Mobile Serious Game using Augmented Reality for Increasing Quality of Learning

Abstract

Traditional learning is currently considered as boring learning for students. This study presents a new learning media to provide opportunities for students to learn the concept of computer networks more realistically. The learning process has been mobile gamified with a serious game approach using augmented reality. Bloom’s Taxonomy was used to arrange the material. The evaluation of game-based learning outcomes was carried out using a quasi-experimental pretest-posttest group design method. Three classes were randomly selected to experiment. The first class was chosen to use games with instructional learning from the teacher, the second class used games without teacher instruction, while the last class used traditional learning. The 3X1 covariance was used to compare groups. A pairwise comparison shows that learning using games with teacher instruction has better results than learning games without teacher instruction. Meanwhile, the opposite result is shown in the data on student interest in learning.