Augmented Reality-Based Learning Media to Evaluate Independent Learning Experience: Evidence from Higher Education

Abstract

Augmented reality (AR) has been increasingly used in education; however, its application has largely focused on classroom settings and primary or secondary education. However, evidence regarding the use of AR for independent learning in higher education remains limited. This study aimed to evaluate students’ perceptions of AR-based learning media for independent practical learning. AR media, designed to simulate experiments on strong, weak, and non-electrolyte solutions, were developed using the ADDIE model. The quantitative evaluation involved 85 undergraduate students selected through convenience sampling methods. Six indicators were assessed using a five-point Likert-scale questionnaire: performance, user interface (UI), AR interaction, motivation, learning media preference, and interest. The results showed that UI achieved the highest mean score among the technical indicators (M = 3.91, SD = 0.89), while motivation obtained the highest score among the learning experience indicators (M = 3.80, SD = 0.96). Overall, students perceived AR-based learning media positively, particularly in terms of interface design and motivation for independent learning. These findings extend the application of AR from classroom-based instruction to independent practical learning in higher education, although they reflect students’ perceptions rather than causal effects on learning outcomes.