size is rather small, although it can be justified since it focuses on qualitative data. However, the study could be improved by the involvement of a larger sample. In addition, the students of one school took part in the study, which decreases the heterogeneity of participants, which is particularly apparent with their academic skills. Clearly, classes and schools differ in terms of their teaching practice, which tends to affect students’ educational outcomes.
Conclusion
In conclusion, Amir et al. (2020) made a considerable contribution to the knowledge base regarding the benefits of AR technology in mathematics learning. The researchers utilized sound methodology and provided all the necessary verifications and justifications. The reader can follow the article quickly and view data, results, and conclusions that are given in a detailed form. The provision of pictures is a valuable addition to tabulated and textual data, as the viewer can get an idea of the exact tasks students performed and the way the AR technology looked like.
The authors also provide recommendations that can be used in research and practice. The study can be a starting point for further investigation. For example, other age groups can be involved, and it can be beneficial to explore the perceptions and outcomes of students having different learning styles. It can also be interesting to examine the reasons for negative perceptions, which can be needed for the development of effective teaching practices and applications. Undoubtedly, the study provides insights into the ways AR can facilitate elementary students’ learning so that these technologies can be applied in eLearning. At that, the article can be helpful for practitioners as well, since they can use similar technologies in their classrooms. The article can also be used for the development of methods and teaching techniques for online higher education. It is possible to conclude that the article under consideration is a valuable source of knowledge on the matter and can be employed in further research as valid evidence in support of specific methods and assumptions.
References
Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 1-21.
Amir, M. F., Fediyanto, N., Rudyanto, H. E., Nur Afifah, D. S., & Tortop, H. S. (2020). Elementary students’ perceptions of 3Dmetric: A cross-sectional study. Heliyon, 6(6), 1-8.