The effect of Augmented Reality (AR) to enhance learning motivation, cognitive intelligence, and self-efficacy in Physical Education
DOI:
https://doi.org/10.47197/retos.v70.114254Keywords:
Augmented Reality, Cognitive Intelligence, Learning Media, Learning Motivation, Self-EfficacyAbstract
Introduction: Technological innovation in education, particularly Augmented Reality (AR), presents new opportunities to enhance motivation, cognitive abilities, and self-efficacy in physical education.
Objective: This study aimed to examine the effects of AR-based learning on students’ learning motivation, cognitive intelligence, and self-efficacy in physical education.
Methodology: A true experimental design (Randomized Pretest-Posttest Control Group Design) was used. The population comprised 864 students of SMP Negeri 1 Purwokerto, with 96 students (M = 13.5 years, SD = 1.0) selected via simple random sampling. Instruments included the Physical Education Learning Motivation Questionnaire (PE-LMQ, Validity = 0.871, Reliability = 0.912), the Digit Span Test from WAIS/WISC (Validity = 0.911, Reliability = 0.943), and the Academic Self-Efficacy Scale (ASES, Validity = 0.889, Reliability = 0.907). Data were analyzed using normality, homogeneity, paired t-tests, and independent t-tests.
Discussion: Results showed that the data met assumptions for normality (sig = 0.421) and homogeneity (sig = 0.519). AR-based learning had a significant effect on all measured aspects (sig = 0.000), while the control group also showed effects (sig = 0.041). A significant difference between groups was found (sig = 0.001).
Conclusion: AR-based learning significantly improves motivation, cognitive intelligence, and self-efficacy in physical education, and outperforms traditional direct teaching models.
References
Akoramurthy, B. (2024). Industry automation: The contributions of artificial intelligence. In In-dustry Automation: The Technologies, Platforms and Use Cases (pp. 57–84). https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85192624690&origin=inward
Amores-Valencia, A., Burgos, D., & Branch-Bedoya, J. W. (2022). Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1011409
Bandura, A. (1997). Self-efficacy: The exercise of control. In Self-efficacy: The exercise of control. (pp. ix, 604–ix, 604). W H Freeman/Times Books/ Henry Holt & Co.
Børte, K., & Lillejord, S. (2024). Learning to teach: Aligning pedagogy and technology in a learning de-sign tool. Teaching and Teacher Education, 148(April). https://doi.org/10.1016/j.tate.2024.104693
Cai, S., Liu, C., Wang, T., Liu, E., & Liang, J.-C. (2020). Effects of learning physics using Augmented Reali-ty on students self‐efficacy and conceptions of learning. British Journal of Educational Tech-nology, 52(1), 235–251. https://doi.org/doi:10.1111/bjet.13020
Celik, I. (2023). Exploring the Determinants of Artificial Intelligence (AI) Literacy: Digital Divide, Com-putational Thinking, Cognitive Absorption. Telematics and Informatics, 83. https://doi.org/10.1016/j.tele.2023.102026
Chen, H. (2023). The impact of artificial intelligence vision technology on the learning interest of wu-shu Duanbing students in China. Archives of Budo, 19, 337–349. https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85199021569&origin=inward
Ciloglu, T., & Ustun, A. B. (2023). The Effects of Mobile AR-based Biology Learning Experience on Stu-dents’ Motivation, Self‐Efficacy, and Attitudes in Online Learning. Journal of Science Education and Technology, 32(3), 309–337. https://doi.org/10.1007/s10956-023-10030-7
Essmiller, K., Asino, T. I., Ibukun, A., Alvarado-Albertorio, F., Chaivisit, S., Do, T., & Kim, Y. (2020). Ex-ploring mixed reality based on self-efficacy and motivation of user. Research in Learning Tech-nology, 28(1063519), 1–14. https://doi.org/10.25304/rlt.v28.2331
Festiawan, R., Sumanto, E., Febriani, A. R., Permadi, A. A., Arifin, Z., Utomo, A. W., Nugroho, W. A., & Pratama, K. W. (2024). The Hybrid Learning System With Project Based Learning: Can It In-crease Creative Thinking Skill and Learning Motivation in Physical Education Learning? Retos, 56, 1009–1015. https://doi.org/10.47197/retos.v56.105047
Haryanto, J. (2024). Exploring cognitive processing speed, emotional intelligence, and topspin shot accuracy in table tennis. Journal of Physical Education and Sport, 24(3), 695–702. https://doi.org/10.7752/jpes.2024.03082
Hidayat, H., Sukmawarti, S., & Suwanto, S. (2021). The application of augmented reality in elementary school education. Research, Society and Development, 10(3), e14910312823. https://doi.org/10.33448/rsd-v10i3.12823
Kilinc-Ata, N. (2024). The Place and Role of Digital Twin Applications: Directions for Energy and Edu-cation Sector. In Transforming Industry using Digital Twin Technology (pp. 45–57). https://doi.org/10.1007/9783031585234_3
Kim, W. (2024). Exploring Potential Application Areas of Artificial Intelligence-Infused System for En-gagement Recognition: Insights from Special Education Experts. In UbiComp Companion 2024 - Companion of the 2024 ACM International Joint Conference on Pervasive and Ubiquitous Com-puting (pp. 803–808). https://doi.org/10.1145/3675094.3678376
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Em-pirical Studies. Applied Sciences (Switzerland), 12(13). https://doi.org/10.3390/app12136809
Laurens-Arredondo, L. (2022). Mobile augmented reality adapted to the ARCS model of motivation: a case study during the COVID-19 pandemic. Education and Information Technologies, 7927–7946. https://doi.org/10.1007/s10639-022-10933-9
Lima, C. B. De, Walton, S., & Owen, T. (2022). A critical outlook at augmented reality and its adoption in education. Computers and Education Open, 3(1), 1–17. https://doi.org/10.1016/j.caeo.2022.100103
Lin, X. F., Wong, S. Y., Zhou, W., Shen, W., Li, W., & Tsai, C. C. (2023). Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science Learning and Their Relation to Sci-ence Learning Self-efficacy and Behavior Patterns. International Journal of Science and Math-ematics Education, 0123456789. https://doi.org/10.1007/s10763-023-10376-9
Majeed, B. H., & ALRikabi, H. T. S. (2022). Effect of Augmented Reality Technology on Spatial Intelli-gence among High School Students. International Journal of Emerging Technologies in Learn-ing, 17(24), 131–143. https://doi.org/10.3991/ijet.v17i24.35977
Martin, F. (2020). A synthesis of systematic review research on emerging learning environments and technologies. Educational Technology Research and Development, 68(4), 1613–1633. https://doi.org/10.1007/s11423-020-09812-2
Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., & Roeser, R. (2000). Manual for the Patterns of Adap-tive Learning Sciences (PALS). Pals, 734–763.
Nelson, S. (2025). The effectiveness of learning media based on digital augmented reality (AR) tech-nology on the learning outcomes of martial arts. Retos, 63, 878–885. https://doi.org/10.47197/retos.v63.108948
Nelson, Sonya, Darni, R., & Haris, F. (2022). Development Augmented Reality (AR) Learning Media for Pencak Silat Course at Faculty of Sports and Science Universitas Negeri Padang. Educational Administration: Theory and Practice, 28(1), 37–46. https://doi.org/10.17762/kuey.v28i01.322
Nowfal, S. H. (2024). Edge Computing with Deep Learning and Internet of Things for Recognising and Predicting Students Emotions and Mental Health. Journal of Machine and Computing, 4(4), 1092–1106. https://doi.org/10.53759/7669/jmc202404101
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71(2), 225–242. https://doi.org/10.1348/000709901158497
Omarov, N. (2024). Applying an augmented reality game-based learning environment in physical edu-cation classes to enhance sports motivation. Retos, 60, 269–278. https://doi.org/10.47197/retos.v60.109170
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? International Journal of Interactive Mobile Technologies, 15(4), 31–47. https://doi.org/10.3991/IJIM.V15I04.20291
Ramírez-Verdugo, M. D. (2021). Gamification and augmented reality to upgrade elementary bilingual education students’ health and engagement: An innovation and research proposal for teacher education. In Research Anthology on Bilingual and Multilingual Education (pp. 746–768). https://doi.org/10.4018/978-1-6684-3690-5.ch037
Ruiz-ariza, A., Casuso, R. A., Suarez-manzano, S., & Emilio, J. (2017). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Com-puters & Education, 21(2), 10–18. https://doi.org/10.1016/j.compedu.2017.09.002.This
Sabbah, K., Mahamid, F., & Mousa, A. (2023). Augmented Reality-Based Learning: The Efficacy on Learner‘s Motivation and Reflective Thinking. International Journal of Information and Educa-tion Technology, 13(7), 1051–1061. https://doi.org/10.18178/ijiet.2023.13.7.1904
Seitz, M. (2025). The Mind Under Pressure: What Roles Does Education Play in the Relationship Be-tween Chronic Stress and Cognitive Ability? Journal of Intelligence, 13(2). https://doi.org/10.3390/jintelligence13020013
Suhaimi, M. S. (2024). The Intersection of Technology and Education: An Immersive Interior Design Digital Application as an Innovative Teaching Tool. In 2024 20th IEEE International Colloqui-um on Signal Processing and Its Applications, CSPA 2024 - Conference Proceedings (pp. 242–247). https://doi.org/10.1109/CSPA60979.2024.10525462
Tuli, N., Singh, G., Mantri, A., & Sharma, S. (2022). Augmented reality learning environment to aid engi-neering students in performing practical laboratory experiments in electronics engineering. Smart Learning Environments, 9(1), 1–20. https://doi.org/10.1186/s40561-022-00207-9
Urban, H., Pelikan, G., & Schranz, C. (2022). Augmented Reality in AEC Education: A Case Study. Build-ings, 12(4). https://doi.org/10.3390/buildings12040391
Vallerand, R. J. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, and Amotiva-tion in Education. Educational and Psychological Measurement. In Educational and Psychologi-cal Measurement (Vol. 52, pp. 1003–1017).
Varina, H., Osadcha, K., Shevchenko, S., & Glazunova, O. (2022). Features of Implementation of Aug-mented and Virtual Reality Technologies in the Psycho-correctional Process of Development of Emotional Intelligence of High School Students in Terms of Professional Self-determination. Proceedings of the 1st Symposium on Advances in Educational Technology, 2(Aet 2020), 85–100. https://doi.org/10.5220/0010928700003364
Volioti, C., Keramopoulos, E., Sapounidis, T., Melisidis, K., Zafeiropoulou, M., Sotiriou, C., & Spiridis, V. (2022). Using Augmented Reality in K-12 Education: An Indicative Platform for Teaching Phys-ics. Information (Switzerland), 13(7). https://doi.org/10.3390/info13070336
Wenk, N., Penalver-Andres, J., Buetler, K. A., Nef, T., Müri, R. M., & Marchal-Crespo, L. (2023). Effect of immersive visualization technologies on cognitive load, motivation, usability, and embodiment. Virtual Reality, 27(1), 307–331. https://doi.org/10.1007/s10055-021-00565-8
Yousef, A. M. F. (2021). Augmented reality assisted learning achievement, motivation, and creativity for children of low-grade in primary school. Journal of Computer Assisted Learning, 37(4), 966–977. https://doi.org/10.1111/jcal.12536
Zainuddin, Z. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100326
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Rifqi Festiawan, Eko Sumanto, Jose Vicente Garcia Jimenez, Arisman Arisman, Taufik Rahman, Danang Endarto Putro, Syahrir Syahrir, Eko Prabowo, Muchtar Hendra Hasibuan, Catur Wahyu Priyanto
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
