Augmented Reality for Developing Computational Concepts among Elementary Female Students

Abstract

This research investigated how learning with the help of augmented reality (AR)-supported instruction using Assembler Edu affected the development of the computational concepts among the fifth-grade female students enrolled in a Digital Skills course. The first semester of 1447 AH (2025) implemented a quantitative quasi-experimental pretest-posttest comparison-group design in an elementary school in Al-Kharj Governorate. Two intact classes were involved: one of the classes was taught in a conventional way, and the other one was taught with the help of AR with the use of Assembler Edu. Before and after a three-week intervention, a 20 item multiple-choice test of computational concepts was developed, validated by experts, piloted and administered. Pretest results revealed that no statistically significant difference between groups existed (t = 0.26, p = 0.79) and the baselines were equal. Posttest comparison indicated that the AR-supported class scored significantly higher (M = 14.50, SD = 2.82) as compared to the traditionally taught class (M = 6.77, SD = 2.98), with a large effect size (t = 10.40, p <.001, eta 2 =.65). These findings suggest that AR-supported instruction can enhance students’ understanding of computational concepts. Nonetheless, due to the fact that the intervention was performed at intact classes but not randomly, they should be used cautiously, and further research with stricter experimental designs would be suggested.