The Development of Augmented Reality Learning Media Based on Constructionism Theory to Enhance Computational Thinking Skills on Logical Reasoning Programming for Grade 5 Students

Abstract

The objectives of this research were: 1) to design and develop augmented reality learning media to enhance computational thinking skills.; 2) to investigate the effects of augmented reality learning media on the development of computational thinking skills.; and 3) to examine the learners’ satisfaction with the use of AR learning media. The target group of this study consisted of 30 Grade 5 students from Ban Pho School. The research instruments included: 1) AR learning media on the topic of programming with logical reasoning, 2) a computational thinking skills assessment, and 3) a satisfaction questionnaire on learning with AR media. the statistics used included the mean (M), standard deviation (S.D.), and relative gain score.

The research findings revealed that:

1) The design of the augmented reality (AR) learning media on the topic of programming with logical reasoning was developed using the ADDIE Model, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. The resulting AR learning media took the form of flashcards and included two main components: (1) 3D content with narration, and (2) video infographics. The media covered three main topics: (1) basic flowchart symbols, (2) an introduction to the Scratch programming environment, and (3) fundamental Scratch commands. The AR learning media was developed based on the concept of constructivist theory, emphasizing hands-on learning.

2) The results of computational thinking skill development showed that the average percentage of students’ progress was 82.24%, indicating a very high level of improvement after learning.

3) The students’ satisfaction with the AR learning media was found to be at a very high level (µ = 4.57, σ = 0.14)